Tag: Kansas Policy Institute

  • Kansas education topic on ‘This Week in Kansas’

    school-homeworkKansas education issues were a topic on a recent segment of KAKE TV “This Week in Kansas.”

    Opening the show, Representative Jim Ward made a small but potentially consequential mistake when he said the “legislature has violated their constitutional duty to provide for an adequate or sufficient education.”

    The Kansas Constitution actually says this in Article 6, Section 6(b): “The legislature shall make suitable provision for finance of the educational interests of the state.”

    It’s too bad that the Kansas Constitution doesn’t mandate that the state provide an “adequate or sufficient” education, as that would provide the basis for a lawsuit that would actually — potentially — benefit Kansas schoolchildren.

    The performance of Kansas schools that the education establishment touts wilts when examined under a statistical microscope. If we compare Kansas NAEP scores to those of Texas, we have what seems to be four contradictory statements, but each is true.

    • When considering all students: Kansas scores higher than Texas.
    • Hispanic students only: Kansas is roughly equal to Texas.
    • Black students only: Kansas scores below Texas.
    • White students only: Kansas scores below Texas in most cases.

    (For more on this, see Kansas school test scores, in perspective.)

    Furthermore — and this is important considering the significance given to the current school finance lawsuit: At a time when Kansas was spending more on schools due to an order from the Kansas Supreme Court, the state lowered its already low standards for schools.

    That is the conclusion of the National Center for Education Statistics, based on the most recent version of Mapping State Proficiency Standards Onto the NAEP Scales. NCES is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations, and is located within the U.S. Department of Education and the Institute of Education Sciences.

    The mapping project establishes a relationship between the tests each state gives to assess its students and the National Assessment of Education Progress, a test that is the same in all states. As explained in Kansas school standards and other states, Kansas standards are relatively low, compared to other states. This video explains.

    Sample conclusions of this analysis for Kansas include:

    “Although no substantive changes in the reading assessments from 2007 to 2009 were indicated by the state, the NAEP scale equivalent of both its grade 4 and grade 8 standards decreased.

    Also: “Kansas made substantive changes to its reading grade 8 assessment between 2005 and 2009, and the NAEP scale equivalent of its grade 8 standards decreased.

    In other words, NCES judged that Kansas weakened its standards for reading performance.

    Mark Tallman of Kansas Association of School Boards also appeared. His focus is primarily on spending, but also makes the same mistakes when citing the performance of Kansas schools.

  • LOB property tax increase already in effect

    From Kansas Policy Institute.

    LOB property tax increase already in effect

    By Dave Trabert

    About a year ago we asked the Kansas Department of Education to verify our calculation of the Local Option Budget (LOB) property tax increase that would result if Base State Aid Per Pupil (BSAPP) was increased from $3,838 per-pupil to $4,492 in accordance with a final Gannon ruling in favor of the plaintiffs/against Kansas taxpayers. KSDE verified our calculation but didn’t mention that the Legislature had already authorized districts to calculate LOB based on a hypothetical BSAPP of $4,433. Therefore, our reporting that increasing BSAPP to $4,492 would prompt an LOB increase of $154 million was inadvertently inaccurate, since most of that increase has already taken place. Upon learning of the potential mistake, we immediately contacted KSDE for clarification and issued this correction. We apologize for our role in this inadvertent reporting.

    It should also be noted that the authorization to calculate LOB at a hypothetical rate of $4,433 expires on June 30, 2014; if not re-authorized, LOB calculations will be based on the actual amount of BSAPP, which currently is $3,838.

    Setting LOB aside, let’s revisit the potential impact on citizens and the state budget if the Gannon ruling is upheld and implemented.

    (more…)

  • Kansas news reporting questioned

    From Kansas Policy Institute.

    Media should be a neutral reporter of facts

    By Dave Trabert

    “An enlightened citizenry is indispensable for the proper functioning of a republic.” — Thomas Jefferson

    I wonder what Mr. Jefferson would say about the state of today’s media. Television, cable, print and internet media routinely ignore basic journalistic principles and openly choose sides, often ignoring the facts and perpetuating falsehoods to convince citizens that their view is the right one. In some cases, it’s done in support of conservative causes; most often, it’s in support of “progressive” ideals that strip citizens of their personal freedom. It’s bad enough when facts are ignored in editorials but ignoring facts and choosing sides in news stories is tantamount to journalistic malpractice.

    Local media gave us two examples of this behavior recently.  A November 22 Kansas City Star report said, “Kansas still had fewer jobs in October 2013 than it did in December 2012, the month before the Brownback tax cuts took effect.” The reporter when on to say, “Put another way: Kansas has actually lost 3,311 jobs since the Brownback tax cuts took effect.”

    This is a great example of media looking for ways to inject their support or opposition of policy into news stories while quite deliberately ignoring pertinent facts. The clear purpose in that KC Star story was to show disdain for tax reform and the facts were not allowed to detract from that purpose.

    The Bureau of Labor Statistics employment data quoted by the reporter (although certainly not disclosed) was Labor Force Employment, which comes from the Current Population Survey (CPS) and represents employed persons by place of residence. The more commonly-used BLS report of non-farm employment is estimated based on the Current Employment Statistics (CES) survey of business establishments, and represents a count of jobs by place of work.

    The CPS data chosen by the KC Star is based on where people live, not where they work. There is no way of knowing to what extent the job losses reported in the CPS data are attributable to people who live in Kansas but work in Missouri, Nebraska, Colorado or Oklahoma. Data from the CES survey of businesses, however, avoids that issue because it is based on where people work.

    And surprise! This data shows just the opposite of the story told by the KC Star.

    Job growth is occurring in Kansas but that inconvenient truth gets in the way of the Star’s opposition to tax reform, so they spin a tale that suits their purpose and pass it off as “news.”

    The Topeka-Capital Journal provided another example of journalistic malfeasance on November 24 in a one-sided recitation of school districts’ funding complaints. Not unlike the piece in the Star, its political purpose comes through loud and clear.

    “When Gov. Sam Brownback took office, schools like this one were already reeling. The recession had brought what were likely the largest cuts to their operating budgets in state history. But once the recession faded, those funds didn’t rebound as some had hoped. Meanwhile, the governor cut income taxes — reductions meant to bolster the economy.”

    That reads like an ad for a made-for-TV fictional movie, with the emphasis on fiction. Not a shred of funding facts were provided, which would of course expose that the claims are crafted to meet the political purpose.

    Let’s look at the facts (all of which are readily available from the Kansas Department of Education). First of all, we’ll look at actual spending instead of the misleading reference to “budget.” Individuals and businesses think of “budget cuts” as spending reductions but when government says their budget was cut, it most often means that their plan to spend more was partly stymied.

    I’ll make an assumption here that “operating” means current operating costs and excludes capital outlay and debt service (it wasn’t defined in the CJ story).

    There was a 2.3 percent reduction in total operating expenditures in 2010, with per-pupil operating spending dipping by 3.5 percent. Portraying reaction to this paltry decline as “reeling” (or allowing school districts to do so) is hardly justifiable. Those small declines in total and per-pupil spending came on the heels of very large spending increases between 2005 and 2009 of 35 percent and 32 percent, respectively. (FYI, in case anyone tries to claim that schools suffered because state funding declined dramatically in 2010, remind them that nearly all of that money was replaced by legislators with federal stimulus money; the funding just temporarily shifted.)

    Calling the 2010 minor spending dip the largest cut in state history makes it sound monumental and only feeds the political hype. In reality, 2010 was the only spending reduction that occurred since 1990, which is as far back as KSDE can cite; they tell us that prior years’ data has been archived and isn’t readily available. Details needed to identify operating spending in the KSDE online database only go back to 2004 (KPI has tracked it since 2005) but we do know that total spending did not decline between 1990 and 2010.

    Allowing districts to claim they were “reeling” and quoting a legislator as saying districts are in “survival mode” deliberately ignores well-known facts that counter the veracity of those claims. For example, districts haven’t even spent all of the tax money received since 2005; about $420 million was used to increase operating cash reserves. Districts are also wasting a lot of money with inefficient operations.  Every single Legislative Post Audit study on school efficiency has found that schools could operate much more efficiently. If media is going to print “sky-is-falling” claims by school districts and those who support their institutional desires, they have a journalistic obligation to also publish facts that call such claims into question.

    The article also perpetuates the myth that Base State Aid Per Pupil (BSAPP) is all districts receive to operate schools. The story allows two legislators and others to at least imply that BSAPP is the sole funding source and that the Legislature is deliberately underfunding schools despite a large body of evidence to the contrary.

    The story cites no other per-pupil amount and fails to disclose that BSAPP is only about 30 percent of total funding provided by taxpayers. For the record, KSDE reports that per-pupil support of public education set a new record last year at $12,781 and is expected to hit $12,885 this year. District administrators know (and we’ve certainly informed media quite often) that they receive a lot more money than BSAPP to fund general operations. Local Option Budget (LOB) funds, which are provided through legislative authority, have increased 71% between 2005 and 2013, going from $341.7 million to $585.3 million.

    Contrary to the claim made by one legislator quoted in the story, BSAPP was not put into statute as what the Legislature deemed to be “… the appropriate number to fund our schools.”  The Legislature made no such declaration. The Legislature increased funding based on a court order and under threat of having the State Supreme Court close schools. But the facts don’t fit the story that some people want to perpetuate, so rhetoric is substituted to fulfill a political purpose.

    Kansas Policy Institute and other have published the facts surrounding school funding cases, including a full legal analysis of Montoy vs. State of Kansas.  We most recently published “Student-Focused Funding Solutions for Public Education,” which again cites many facts that explain why every court case on school funding is based on deliberately-inflated figures. Despite all the rhetoric, supposition and claims to the contrary, the simple proven truth is that no one — not a single legislator, superintendent, reporter, policy analyst or judge — knows how much money schools need to achieve required outcomes while operating efficiently. No such study or analysis has ever been conducted in Kansas.

    Having spent more than twenty years managing news operations in several states, I have great respect for journalism and those who diligently work to honestly inform citizens. I also know that reporters are sometimes forced to cover stories by editors and managers in ways they find objectionable and have misleading headlines slapped on their stories. But to paraphrase Jefferson, our republic cannot properly function when citizens are deliberately deprived of information. It is not the duty of media (or policy analysts) to make decisions for citizens, but to inform them so they can make their own decisions.

  • Kansas school employment trends de-emphasize classroom teachers

    teacher-23304_640From Kansas Policy Institute.

    School district employment trends de-emphasize classroom teachers
    By Dave Trabert

    A large body of research shows that nothing benefits students more than having effective teachers in the classroom. With that in mind, we thought it would be interesting to see how Kansas school district employment has changed over the years — comparing changes in regular classroom teachers to enrollment and other employment trends. All of the data was provided by the Kansas Department of Education (we appreciate their cooperation in helping to locate historical data) based on reports they receive from school districts.

    The results are actually quite surprising and prompt a number of questions that legislators and parents may want to pose to school districts. But first, let’s look at the trends.

    The first two tables show the changes in full time equivalent (FTE) employees over several time frames during the last twenty years.

    1993 to 2005: These are the pre-Montoy years, during which time KPERS-adjusted school funding increased at a compound annual growth rate of 3.9 percent and FTE employment increased at a compound annual growth rate of 1.3 percent. KPERS retirement money was not included in reported funding until 2005, so we’ve added the annual amounts for 1993 through 2004 as provided by KSDE.

    2005 to 2008: Large court-ordered funding increases began in 2006. School funding increased at a compound annual growth rate of 7.9 percent (from the 2005 base year) and FTE employment increased at a compound annual growth rate of 2.9 percent.

    2008 to 2013: While the economic impact of the Great Recession began in 2009, school funding actually increased 4.0 percent that year. Total funding per KSDE dipped slightly in 2010 and 2011 (1.4 percent and 0.04 percent, respectively) and then increased in 2012 and 2013 (3.3 percent and 1.4 percent, respectively). We examine this period in total in the first table and then break it out by year in the second table.



    Annual employment changes in the second table are compared to total school funding per-pupil as reported by KSDE and our own calculation per-pupil funding provided on state authority with all KPERS amounts removed. The state-provision calculation uses all funding sources provided to school districts through the state legislature’s statutory provision (except for KPERS as noted). This excludes all federal money and property taxes for bond levies that are approved by local voters. We exclude KPERS in this calculation to demonstrate that, contrary to claims in some circles, school funding increases are not totally driven by retirement spending.

    Regular teacher employment has generally kept pace with enrollment over the years. Twenty years ago, there were 17.8 students per teacher, compared to 17.7 students per teacher in 2013. But the growth in non-teacher employment (40 percent since 1993) has significantly reduced the student-to-employee ratio from 8.0 to 6.7. Regular classroom teachers comprised 45 percent of school district total employment in 1993 but only represent 38 percent of employment today.

    School district employment trends raise a number of thought-provoking questions.

    • Do district hiring practices (aides vs. teachers) indicate that district administrators and local school boards believe aides are more beneficial to students than hiring more teachers — or perhaps using the money to pay teachers a better salary?
    • What do parents and teachers think about this development?
    • Upon what analytical basis are such staffing decisions made?
    • Staff increases in the early Montoy years followed significant increases between 1993 and 2005, which, other than classroom teachers, were much greater than enrollment changes. Upon what analytical basis were decisions made to further increase staffing?
    • Do districts have any historical analysis that shows what necessary staffing levels should be? i.e., have districts been moving toward specific targets or are they just adding staff?

    It’s critical to understand how districts resources are being allocated so that student-focused decisions can be made, especially since student achievement is relative stagnant and large, persistent achievement gaps exist for low income kids and students of color.

  • Kansas Association of School Boards: Putting institutions and money before individual students

    kansas-association-school-boards-signFrom Kansas Policy Institute.

    Kansas Association of School Boards: Putting institutions and money before individual students
    By Dave Trabert

    There is no question that many students receive a fine public education and go on to success in college or career, but there is also no question that thousands of students are left behind every year. Continuing to pour money into the current broken system — whether ordered to so by courts or by choice — will not close the large achievement gaps that exist for students of color and those from low-income families.

    Yet institutional demands for more money continue to drive the debate. Many mission statements effectively say “it’s all about the kids” but in reality, the wants of institutions and the adults in the system often prevail over student needs.

    A recent blog post from Mark Tallman and the Kansas Association of School Boards (KASB) is loaded with more examples of institutions misrepresenting the facts of student achievement and school funding to justify the extraction of more money from taxpayers.

    Here’s the first example. “KASB research has shown that the percentage scoring at Basic is a good indicator of the state’s graduation rate, i.e. the percentage of students who complete high school. The percentage scoring at Proficient is a rough indicator of the percentage of students who will meet college readiness benchmarks on the ACT test. In other words, the percent at Basic might be considered the percentage of student “on track” to graduate, and the percent at Proficient indicates those “on track” to be ready for college-level academics.”

    First of all, a high school graduation rate says nothing about actual achievement.  In fact, the Kansas Board of Regents reports that 30 percent of 2011 Kansas high school graduates who attended a public college in Kansas actually signed up for remedial training – keep in mind that students voluntarily sign up for these courses and cannot be made to do so by the college. These students apparently know that they aren’t ready to take credit-bearing courses in college.  Also, only 30 percent of the 2013 class who took the ACT test scored high enough to be considered college-ready in English, Reading, Math and Science. (Incredibly, KASB representative Tom Krebs testified earlier this year that the ACT college-readiness measure shows that local school districts are doing a good job — because only 30 percent of today’s jobs require a 4-year degree!)

    Also, the KASB research that purports to find ‘good indications’ is called a bivariate analysis, meaning that only two variables are considered. This reminds me of something the late Senator Daniel Patrick Moynihan (D-NY) once said with tongue firmly planted in cheek. He noted that northern states tended to have the best student achievement, so we should move schools closer to the Canadian border to improve achievement. His point was that simple bivariate analyses and non sequiturs are no substitution for honest analysis. A bivariate analysis doesn’t control for other factors that may (and frequently do) make a difference.

    Note also that KASB continues to lower the bar and now often speaks of the percentage of students at Basic+ instead of Proficient+ on the National Assessment of Educational Progress (NAEP).  They referenced high rankings on Proficient+ until people became aware that Kansas’ proficiency levels are in the 30 percent and 40 percent range. Now they talk about Basic+ so they can use higher percentages and make the institutions look better.

    Example #2

    On October 7, Mr. Tallman wrote, “KASB absolutely agrees that differences in student characteristics must be considered in evaluating educational performance … the most important factor .. is socio-economic status.”

    But that “belief” is largely ignored on October 11 when he writes, “To measure overall state performance, we calculate the average of the percentage of students scoring at both Basic and Proficient on the four tests (Grade 4 reading and math; Grade 8 reading and math). We then rank the average percent for each state.” Two of the four percentages he averaged are based on All Students, which brings the mostly-White states to the top of his list. You see, students of color are two to three years’ worth of learning behind White students, so the states with highest overall average performance are those with the lowest levels of minorities. (This is the essence of Senator Moynihan’s observation.)

    Similar achievement gaps exist between low income students and others. And since Census data shows that minorities are twice as likely to live in poverty as Whites, KASB’s deliberate decision to not control for race and income produces very predictable results that are favorable to their overall point (it’s all about the money). Every state in the KASB calculation of the Top Ten states in Reading and Math has Free and Reduced Lunch Eligibility levels below the national average of 48.1 percent. Most of them are well below. The point of KASB’s exercise is of course about money. The states chosen to appear in their top ten all spend more than Kansas.

    Example #3

    “The State Board of Education has continued to set higher standards.” That’s a real whopper.  Our research shows how and when the Kansas State Board of Education chose to reduce performance standards, to the point where the U.S. Department of Education reports that Kansas has some of the lowest performance standards in the nation. Before publishing our findings, we asked KSDE and KBOE to let us know if there was anything factually incorrect in our work. They didn’t respond.

    Example #4

    “Economic data indicates Kansas must increase the percentage of high school graduates and college-ready students to meet future employment needs and provide “middle class” incomes.” It’s true that people with more education are able to earn more money but that speaks to the important of getting an education. It has nothing to do with the amount taxpayers are expected to spend on public education.

    Example #5

    “New national reports have indicated Kansas has further reduced spending compared to most states.” This is a reference to a bogus claim made by the Center on Budget and Policy Priorities, which we completely de-bunked in a separate blog post. CBPP does not publish their data; they only share their “conclusions.” Our request to see their data has gone unanswered. Meanwhile, KSDE data shows that new records for school funding were set in 2012 and 2013 and are predicted to be broken again in 2014.

    Example #6

    This final example represents the culmination of all the previous misrepresentations. “The totality of the evidence indicates that funding does play an important role in state student achievement and that it will be extremely difficult — and, in fact, unprecedented — for Kansas to improve achievement on NAEP results without additional revenues.” The data, however, tells a much different story.

    No change on NAEP scores despite a 32 percent inflation-adjusted increase in per-pupil spending since 1998 (even with all KPERS spending removed, it’s still a 29 percent increase).

    ACT scores are flat overall, although White scores slightly increased over the last ten years while scores for Hispanic and African American students are flat or down a bit. ACT doesn’t publish income-based scores.

    And after nearly $3 billion in targeted At Risk (low income) spending, there’s virtually no improvement in those students’ achievement.

    Yep … it’s all about the money. It’s all about demands to put more money into a system despite voluminous evidence that large funding increases have not closed student achievement gaps and roughly half of all Kansas students are clearly not leaving high school ready for college or careers.

    These large achievement gaps do not exist because those students cannot learn, but because they do not have equal access to educational opportunities. Kansas has tried ‘throwing money at the problem’ and it has not worked. Until elected officials and citizens support implementation of student-focused funding and other policy initiatives, they are tacitly choosing to place a higher priority on institutional wants than on student needs.

    P.S.  We’re working with legislators and school districts to show how a lot more money can be made available to classrooms by improving district efficiency. It costs a lot of money to fund public education, but it’s how the money is spent that matters … not how much.

  • KNEA: supporting institutions at children’s expense

    Kansas National Education Association (KNEA)From Kansas Policy Institute.

    KNEA: supporting institutions at children’s expense

    By Dave Trabert
    The Kansas National Education Association’s slogan is “Making public schools great for every child.”  It may be a coincidence that their slogan seems to emphasize institutions over students, but many of their actions quite deliberately put institutional interests first.  My belief has nothing to do with individual teachers.  Kansas is blessed with thousands of dedicated teachers who get up every morning thinking of ways to help students and they deserve citizens’ gratitude and support for everything they do.  My comments are not directed at teachers, but at the institution of the KNEA.

    The most recent example of this teacher union (the organization) putting institutional interests ahead of student needs was in an email blast they sent last week about hearings held by the Special Committee on Education.  It began with their usual vitriolic put-downs of people with whom they disagree and concluded by saying, “…that everything we know from student assessment – … Kansas continues to improve and that Kansas continues to perform in the top tier of states….”

    KNEA knows that that is a deliberately misleading statement.  In fact, they wrote it following a detailed presentation for the Committee showing that, while many Kansas students do quite well and likely are very competitive internationally, roughly half of Kansas students (those who qualify for Free & Reduced Lunch) are two to three years’ worth of learning behind.  Even more disheartening is the fact that those achievement gaps are getting wider.

    The National Center for Education Statistics says that 10 points on NAEP is the equivalent of a year’s worth of learning.  The gap was 24 points (roughly 2.4 years) in 1998 when Kansas first participated in NAEP.  It was 22 points in 2005 before funding was dramatically increased.  But now, after nearly $3 billion in targeted At Risk spending, the gap is wider than ever at 28 points.  The gap for 8thgrade students in Reading is 24 points…three points wider than it was in 2005.  The gaps for 4th grade and 8th grade Math are 18 points and 24 points, respectively.  FYI, the Kansas Department of Education (KSDE) is on record saying that NAEP is the “gold standard.”

    Similar patterns exist on the state assessment.  the gaps between 2006 and 2012 for Reading and Math both grew slightly.  Unfortunately, performance for low income students declined in 2013.  (We’ve submitted a request for the 2013 data on students who are not eligible for Free & Reduced Lunch.)

     

    These performance statistics reflect students who are at Exceeds Standard and above.  You see, KSDE doesn’t require students to be able to read grade-appropriate material with full comprehension (as defined by KSDE) to Meet the Kansas Reading standard.  Students are not required to usually be accurate on all grade-level Math tasks to be Proficient and Meet the Kansas Math standard.  KSDE and the State Board of Education reduced performance standards to the point where the U.S. Department of Education says Kansas has some of the lowest performance standards in the nation.

    By the way, if you’re disturbed by the alarmingly low achievement levels of All Students who are low income, you’ll be appalled by the results for 11th grade students.  One year away from entering the workforce or going on the post-secondary work, only 37 percent of low income 11th grade students can read grade appropriate material with full comprehension.  Math drops off to 29 percent.

    As is often the case with institutional interests, it’s all about the money.  This little gem was included in the KNEA email.

    “Spalding’s [Friedman Foundation] conclusion to his presentation comparing school finance formulas from our regional states is that there is no way to compare effectiveness of the various formulas except by looking at their results. So that begs the question, since Kansas’ results are among the highest in the nation, doesn’t that mean we have an effective school finance formula? What would happen if we actually funded our system?!”

    Yep…it’s all about the money with this teacher union.

    As for the claim that “…Kansas’ results are among the highest in the nation,” KNEA also knows that to be falsely driven by demographics.  Simply put, there are two-to-three-year achievement gaps between White students and those of color…and Kansas is Whiter than many states.  Here are the actual 2013 national rankings and scores showing that Kansas is actually just slightly above average overall (although White and Black students are slightly below average).

     

    Pretending to have high achievement based on low performance standards and demographic skews is harmful to students, and ignoring that tens of thousands of students are falling farther behind is downright shameful.  But that’s what happens when institutional interests prevail over student needs.

     

    P.S. I shared this information and our school staffing data with KNEA leadership and offered to get together in a public or private setting to discuss the facts.  I thought they would at least be interested to explore the fact that regular classroom teachers have only increased 7 percent over the last twenty years, while students increased 6 percent and non-teachers increased 40 percent.   So far…crickets.

     

  • WichitaLiberty Podcast, episode 2

    Voice for Liberty logo with microphone 150In this episode of WichitaLiberty Podcasts: David Boaz, Executive Vice President of the Cato Institute, visits the WichitaLiberty.TV studios and explains the ideas behind libertarianism and its approach to government and society. New figures from the Kansas State Department of Education show that spending on public schools in Kansas is rising, and at a rate higher than the year before. Is Wichita economic development being managed? The problem of overcriminalization. City of Wichita proves Einstein’s definition of insanity. Episode 2, October 25, 2013.

    [powerpress]

    Shownotes

    WichitaLiberty.TV October 27, 2013. David Boaz, Executive Vice President of the Cato Institute, visits the WichitaLiberty.TV studios and explains the ideas behind libertarianism and its approach to government and society.
    Kansas school spending rises
    Wichita economic development not being managed
    USA versus You: The problem of overcriminalization
    City of Wichita proves Einstein’s definition of insanity

  • WichitaLiberty Podcast, episode 1

    Voice for Liberty logo with microphone 150In this first episode of WichitaLiberty Podcasts: A Kansas City Star editorial makes a case for higher school spending in Kansas, but is based on a premise that doesn’t exist in fact. There’s a new episode of WichitaLiberty.TV. Eureka! Tea partiers know science. The John J. Ingalls Spirit of Freedom Award. Cronyism and other problems in Wichita. Is the City of Wichita concerned that its contracts contain language that seems to be violated even before the contract is signed? Obama’s debt speech, not really a speech. Episode 1, October 20, 2013.

    [powerpress]

    Shownotes

    Kansas schools do not have rigorous standards, despite newspaper editorials. A Kansas City Star editorial makes a case for higher school spending in Kansas, but is based on a premise that doesn’t exist in fact.
    WichitaLiberty.TV October 20, 2013
    Eureka! Tea partiers know science
    John J. Ingalls Spirit of Freedom Award
    Cronyism and other problems in Wichita
    Wichita contracts, their meaning (or not). Is the City of Wichita concerned that its contracts contain language that seems to be violated even before the contract is signed?
    Obama’s debt speech, not really a speech

  • Let’s just ignore this Kansas school spending

    SchoolThe reaction to a survey regarding Kansas school spending is useful for two reasons: It lets us gauge the level of knowledge of the public, and it also tells us the extent to which school spending advocates will go to justify and excuse spending.

    The latest example comes from Kansas Association of School Boards (KASB). It’s in response to a survey commissioned by Kansas Policy Institute which asked the public a series of questions on schools and spending. (See Citizens generally misinformed on Kansas school spending.)

    A key finding is that most people think that schools spend much less than actual spending, and by a large margin. Further, most people think spending has declined, when in fact it has risen. These findings are similar to other research commissioned by KPI, and additional surveys by other organizations at the national level.

    Not surprisingly, when citizens and taxpayers learn the true level of school spending, their attitude towards school spending changes. That’s dangerous to school spending advocates. It diminishes their most compelling arguments for more school spending — “it’s for the kids.”

    So the school spending lobby has to explain — rather, make excuses for — the high level of spending. In this case, the school board association would like you to ignore employee pension costs and the costs of buildings and equipment. Here’s what KASB explains as part of a document titled Questions about recent Kansas Policy Institute survey:

    Finally, districts received $690 per pupil in KPERS contributions for district employees, and districts spent $2,320 for capital costs such as buildings and equipment, payments on construction bonds for new schools, and other local revenues like student fees. None of these funds — almost 25 percent of total revenues — can be spent for regular education operating costs.

    That’s right. The Kansas Association of School Boards recommends that Kansas taxpayers discount school spending by 25 percent. Why? Because that spending is for pensions (KPERS) and buildings (and swimming pools, tennis courts, and artificial turf for athletic fields).

    This argument is disingenuous, to say the least. Pension costs are part of the cost of having employees, just as are salary, the employee portion of payroll taxes, and health insurance. That is, unless schools want to stop providing pensions for their employees, in which case they might have trouble recruiting employees, or they might have to pay more in salary so that employees could provide for their own retirement.

    These personnel costs are indeed “regular education operating costs,” despite the claim of KASB.

    Then, KASB wants you to ignore “payments on construction bonds for new schools,” as these are not “regular education operating costs.” KASB is correct. These costs are capital, not operating.

    But when campaigning for new bond issues, school districts tell voters that this spending is absolutely necessary. The kids must have new buildings and facilities, say the school spending advocates.

    But when it comes time to pay off the bonds — well, just sweep that spending under the rug, say school spending boosters.