Local school leaders are mostly bewildered and vexed about Gov. Andrew Cuomo’s proposed education reforms package, further fraying a tattered relationship.
Cuomo proposed several initiatives targeting K-12 education during his joint 2015 State of the State address and budget presentation Wednesday, Jan. 21. Cuomo offered increasing funding to school districts statewide by $1.1 billion, or 4.8 percent, but only if all of his education reforms are enacted. Otherwise, state aid to schools would increase far less at $377 million, or 1.7 percent.
State aid to school districts, amid an ongoing property levy tax cap, has been the primary dispute between the governor and Capital Region educators. Cuomo rebuked calls to simply increase funding.
“Money without reform will only grow the bureaucracy. It does not improve performance,” said Cuomo. “Don’t tell me if we only had more money it would change. We have been putting more money into the system every year for decades and it hasn’t changed.”
Less money, more problems
Many districts contend it received more state aid five years ago and lawmakers are not moving fast enough to restore funding.
D. Joseph Corr, superintendent of North Colonie Central School District, said expectations and demands on school districts have only increased as funding decreased.
“We are not in a fiscally sustainable position to provide students with the education they need and deserve,” said Corr. “The expectations and demands on schools have increased and the bottom line is something has to give.”
Marie Wiles, superintendent of Guilderland Central School District, said money will not “solve all problems, but it sure helps.” Wiles said there are fewer resources to students beyond “strictly academics.”
The Gap Elimination Adjustment wasn’t mentioned during Cuomo’s address. In 2010, the cost savings measure was implemented to help close the state’s budget gap through reducing state aid to schools. Educators, school leaders and advocates have railed against the lost funds, demanding its end.
Thomas Douglas, superintendent of Bethlehem Central School District, questioned how the state could be operating at a surplus, as Cuomo has touted, with the GEA intact.
“No matter what,” Douglas said, “it is unconscionable to me that the state can announce it has a reoccurring surplus … yet they still owe about $1.2 billion to fund what they are using to balance their budget.”
The Board of Regents recommended state aid increase $2 billion. More than 80 state legislators called for a $2.2 billion increase, which was how much the Alliance for Quality Education has lobbied to be included.
A contingent of four education advocacy groups released a report, “Record Setting Inequality: New York’s Opportunity Gap is Wider Than Ever,” recommending fully funding foundation aid and the GEA, with an emphasis on the former.
The report said, “The GEA is most beneficial to average need districts, but also benefits wealthy districts much more than the Foundation Aid does. Prioritizing GEA over foundation aid, as some have recommended, would actually increase the inequality gap.”
Wiles said foundation aid provides “predictable and fair” distribution of funds across the state.
Tying increased funding to adopting all of Cuomo’s reforms, which faces many legislative hurdles, wasn’t a favorable approach for some educators either.
Wiles characterized his reforms as “ambitious” and “highly charged,” but she along fellow superintendents was troubled there were no state aid runs released.
“I’m not comfortable that we don’t really know what our school aid will be until the resolutions around those reforms are resolved,” Wiles said. “Right now, we are building a budget on broad assumptions and guesses … it is just not helpful.”
Corr said, echoing Wiles, districts need to know its projected state aid before getting too far into the budget process. In recent years, state legislators have increased education funding from the governor’s proposal, but establishing a baseline is important, according to Corr.
District administrators use these numbers to calculate its property tax levy limit, which must be submitted to the State Education Department by March 1. If a school district inaccurately calculates its tax cap and exceeds the state comptroller steps in.
“I could see all school districts being cited potentially by the comptroller down the line,” said Douglas.
Douglas did not favor Cuomo dictating educational reforms, wishing the governor had, or will, pursue more collaborative efforts.
“Is that really how we are as New Yorkers? It is almost you do as I want or I am not going to give you anything,” said Douglas. “These are very challenging times. I think we are here for the good of all New York state like he is.”
Reforms target teachers
Inside the classroom, Cuomo proposed reforming teacher evaluations and strengthening tenure requirements.
Last year, Cuomo said state test results revealed 35.8 percent of third through eighth grade students statewide were proficient in math, with even less proficient in English Language Arts at 31.4 percent. Less than 1 percent of these students’ teachers were rated ineffective.
Karen E. Magee, president of New York State United Teachers, declared educators were “at war” with Cuomo while addressing nearly 300 members of United University Professions on Sunday, Jan. 25.
“Our plan is to harness the outrage our members feel right now, and take back the profession our members love so much,” Magee said during her speech. “We’re in the fight of our lives.”
The new system he proposed would allow, but not force, districts to remove any teacher receiving two ineffective ratings. “I know these reforms are tough, but the purpose of the education system … is so that we can teach and nurture our children.”
Proposed changes to the Annual Professional Performance Review (APPR) would eliminate the need for local testing. To help elevate “over testing” students, Cuomo said 50 percent of a teacher’s evaluation score would be based on state exams, with the remainder from observation.
“We should have a good evaluation system, but I am not sure this one is leading in the right direction,” said Corr.
Cuomo also proposed teachers receive “effective” or better ratings for five consecutive years before receiving tenure, rather than present waiting period of three years.
Wiles and Corr believed extending the probationary period to five years could be an effective change, allowing for teachers to be observed longer.
