Tomorrow, people across New York State will head to the polls. On the ballot? The election of school board members to govern local public school districts. And – very importantly – there will also be the chance to vote “yes” or “no” on the only budget directly put before the electorate, the one to support K12 public schools.
Think about this as you’re “pulling that lever”: the local share of school budgets, the part paid for by your property taxes, has been increasing over time because the state has been paying proportionally less towards the general fund, effectively pushing off a greater portion of the tab to you and your property tax paying neighbors.
Overall, too, we’re still under-funding our schools, with an impact that falls more heavily on schools in poorer districts where there are fewer local resources. Here is the trend over time in local, state, and federal funding, as a percentage of total revenue, for our Ulster County school districts:
Robin Jacobowitz, Director of Education Projects, The Benjamin Center
KT Tobin, Associate Director, The Benjamin Center
Officials at the New York State Education Department (NYSED) just announced that, beginning in the 2017-18 school year, the ELA and math tests for grades 3-8 will be administered over two days for each subject, instead of three. The one third reduction of the traditional six days of testing for ELA and math combined, to four days, is a step in the right direction.
We demonstrated in our 2015 study titled Time on Test that the three-day administration meant that students were sitting for these tests for approximately 9 hours; the total time lost to instruction rose to approximately 19 hours when administration of the tests was factored in. We commend the NYSED and Regents for listening to, and then acting on, a primary concern of parents regarding the testing: that students are sitting too long for tests and that valuable instructional time is lost.
But we believe that there is a way to shorten even further the length of time dedicated to testing and restore the opportunity for instruction that is lost due to it. We have argued previously that the NYS 3-8 assessments are not needed for individual student evaluation. NYS school districts assess children throughout the school year in Common Core-aligned curriculum. This allows students’ strengths and weaknesses to be identified – and acted upon – in a timely fashion during that school year. Parents, teachers, and students receive this information, and respond to it, all year long. The purpose of the NYS 3-8 assessments, then, should be to measure institutional performance, to provide school and district based accountability.