Thursday, March 11, 2010

Note from the Board Member: MONEY IN, MONEY OUT

from Galatzan Gazette -the weekly e-newsletter of School Board Member Tamar Galatzan (West Valley)

11 March 2010 -- To the figure $640 million, which is seemingly implanted into the minds of everyone connected to LAUSD in 2010, let me add two more -- $30 million and $34 million.

  • Six hundred and forty million is the minimum budget hole for the 2010-11 fiscal year.
  • Thirty million represents the amount of money that the District has spent on professional services involving BTS since the payroll system first malfunctioned in early 2007. This year, LAUSD has so far shelled out $2.3 million on consultants to run the system, which is more than the entire 2007 allocation. As always, the contracts come with a claim that District staff is being trained to do the work of the consultants, but we are just not quite there yet. I long ago grew tired of these explanations (or excuses), and I know the public has, as well. It is time for the District to either hire an outside firm to perform the work or employees who are capable of doing so. Especially in these perilous times, LAUSD can no longer be held hostage to BTS consultants.
  • The $34 million figure, by contrast, represents the amount of bond money saved because recent projects are coming in under original projections.(This number includes $6.3 million from the K-8 school in Porter Ranch). The slumping economy, and particularly the slowdown in the commercial real estate market, has made companies eager to land projects. And, the $34 million represents only the first four of 17 new schools that will be put out to bid this year. By December, the District could be looking at hundreds of millions of dollars in projects that have come in below estimates.

The Facilities Division has the responsibility to come up with a fair and equitable way of distributing these funds, including, perhaps, beginning to address hundreds of millions of dollars in deferred maintenance. While most of the attention of the Board and District staff is focused on the looming deficit, we cannot neglect the other money issues-- good and bad --that LAUSD faces each day. –Tamar

●●smf’s 2c:  Oh, my – where to begin?   Ms. Galatzan, in addition to being a school board member is also an attorney in the office of City Attorney Carmen Trutanich. She needs to go have a conversation with her colleagues in city hall about the difference between capital funds (the bond money) and operating funds (the district budget).  To spend bond funded capital money on operations is a criminal act, punishable by all kinds of mean and awful stuff she doesn’t want to contemplate.

She also needs to understand that there are members of the school board who would rather see the money savings Facilities has realized spent on pet capital projects of their own. They have a little list.

There is a way to do what she proposes: She needs the state legislature to allow more than the bare minimum of bond money to be invested in deferred maintenance. That will require some lobbying and advocacy and hard work in Sacramento. There is not one member of the Bond Oversight Committee who wouldn’t support this because we know that money spent now on maintenance saves much more money on repairs later. There are many school board members up and down California who would support this.

We want to be her partners …but we don’t want to be her cellmates.

IN KANSAS CITY, SCHOOL’S OUT: The closure of almost half of Kansas City's schools shows what can happen when the wealthy opt out, and services suffer

 

sasha

Sasha Abramsky | guardian.co.uk

Thursday 11 March 2010 19.00 GMT -- Twenty-nine out of 61 Kansas City, Missouri, schools will soon be shuttered in a desperate bid by the struggling school district to stave off bankruptcy. At the same time, close to one-quarter of the city's school employees will lose their jobs.

While many districts around the country are closing under-enrolled-in or low-performing schools in an effort to save money, the scale of KC's decision puts it in a league of its own. Students around the city will be disrupted by the changes, as they lose teachers, have to travel further to school each morning, and possibly see their class sizes grow.

The number of students in Kansas City's public schools – 18,000 – would indicate that it is a small town. But there's not much that's small about Kansas City. In fact, the core of the city, which is Missouri's largest urban hub, has nearly half a million residents, and the broader metro area is home to approximately 2 million people.

Yet for decades its public schools have been in crisis and have haemorrhaged students.

For 26 years, Kansas City was under the largest court-ordered desegregation plan in American education history. At first this provided an opportunity to improve the system, injecting $2bn into local schools. But over time the benefits unleashed by the case were undermined by opposing demographic and political trends: Kansas City was bedeviled by white flight; and, eventually, it saw a near-total exodus of the middle classes, of all colours, into suburban school districts, charter schools and private schools. A few years ago, eight schools went so far as to secede from the school district, joining a suburban district that provided more resources to students.

By the time the desegregation case ended, in 2003, the city was no longer discriminating against African American students; but at the same time it was increasingly unable to provide quality public school education to any student. It had become a poster-child for educational dysfunction.
As a result, the schools that remained under the jurisdiction of the Kansas City school district saw their enrollment shrink by about 75% in recent decades, even as the region's total population has grown. A number of schools were more than half-empty.
In many ways, Kansas City represents the depressing end-point I warned about last week in my article on California's education cuts: a setting in which those with options have exercised them by opting out of the state school system, leaving the rump public sector both shrivelled and denuded of influential supporters in the community.

This week's decision to downsize the system by close to 50% might well be the least bad option remaining to the board of education in the city given these harsh realities; but necessity doesn't make these truths any less depressing.

If there are lessons to be learned from Kansas City's dismal experiences, they are about the importance of holistic thinking: of looking for ways not just to desegregate schools but to preserve integrated, economically diverse urban cores; of providing middle-class families with reasons to continue using public services; of building up the notion of common community again so that the public sector flourishes rather than withers. Absent this, Kansas City might well represent a glimpse of a depressing American future: one in which those with resources opt out, en masse, from any and all public services, leaving the public sector to stumble drunkenly from one crisis to the next, a miserable-looking shadow of once-great glories.

♪ smf notes: It’s good to know they are paying attention in the UK. I went to second grade in Kansas City, at Milton Moore Elementary School. They will have to pull my laptop out of my cold dead hands before they close Moore!

L.A. COLLEGE BOARD TO NAME INSPECTOR GENERAL: The decision is reached after the disclosure of misspending on the district's $5.7-billion bond construction program. A whistle-blower complaint program also will be established.

By Gale Holland and Michael Finnegan| LA Times

9:52 PM PST, March 10, 2010  -- Trustees of the Los Angeles Community College District voted Wednesday to name an inspector general to guard against waste and corruption in its $5.7-billion bond construction program.

The vote came after the district's bond counsel, Lisalee Anne Wells, told the board that large sums of bond money had been spent on matters not directly related to campus construction, such as travel and public relations. The state Constitution does not allow such spending of voter-approved bond money, she told the board. Wells said she did not know how much bond money had been misspent.

Board President Mona Field said the trustees had no experience running a large bond program when it began rebuilding its nine campuses in 2001. She described the program as a success, but added: "We missed a few details, clearly."

The seven-member board voted unanimously to establish the position of inspector general.

"Bond counsel has made it clear there are many unauthorized expenditures being made every day," said trustee Georgia Mercer. "We've got to stop that as soon as we can."

Before voting for the measure, trustee Sylvia Scott Hayes voiced reluctance to support it, saying the district did not need another "layer of bureaucracy."

The board also voted to establish a whistle-blower complaint program to collect reports of "potential illegal activity, fraud, waste or corruption" in the bond program. The reports would be investigated by the inspector general.

Los Angeles-area voters authorized the bond program by passing ballot measures in 2001, 2003 and 2008.

The district's colleges are City, East Los Angeles, Harbor, Mission, Pierce, Southwest, Trade Technical, Valley and West Los Angeles.

More, from google news:

LA community colleges to fight bond money waste

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LA community colleges to fight bond money waste

Fresno Bee

LA community colleges to fight bond money waste

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By AP The Los Angeles Community College District will appoint an inspector general after reports that it misspent some of the $5.7 billion that voters ...

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LA Community Colleges Probe Misspent Bond Money

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PANEL RELEASES PROPOSAL TO SET U.S. STANDARDS FOR EDUCATION

By Sam Dillon/New York Times

03-10-2010  - Culminating a year’s work, a panel of educators convened by the nation’s governors and state school superintendents released a set of proposed common academic standards on Wednesday. The standards, posted on the panel’s web site, lay out the panel’s vision of what American public school students should learn in math and English, year by year, from kindergarten to high school graduation. Forty-eight states cooperated in producing the proposed standards, which amount to a new road map for American public education. If a majority of states were to adopt them over the next few months, which experts said was a growing possibility, the new standards would replace the nation’s motley current checkerboard of locally written standards, which vary greatly in content and sophistication. (more...)

AP/LA Times: Proposed standards not driven by consensus, but by evidence.

Texas and Alaska opt out. (more)

 

MORE – from Google News (posted 7:45 am 3/11)

American Took a Big Step Yesterday

Huffington Post (blog) - ‎1 hour ago‎

It's the dawn of a new era. America took a big step forward yesterday and you probably missed it. The nation's governors and state school chiefs released ...

Panel proposes single standard for all schools

San Jose Mercury News - Sam Dillon - ‎13 hours ago‎

A panel of educators convened by the nation's governors and state school superintendents proposed a uniform set of academic standards ...

Math and English classes could be standardized

The Associated Press - Donna Gordon Blankinship - ‎15 hours ago‎

SEATTLE — Governors and education leaders on Wednesday proposed sweeping new school standards that could lead to students across the country using the same ...

Uniform academic standards for US students: draft released

Christian Science Monitor - Amanda Paulson - ‎15 hours ago‎

Academics and education officials have drafted a broad outline of academic standards in English and math. The standards could eventually replace the current ...

Governors release draft for K-12 core standards

Atlanta Journal Constitution - Gracie Bonds Staples - ‎17 hours ago‎

The first public draft of the standards for K-12 education was released Wednesday by the National Governors Association and the ...

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Blogs

Education Panel Unveils Core K-12 Standards

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There is not a thing wrong with wanting young people in every state of the country to know how to do the same important skills and understand the same key ...

Nationalizing education standards

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Today, a coalition of governors and state school superintendents proposed a new set of learning standards that would apply to schoolchildren nationwide. ...

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States Develop National Set of Standards, Hope to Improve U.S. Education

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State governors and education officials proposed new national standards for K-12 education today, a step President Obama ...

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The Jersey CityJersey City's School 9National standards spelling out what kids should learn in school are being unveiled today by a ...

DRAFT K-12 COMMON CORE STATE STANDARDS AVAILABLE FOR COMMENT

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The Standards Themselves Are, Frankly, Irrelevant

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Providing a Benchmark.

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-

11●Mar●10: THIS MORNING’S LAUSD NEWS: Federal probe, Charters vs. Insiders, The list of failing schools

 

from Google News

89.3 KPCC

US Education Department launches review of LAUSD's English Language Learner ...

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Poor performance of LAUSD prompts feds' probe

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The investigation of Los Angeles Unified will look at whether the district is honoring the civil rights of English-language learners and providing them ...

Insiders Versus Charters at LAUSD

LA Weekly - Beth Barrett - ‎12 hours ago‎

Next year, almost 40000 children will be detached from the Los Angeles Unified School District, their 30 schools turned over to groups of teachers and a ...

23 schools from LAUSD are on the state list of the worst schools

Examiner.com - ‎14 hours ago‎

No wonder the ACLU is suing LAUSD over the termination of the greatly needed teachers at so many under performing schools. It is too late for the students ...

Civil rights investigation for LA schools

UPI.com - ‎15 hours ago‎

Ramon Cortines, superintendent of the Los Angeles Unified School District, is cooperating with the investigation, officials said. ...

LAist (blog)

Federal Civil Rights Investigators to Look at LAUSD

LAist (blog) - Lindsay William-Ross - ‎17 hours ago‎

The federal government wants to know if the nation's second-largest school district "denied educational opportunities to students learning English," ...

US Education Department Announces Civil Rights Review of English Learner ...

U.S. Department of Education (press release) - Justin Hamilton, Jim Bradshaw - ‎18 hours ago‎

The department will examine the academic opportunities and access of English Learner (EL) students in the Los Angeles Unified School District (LAUSD) to ...

California Releases Lowest Performing Schools List

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The California Department of Education released a list of the lowest performing 5% of schools. The Los Angeles Unified School District, the nation's second ...

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The federal government has singled out the Los Angeles Unified School District for its first major investigation under a reinvigorated Office for Civil ...

AOL News

LA Schools Investigated on Civil Rights

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Yolie Flores, a board member in the Los Angeles public school district who represents a heavily Spanish-speaking area of the city, said the investigation ...

-

Wednesday, March 10, 2010

Welcome to St. Anne's: THE COMMUNITY MEETING OF THE US DEPARTMENT OF EDUCATION, OFFICE FOR CIVIL RIGHTS CONCERNING THE COMPLIANCE REVIEW OF ENGLISH LANGUAGE LEARNER PROGRAMS IN THE LOS ANGELES UNIFIED SCHOOL DISTRICT

by smf for 4LAKids

Founded in 1908, and officially sponsored in 1941 by the Franciscan Sisters of the Sacred Heart, St. Anne's first opened its doors as a maternity hospital for pregnant, unwed, young mothers. At that time St. Anne's was regarded as a hiding place for young women to come in secrecy and to conceal their pregnancies from the community and their families. - from http://www.stannes.org

March 10, 2009 – Tonight's community meeting at St. Anne's Conference center was an interesting event. St. Anne's is an interesting place. A century ago ...and half a century ...and even even recently: a place for young women and their families to hide themselves and their shame away.

Now St. Anne's has reinvented itself for the twenty-first century: a residence hotel and school for that same clientele – who check in and out of the dorm rooms and eat in the pleasant little cafe. There's the crucifix here and there, a statue of St. Francis in the courtyard – but the gates are open – the hiding and the shame are gone; the habits and the wimples are few and far between.

And the big conference room is a money making attraction.

“This room is the place”, an experienced parent said, “where we have meetings to really change the District.”

The "New Village Charter High School" seems to be a continuation of the old Franciscan Sisters' girls school. But charter schools cannot be denominational so it isn't!

Others have questioned the propriety of the School District and/or The US Department of Ed renting – or even meeting – in Catholic space; we try to be original here at 4LAKids so I'll leave that argument to them. There was no praying – and no pledge of allegiance either – so church and state were kept separated ...but dating.

THE EVENING BEGAN HALF AN HOUR LATE (but ended on time) with the usual self-interested activist organizations represented and introduced: Alliance for a Better Community (ABC has an office at St. Anne's), Inner City Struggle, MALDEF, Families in Schools, UTLA – leading to the main event: A speech by Assistant Secretary of Education for Civil Rights Russlynn Ali. And her speech was a masterpiece of the "We're not here to attack, or allege or even point the finger, we're just her to find The Truth" genre  (actual words by FiS founder Marai Cassilas in introducing Ali) ...followed by the soft attack, mild allegation and crooked if not pointed finger. Ali’s words led one to believe she and Secretary Duncan picked poor LAUSD for scrutiny from a hat in a lottery; no political axe to grind here!

But the meeting handouts told a different story: brochures in English, Spanish, Korean, Armenian and Tagalog: HOW TO FILE A DISCRIMINATION COMPLAINT WITH THE OFFICE OF CIVIL RIGHTS – inviting complaints based on discrimination or failure to provide access on the basis of race, color,national origin, sex, disability and age ...or (I'm not making this up) violations of the Boy Scouts of America Equal Access Act. I was one once, the BSA enjoy special protection – they can discriminate against gays but no public school or public agency can discriminate against them - it's a federal crime!  Imagine telling a cellmate in Leavenworth (Bernie Madoff for instance) that you’re in the slammer for denying access to Boy Scouts!

LAUSD IS THE SECOND LARGEST SCHOOL DISTRICT IT THE COUNTRY, it has the largest number of English Language Learners, That - and the fact Superintendent Cortines let them in – is why they're here. They've come to L.A. to take names, assign blame and kick butt. And it may be a good thing they are.

Secretary Ali seized the teachable moment and made the most of it, just as Duncan did on Monday when kicking off this crusade at the Edmund Pettis Bridge in Selma Alabama – where better to talk about Education Being the Civil Rights Issue of the Twenty-first Century? Ali said she was at Duncan's side when he kicked off the English Language Learner campaign on the bridge 45 years after Bloody Sunday – and then went into passionate descriptions of the horrors of Bloody Sunday on March 9, 1965 when, she said with quiet resolve and hushed determination: "lots of people died on that bridge."

Nobody died on The Edmund Pettis Bridge on Bloody Sunday in 1965. Look it up.

Ali hadn't been born yet on March 9, 1965, Duncan was three months old; they crossed the bridge in 2010 in a photo op. They cannot be blamed or faulted for their youth ...but they are – or present themselves as - educators.

Mistelling the story belittles the event.

THAT SAID, we dispersed for breakout sessions with the real investigators, not their political leaders. There some real dialog happened, real thoughts and experience were shared. Oh sure – there was the usual bombast about billions in waste fraud and abuse, documented in spreadsheets that don't add add up – but actual English Language Learners shared ...and actual parents and actual teachers recounted actual experiences.

It also turns out that this great proactive compliance review by the Civil Rights Office will only focus on Local Districts 1 (West Valley) and Local District 6 (The cities of the Southeast) – both areas not really representative of Los Angeles and spectacularly underrepresented tonight.

This school district doesn't serve it's ELL population very well and it should. It doesn't serve its Special Ed population very well and it should. It doesn't serve its African-American population very well and it should. It doesn't serve its Disabled population very well and it should. It doesn't serve its Gifted population very well and it should. It doesn't serve its Parent population very well and it should.

This is a subject and a conversation that continues. Maybe we are well begun. Hopefully.

HERE IS AN ISSUE FOR THE OFFICE FOR CIVIL RIGHTS: In Southern San Diego County Minutemen routinely patrol PTA Meetings – to be sure only citizens get in.

PTA SACRAMENTO UPDATE Match 2010

sacupdatebanner

Volume 34,  Number 4                     http://bit.ly/cKt79h                              March 2010

pta sac update banner

www.capta.org

Our Purpose: To secure adequate laws for the care and protection of children and youth.

Welcome to the new electronic Sacramento Update.

From the Director of Legislation 

PTA launches three-pronged approach to California education funding crisis

By Debbie Look

Director of Legislation

In response to the Governor's budget proposal to cut a further $2.5 billion from education funding and the  ongoing chronic underfunding of California's public schools, California State PTA is undertaking a three-pronged plan for action.

To read the entire article, click here.

Parcel tax initiative:

Will PTA be the first to qualify an all-volunteer initiative?

By Debbie Look

Director of Legislation

It's a widely accepted fact of political life that qualifying an initiative for the ballot in California cannot be accomplished without using paid signature gatherers. But we're hoping to defy the conventional wisdom and  break new ground by relying on volunteer power alone to qualify an initiative for the November 2010 ballot.

To read the entire article, click here.

Education

PTA supports exciting new programs for engaging and preparing students for careers and college

By Nancy Vandell

Legislative Advocate - Education

In the midst of tightening budgets, providing a high-caliber education that links learning to careers and college is a priority for the California State PTA. Two efforts with related goals deserve our attention: Career-Technical Education and Mulltiple Pathways.

To read the entire article, click here.

Community Concerns

Should we be concerned about teen violence?

By Patty Christiansen

Legislative Advocate - Community Concerns

She was 16 years old and attending her high school homecoming dance when she became a statistic of teen violence. The school courtyard was dark, but she ventured across it anyway to reach the pay phone to call her dad for a ride home. She never made it to the phone.

To read the entire article, click here.

Parent Involvement

Alcohol and babies: A deadly combination

By Michael Butler

Legislative Advocate - Parent Involvement

Fetal alcohol syndrome, caused by drinking during pregnancy, is a major cause of developmental disabilities and birth defects in the United States. And it is completely preventable.

To read the entire article, click here.

Health

Governor takes action to fight obesity in children

By Shayne Silva

Legislative Advocate - Health

Governor Arnold Schwarzenegger announced his commitment to fight childhood obesity at his Governor's 2010 Summitt on Health, Nutrition and Obesity: Actions for Healthy Living. During the conference, he stated that his top priorities are the health and well-being of our children and all Californians.

To read the entire article, click here.

Education

STEM: A critical new acronym for California's future

By Patty Scripter

Legislative Advocate - Education

Science, technology, engineering and mathematics (STEM) is an acronym that draws strong statements, such as the following: "Without strong steps to improve support for STEM, the quality of life in California is threatened."

To read the entire article, click here.

California budget

Proposition 58 Special Session bills sent to Governor


By Cecelia Mansfield

Legislative Advocate - Budget and Education Finance


On Monday, February 22, the Proposition 58 Special Legislative Session called by the Governor in response to California's fiscal crisis passed a set of measures to narrow the state's budget gap. Actions taken in the 8th Extraordinary Session met the requirements of Proposition 58 that the Legislature act within 45 days of the Governor's declaration of a fiscal emergency.

To read the entire article, click here.

Federal issues

Reauthorization of ESEA - We need it now!

By Kayla Plourde

Federal Advocate


The Elementary and Secondary Education Act (ESEA) is overdue for reauthorization, and in its current state, continues to punish California's schools without giving them the tools to provide the education our children need.

To read the entire article, click here.

Sacramento Update is published five times a year by the California State PTA.
E-mail: legislation@capta.org. Website: www.capta.org.

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US DEPT OF ED PRESS RELEASE: U.S. Education Department Announces Civil Rights Review of English Learner Students In Los Angeles | http://bit.ly/dqCPgx

posted March 10, 2010  [12:35 pm PST]

FOR RELEASE:
March 10, 2010

Contact: Justin Hamilton or Jim Bradshaw
press@ed.gov
(202) 401-1576

LOS ANGELES -- Two days after Secretary of Education Arne Duncan announced plans to step up enforcement of civil rights law on behalf of students in a speech in Selma, Ala., the U.S. Department of Education announced its first formal civil rights enforcement action. The department will examine the academic opportunities and access of English Learner (EL) students in the Los Angeles Unified School District (LAUSD) to assess whether they are being denied equal educational opportunities.

The Los Angeles compliance review is one of a series of activities that a reinvigorated Office for Civil Rights (OCR) will be undertaking in coming months. L.A. School Superintendent Ramon Cortines is cooperating with the department’s review.

Assistant Secretary for Civil Rights Russlynn Ali said, “We welcome his support and applaud his readiness to better serve EL students. We all understand that when one group of students is struggling, we are morally and legally obliged to take action.” Ali said that only three percent of EL students in LAUSD high schools are proficient in math and English, and the district’s programs have not undergone a civil rights compliance review for more than a decade.

OCR will assess whether LAUSD provides EL students with an effective program of English language development and meaningful access to core curricular content. The review will also examine whether the district regularly evaluates the implementation and effectiveness of the EL program and communicates effectively with parents of EL students.

“At this time, we have reached no conclusion as to whether any violations of federal law exist,” Assistant Secretary Ali emphasizes. “But the number of EL students and children of color in Los Angeles is large. It is critical that all students in the district receive equal access to a quality education. If civil rights violations are found, we will seek to put an end to them promptly.”

Ali will discuss the new compliance review in three forums in Los Angeles on March 10, including a stakeholders forum at 1:30 p.m. at the Los Angeles Area Chamber of Commerce; a press conference at the Chamber at 3:15 p.m. with Superintendent Cortines; and a special town hall event from 6 to 7:30 p.m. at the Saint Anne’s Conference Center.

“I am looking forward to learning about Los Angeles’ programs for EL learners,” says Ali. “In today’s information age, America has to both raise the bar for student learning and close the achievement gap -- anything less is economically unsustainable and morally unacceptable.”

###

RAE BELISLE: Schwarzenegger withdraws nomination to state school board

posted to CapitolAlert, the SacBee blog by Jim Sanders

March 5, 2010 -- Gov. Arnold Schwarzenegger has withdrawn his controversial nomination of Rae Belisle, former president of the EdVoice advocacy group, to a four-year term on the California Board of Education.

Schwarzenegger, in a one-sentence letter Thursday to the Senate, announced that he was withdrawing Belisle's name but did not elaborate. His staff declined further comment.

<<Belisle, 54, was placed on the board by Schwarzenegger in March 2009, but state law allowed her to serve only one year unless confirmed by the Senate before Thursday.

Belisle's nomination was likely to spark a confirmation fight. EdVoice has clashed in the past with major education groups, including the California Teachers Association, on issues ranging from charter schools to recent Race to the Top legislation that failed to secure federal school-reform funds.

Belisle, an attorney, has had a long career of school-related service that includes stints as chief counsel to the Sacramento County Office of Education and as executive director of the state board of education.

♪smf notes:  Belisle, a charter school proponent, served briefly in LAUSD’s office of legal counsel

CGCS: CUTTING FUNDS FOR URBAN SCHOOLS + URBAN DISTRICTS USE STIMULUS FUNDS TO ENGAGE PARENTS + NEW STEM SCHOLARSHIP FOR INNER CITY STUDENTS

image

3 articles from the March 2010  issue of URBAN EDUCATOR, from the Council of Great City Schools | http://bit.ly/9i8anG

Cutting Funds for Urban Schools

By Jeff Simering, Director of Legislation, CGCS

A number of academics, a handful of interest groups, and a spoonful of think tanks recently have promoted a series of reports and papers advocating changes in federal education funding formulas that would significantly reduce the level of financial aid to the nation’s major urban school systems and the children they serve.

imageIssuing papers, analyzing data, and offering opinions is the stock in trade of Washington-based educational organizations, particularly those that do not have a membership, a constituency, or a responsibility for producing results in our schools. Much of this rhetorical bantering is harmless, but in this case the proposals that are being floated have the potential to cut millions of dollars in badly needed Title I funding to urban schools; negatively affect millions of inner-city children who rely on supplemental academic support from the teachers the program provides; and divert substantial sums to school districts with far less severe needs.

Admittedly, the funding formulas—four of them—that determine how federal Title I funds are distributed across the vast majority of school systems across the country are complicated and not terribly transparent, although they are relatively straightforward in comparison to state foundation-aid formulas. They have evolved over the 45-year history of the law and generally include two main components: the number of school-age poor students and state average per pupil expenditures. The first variable is a proxy for low academic achievement, and the second variable is designed to serve as a proxy for the cost of education state-to-state. The four tiers in the formula structure are basically designed to provide a floor of supplemental support first to any eligible child in the country regardless of how many there are in any locale. And the auxiliary formulas are designed to provide greater targeting of aid in places where poverty is most concentrated, an even stronger correlate of achievement than poverty per se.

The proxies are not precise, however, in distributing aid where it is most needed, but they do a good job across a very complicated country in sending federal resources where they are most needed, despite anomalies and anecdotes to the contrary. And most Congressionally mandated studies over the years have demonstrated that the resources go where Congress most intended them to go.

It has been awhile since Congress has had a Title I formula fight and almost no one proposing changes has ever gone through one. But for those of us who have, three things are certain if the formulas are opened up. One, the outcome of the fight may be no more to the liking of the think tanks than the current formulas because, once opened, it is very hard to control what happens as members battle to get their “fair share.” Second, any hope of producing major reform in No Child Left Behind becomes secondary when money is on the table. The same advocacy groups pushing formula changes are also pushing other important reforms that are likely to fall by the wayside in the midst of a funding donnybrook. Three, attempts to reinvent the Title I funding formulas always dredge up old controversies that have been long settled or at least put to bed. Should states and communities that don’t support education financially be rewarded by federal aid? How will state or local costs be addressed? How will the relative wealth or lack of it in any jurisdiction be considered?

Moreover, every formula fight pits one region against another, state against state, countywide districts against towns, big districts against small, urban against rural and suburban, and so on.

While not perfect, the existing Title I formulas have attempted to settle down these divisions. Now—when the economy is so bad and so many other reforms are more badly needed—is not the time to reopen them. Besides, behind all these papers and reports by folks who have never gone through this before are real kids, real teachers, real schools, and real communities that can be significantly harmed if the funding cuts to urban schools were adopted. Let’s save the fights for something important.

 

Urban Districts Use Stimulus Funds To Engage Parents

Studies have found that parental involvement is a critical factor in increasing student achievement, yet many urban school districts grapple with the best way to help parents support their children’s education.

Two big-city school districts--Boston Public Schools and Milwaukee Public Schools--are using funds from the American Recovery and Reinvestment Act (ARRA) to fund parental involvement programs in their respective districts.

Boston Public Schools has created “Parent University,” a year-long education and training program to help parents support their children’s academic achievement.

The program includes three full-day Saturday learning sessions, with additional sessions offered throughout the year, and offers elective classes such as financial management, health and wellness, English as a second language and computer literacy. Parents who complete courses will attend a graduation ceremony in June.

Milwaukee Public Schools is spending $4 million in federal stimulus money over two years to implement a parental involvement program at 40 low-performing schools.

A program will also be created to bridge the parental involvement gap that occurs between middle and high school years.

Last month was the one-year anniversary of the ARRA and the Council of the Great City Schools issued a statement praising the law for providing nearly $100 billion in critical resources to help schools maintain essential education operations.

“The ARRA has been a financial lifeline for the nation’s urban schools,” wrote Council Executive Director Michael Casserly.

 

New Scholarship Available to Students In Council Districts

image

A new scholarship is now available to African American and Hispanic students pursuing college degrees and careers in science, technology, engineering and mathematics (STEM) in urban school districts represented by the Council of the Great City Schools.

Named for the first African American to walk in space, former astronaut Bernard Harris launched the ExxonMobil Bernard Harris Math and Science Scholarships to help satisfy the need for more STEM college graduates in the nation, especially among minority students.

Four $5,000 scholarships for two males and two females each will be awarded to two African American and two Hispanic graduating seniors this year in the 66 school districts represented by the Council.

The scholarship program is a partnership among the Council, ExxonMobil and the Harris Foundation.

Through his foundation, Dr. Harris, a physician and businessman, reaches several thousand students each year with his various programs, including the ExxonMobil Bernard Harris Summer Science Camp and The Dream Tour, both designed to encourage students to “reach for the stars.”

The scholarship application is available on the Council’s web site at www.cgcs.org.

SUPERINTENDENT'S WEEKLY UPDATE 3/5/10

LAUSD Superintendent's Weekly Update Ltr 030510

Arts4LAblog►REPORT OUT: LAUSD Parent Advocates Meet With Board Member Yolie Flores

Submitted by Guest Blog on March 1,2010 | http://bit.ly/bQZsZx

Yolie Flores meeting

PTA parent and Arts Ed Advocate Cynthia Willman has authored this Guest Blog outlining her recent meeting with LAUSD board member Yolie Flores organized by a group of parent advocates in LAUSD District 5.

A group of parents from Dahlia Heights Elementary School’s PTA recently created a new advocacy group to help fight to keep arts education alive and well in Los Angeles public schools and in the LAUSD budget. Committee member Janet Borrus kicked off our efforts in December and January by making it easy for concerned parents to write and send letters to our LAUSD board member, Yolie Flores.

Our Action Plan for a Meeting with Our Board Member

We were fortunate to have Tara Stafford of Arts for LA in attendance at our meeting at a member’s house in Eagle Rock in early February. She helped us prioritize our ideas for action by suggesting that we should try to meet with our LAUSD board member, Vice President Yolie Flores, as soon as possible to express our passionate concern about the proposed 50% cut to arts-education funding.

We met on a Tuesday night, February 16th. The next day, I called Board Member Flores’ office and spoke to a very courteous scheduler named Olivia, asking for a meeting. One day later, Olivia called back and suggested that we meet ½ hour before Ms. Flores’ scheduled attendance at an event at our school that coming Friday, February 19th. She was already scheduled to be there to turn on the lights on the school’s playground, lights for which she herself helped find the funding. The DPAC members quickly agreed and began mobilizing to prepare our questions and messages for the meeting with Ms. Flores.

Face to Face in the Vice Principal’s Office

We met in our vice principal’s office, where Janet Borrus began the meeting by thanking Ms. Flores and her associate, LAUD Director of Community Partnerships Ron Palacios, for taking the time at the end of a buy week to meet with us. She then began the first part of the meeting by describing how drama class has helped her own daughter learn to speak out, and how, as a drama teacher, she had seen students – even teenagers at risk for becoming dropouts -- become fully engaged in learning and improve their attendance at school because of drama classes.

Another parent, our PTA President, described how her son had overcome a number of his learning disabilities through his interaction with music and dance classes. Lydia Estrada, another Dahlia parent and arts advocate, asked Board Member Flores how we could help her help our children retain arts education. Ms. Flores said that the best way at this time would be to help her and the LAUSD board get the planned parcel tax to pass. If that parcel tax is to pass, it will minimize the amount of cutting that would need to be done relevant to arts education.

Arts Education: Small Budget Footprint, Huge Learning Impact

We asked her what the total amount of the budget represented by art education actually is. She and Mr. Palacios promised to look the figure up and send it to us. My own notes indicated that the amount of the cut is planned to be $14.9 million, a very small percentage of the overall budget shortfall.

I and other parents expressed our strongly held beliefs that arts education should be considered core curriculum alongside reading and math. We mentioned what a big percentage of the California economy arises from creative commerce such as the film and TV industry, and how it’s not only ironic but dangerous to send our California-educated children out into the workforce unprepared for meaningful, professional engagement in it.

We also discussed our fears that arts education could soon become an “elites-only” opportunity, and how this could contribute to greater stratification between haves and have-nots. We could begin to see, among those who could afford it, “gifted flight” to private school. With the ailing economy already driving more families from middle- to lower-income status, giving children a less-than-solid education could result in a widening of the achievement gap.

Ms. Flores was fully engaged in the discussion with us, and it’s clear that she shares our concerns. She expressed her desire for all of us to stay in touch with each other, and asked for more representation by parents like us at LAUSD board meetings. We made a plan to follow up with each other through email and by phone, and then Ms. Flores and Mr. Palacios went out to turn the lights on out on the Dahlia Heights playground for the very first time.

Continuing to Send a Message

The DPAC group at Dahlia will continue to generate letters from the community in support of maintaining the program, whether or not the parcel tax passes. Our commitment is to a long-term solution, not just a short-term funding effort that only minimized cuts instead of retaining full funding for years to come.

To learn more about this campaign and to send a letter to your board member, please visit our LAUSD Action Center.


Tuesday, March 09, 2010

FEDS EXAMINE LA SCHOOLS’ ENGLISH LEARNER PROGRAM

By The Associated Press from the San Jose Mercury News

Posted: 03/09/2010 03:38:59 PM PST |Updated: 03/09/2010 05:00:07 PM PST

u p d a t e: 3/10

Los Angeles Unified School District
Language Acquisition Branch:

Master Plan for the Education of English Learners

Office of English Language Acquisition - U.S. Department of Education

See:  COMMUNITY MEETING IN L.A. ON WEDNESDAY W/ ASSISTANT SECRETARY OF EDUCATION FOR CIVIL RIGHTS RE: EDUCATION OF ELL STUDENTS IN LAUSD

Wed. March 10th

6-7:30 pm

St Anne's Conference Center

155 N. Occidental Blvd.

Los Angeles 90026

LOS ANGELES—The U.S. Education Department is planning to examine the Los Angeles Unified School District's low achieving English-language learning program to determine whether those students are being denied a fair education.

The department's Office for Civil Rights will investigate whether the nation's second-largest school district is complying with federal civil rights laws with regard to English-language learners, who comprise about a third of the district's 688,000 pupils, according to the Los Angeles Times.

The inquiry was sparked by the low academic achievement of the district's English learners. Only 3 percent are proficient in high-school math and English.

Problems in LAUSD's English-language learning program were highlighted last fall in a study by the Tomas Rivera Policy Institute.

The study, which looked at the data of thousands of Los Angeles students in the sixth grade in 1999, found that a significant proportion of English-language learners—29 percent—are never reclassified as English proficient.

The study published in October found 75 percent of students had been in the district since the first grade, and that a majority were born in the United States.

Harry Pachon, president of the nonprofit research organization, pointed to a key issue—the longer students are in English-language classes, the quicker they fall behind. While other students are learning other subjects, they are predominantly focused on learning the language.

These students end up with less access to advanced placement and other college preparatory courses, he said.

"It's easier to get in to the classes than it is to get out," he said.

When parents enroll their children, he said they are asked the student's home language. If it isn't English, another set of questions are asked and "they almost automatically put you in the ELL program classes," Pachon said.

To be reclassified, students have to show grade level competency—measured by achievement on standardized tests. "For the overwhelming number, they stay in those classes," he said. "It needs to be examined."

LAUSD Superintendent Ramon Cortines told the Times that he welcomed the inquiry as an independent evaluation of both successful and failing programs.

"I don't think we have done well in making sure our young people continue to develop both written and oral language," he said.

If violations are found, the civil rights office could refer cases to the Justice Department, withhold federal funding and seek court injunctions. It could also send assistance to the district.

The review is the first action under U.S. Education Secretary Arne Duncan's ramping up of his department's civil rights arm. On Monday, Duncan announced that the office will look at 38 districts around the nation on issues such as equal access to college preparatory courses and services for disabled students.


Federal agency to investigate LA schools

Los Angeles Times –3/9/10

By Howard Blume The federal government has singled out the Los Angeles Unified School District for its first major investigation under a reinvigorated ...

 

Feds to investigate LAUSD

Contra Costa Times - Dana Bartholomew, Connie Llanos –3/9/10

The investigation into whether the Los Angeles Unified School District is honoring the civil rights of English language learners will be the first of many ...

Feds to review LA schools' English learner program

Times-Standard – 3/9/10

AP LOS ANGELES—The US Education Department is planning to conduct a major review of the Los Angeles Unified School District's English-language learning ...

US Department of Education's Office for Civil Rights targets LA Unified for ...

Los Angeles Times (blog) – 3/9/10

The federal government has targeted the Los Angeles Unified School District for its first major investigation under a reinvigorated Office for Civil Rights, .

LAUSD: PAY CUTS OR 6300 LAYOFFS

LAUSD expects to lay off 6300 workers this summer

Contra Costa Times - Connie Llanos -3/9/10

Los Angeles Unified officials said Tuesday they expect to lay off at least 6300 workers this summer if employee unions cannot ...

 

LAUSD: Pay cuts a must to avoid layoffs

Contra Costa Times - Connie Llanos – 3/9/10

Los Angeles Unified officials said Tuesday that if the district's unions want to avoid up to 6300 layoffs this summer, ...

’RACE’ MONEY

letters to the LA Times| Re “State out of running for school funds,” March 5

3/9/10 -- AIG gets about $100 billion in bailout money with few strings attached, while schools across the nation have to compete for the scraps of $4.35 billion by creating even more hurdles for districts, students and teachers to navigate?

The lucky "winners" get the opportunity to "Race to the Top."

When will those at the top realize that the education of our kids isn't a race? It's a lifetime journey -- one that is only successful when educators and schools are given the respect and support they rightly deserve.


Joanna Ford-Melka
West Covina

SANTA MONICA-MALIBU SCHOOLS GOING MAIL-IN ROUTE FOR PARCEL TAX ELECTION

 

By Nicole Santa Cruz | LA Times

3/9 -- Officials hope that by keeping the proposal off the bigger June ballot, their odds of winning the tax hike will be higher. (more)

Final Report: LEAGUE OF WOMEN VOTERS OF LOS ANGELES | LAUSD PUBLIC SCHOOL CHOICE ADVISORY VOTE

prepared by nancy arnheim, raquel beltran, silvia cruz, erin holmquist, and ruth logan

            “The Public School Choice Advisory Vote can be considered a success because voting occurred as planned and useful data were collected in five categories. The advisory vote process awakened these constituents to the impending changes in the governance structure for these schools. Future attempts to assess public opinion should involve adequate voter education, including an independent pro-/con-analysis of applications. This is the single most important tool to empower eligible voters to act in their own best interest.  A longer planning period would be essential.”

 

“I wanted to thank you for the opportunity and let you know that it was one of the most pleasant, fun jobs I've ever done in my history.”

“Thank you League of Women Voters for taking on this election.”  

“This was a welcome Opportunity for first time voters/community members to voice opinion.”

LWV LAUSD PSC Advisory Vote Final Report

Persistently Lowest-Achieving Schools: STATE RELEASES LIST OF ‘WORST’ SCHOOLS + Addl. Coverage, LAUSD List & CDE Press Release

by Howard Blume | LA Times

March 9, 2010  -- A new list of California’s lowest-performing schools includes 39 from Los Angeles County, and a few surprises are among them.

California education officials released their preliminary list Monday and 23 are part of the Los Angeles Unified School District, the nation’s second-largest.

 

Persistently Lowest-Achieving Schools: LIST OF FIRST TIER SCHOOLS IN LAUSD►
  • Tier II Schools
  • Graduation Rate Only Schools
  • Program Information
    Identification Criteria
    • Angeles Mesa Elementary
    • Audubon Middle
    • Charles Drew Middle
    • Crenshaw Senior High
    • East Valley Senior High
    • Edwin Markham Middle
    • Florence Griffith Joyner Elementary
    • Gardena Senior High
    • George Washington Carver Middle
    • George Washington Preparatory High
    • Henry Clay Middle
    • Henry T. Gage Middle
    • Hillcrest Drive Elementary

     

    • International Studies Learning Center
    • John Muir Middle
    • Manual Arts Senior High
    • Miguel Contreras Learning Complex
    • Robert Fulton College Preparatory School
    • Robert Louis Stevenson Middle
    • Samuel Gompers Middle
    • Thomas Jefferson Senior High
    • William Jefferson Clinton Middle
    • Woodcrest Elementary

    State officials are required to compile the list as a result of state and federal law to make these schools eligible for federal improvement grants. The list represents the lowest-performing 5% of California schools.

    Five of the schools are in the Compton Unified School District and two in Lynwood Unified.

    California is expected to receive about $415 million from school improvement grants this year. The state, in turn, will hand out grants to schools ranging from $50,000 to $2 million annually per campus for up to three years, officials said. About 190 schools are eligible.

    But there are strings attached: Schools that accept the money must adopt one of four federally approved reform models.

    The most aggressive include, for example, shutting down a school entirely, but even the least disruptive “transformation” model involves replacing the principal and linking principal and teacher evaluations to test scores.

    The preliminary list of schools included some surprises because the formula for selecting schools roped in some higher-performing schools. Federal officials may yet allow the state to remove some of these relatively high performers.

    Workman High in the City of Industry, for example, ended up on the list even though it far surpassed its specified improvement target this year on the state’s Academic Performance Index.

    The list of 23 L.A. Unified schools did not include six of the 12 that district officials themselves had singled out as bad enough to warrant a possible takeover, including Garfield and San Pedro high schools. Nor did the list include Fremont High, at which the district is requiring staff to re-interview for jobs.

    The state’s “worst” list does include some schools that did not make L.A. Unified’s list: Crenshaw High, Washington Preparatory High, Manual Arts High and Miguel Contreras Learning Center.

    The reason for the discrepancy is the use of different rubrics. L.A. Unified looked only at performance last year. The state averaged the percentage of students proficient in math and English over the last three years. And a school also could exit the list if it had shown steady gains over five years.

    List of Southland's worst schools released

    abc7.com

    The Los Angeles Unified School District, the second largest in the nation, has the most schools on the list. They have been working with all of them. ...

    Gardena High placed on lowest-achieving schools list

    Daily Breeze - Melissa Pamer 

    Los Angeles Unified School District officials said the least drastic, most vague option - the "transformation model" - would likely be sought for Gardena ...

    California Department of Education News Release

    Release: #10-27
    March 8, 2010

    Contact: Hilary McLean, CEE
    E-mail: communications@cde.ca.gov
    Phone: 916-319-0818
    Contact: Dave Richey, OSE
    Phone: 916-327-1088

    State Schools Chief O'Connell, Education Secretary Reiss, and State Board of Education President Mitchell Release Preliminary List of Schools Identified as 5 Percent of Persistently Lowest Achieving and Call for Action to Improve Schools

    SACRAMENTO — Working to ensure access to high-quality education for all students, State Superintendent of Public Instruction Jack O'Connell, Secretary of Education Bonnie Reiss, and State Board of Education President Theodore R. Mitchell today released a preliminary list of 188 California public schools identified as persistently lowest achieving.

    The list is subject to approval by the State Board of Education which is expected to take up this issue, (agenda item #18) on Thursday at Agenda--March 10-11, 2010 - State Board of Education.

    The schools identified as persistently lowest achieving must engage in a school intervention model as required by state and federal law.

    "This is an opportunity to make dramatic changes at chronically underperforming schools," O'Connell said. "The intervention choices provide an opportunity to make systemic changes that improve teaching and learning. As a result, we will help prepare thousands of students for a brighter future."

    "The parents and students of these underperforming schools deserve all our support in providing intervention choices to help transform these schools to better serve them and their communities," said Secretary Reiss. "It is time for bold action to help these students and schools."

    "Identifying the state's persistently lowest-achieving schools is a significant step forward in ultimately transforming these schools and meeting the needs of our students," said State Board President Mitchell.

    State and federal laws associated with the American Recovery and Reinvestment Act of 2009 (ARRA) and the School Improvement Grant (SIG) program require California to identify the state's low-achieving schools and to require the persistently lowest-achieving 5 percent of those schools to implement one of four school intervention models. The identification of the 5 percent of persistently lowest-achieving schools in California is a multi-step process that is informed by both federal and state law (SBx 51) by Senator Darrell Steinberg, (D-Sacramento).

    Schools identified as the lowest 5 percent of the state's persistently lowest-achieving schools are required to implement one of the following four school intervention models:

    • Turnaround Model: The local educational agency (LEA) undertakes a series of major school improvement actions, including but not limited to, replacing the principal and rehiring no more than 50 percent of the school's staff; adopting a new governance structure; and implementing an instructional program that is research-based and vertically aligned from one grade to the next, as well as aligned with California's adopted content standards.
    • Restart Model: The LEA converts a school or closes and reopens a school under a charter school operator, a charter management organization (CMO), or an education management organization (EMO) that has been selected through a locally determined rigorous review process using state educational agency provided guidance. (A CMO is a non-profit organization that operates or manages charter schools by centralizing or sharing certain functions and resources among schools. An EMO is a for-profit or non-profit organization that provides "whole-school operation" services to a LEA.) A restart model school must enroll, within the grades it serves, any former student who wishes to attend the school.
    • School Closure Model: The LEA closes a school and enrolls the students who attended that school in other schools in the LEA that are higher achieving. These other schools should be within reasonable proximity to the closed school and may include, but are not limited to, charter schools or new schools for which achievement data are not yet available.
    • Transformation Model: The LEA implements a series of required school improvement strategies, including replacing the principal who led the school prior to implementation of the transformation model, and increasing instructional time.

    LEAs and school districts are responsible for ensuring that one of the four school intervention models is implemented at each school identified as persistently lowest achieving. To fund these turnaround activities, LEAs may use funds provided through ARRA and SIG funds per the SIG program guidelines.

    To view the list of schools identified as persistently lowest achieving, and for more information about the identification process, please visit Persistently Lowest-Achieving Schools - Accountability.

    Monday, March 08, 2010

    PROPOSITION 98 FIGHT AT CORE OF STATE BUDGET DEBATE

    By Capitol Weekly Staff

    3/04/10 12:00 AM PST | When California voters narrowly approved Proposition 98 nearly 22 years ago, their anger was clear: They wanted to protect education funding from the Legislature’s political infighting and assure a stable source of money from year to year. In good years, the intricate, three-tier, school-funding scheme draws little attention. A description of the Proposition 98 formula can be found here.

    But in bad years – and right now, we’re in a bad year as the state confronts a $20 billion shortage  – the complex formula that rides herd over more than 40 percent of the state budget is drawing a close look.

    Gov. Schwarzenegger, in his final budget as governor, has treated different areas of education differently. In his public pronouncements, he has said protecting school funding is a top priority. “Our state, our economy, our future is so dependent on education… we must protect education,” the governor said in January.

    Some budget numbers back up his contention.

    The impact on Proposition 98 is essentially flat during the 2010-11 fiscal year, in large measure because of proposed cuts to non-instructional areas, such as administration, and an easing on contracting-out restrictions.

    One-time federal money that was available earlier will not be available for the 2010-11 year, but the governor has proposed making up the difference by back-filling money from the General Fund. That, in turn, likely will mean cuts to other areas, such as social services.

    The governor also has offered a special message to higher education: His budget blueprint, to some extent, restores money to community colleges, which are covered by Proposition 98, and to four-year public colleges and universities.

    Analyses by the Legislative Analyst’s Office and the California School Boards Association – among others -- paint a differing picture.

    Different areas of education in the state budget are treated differently. And while media coverage of the budget has focused largely on college and university fees, the Kindergarten-through-12th-grade component of the spending plan is taking the largest hit.

    “Under the governor’s plan, Proposition 98 support for K-12 education would be cut from current-year levels by $1.9 billion, and total funding for child care and development programs would be cut by slightly more than $300 million,” the LAO reported. Meanwhile, funding for community colleges, the University of California and the California State University would be partly restored, a total of about $1 billion.

    The school boards association reached a similar conclusion.

    “The governor proposes a number of complicated maneuvers to reduce the Proposition 98 guarantee. While the budget does not provide complete details on all of these machinations, it is specific on one point—the net result would be a reduction to the guarantee of $892.6 million in 2009-10 and $1.5 billion in 2010-11 from what it would otherwise be under current law,” the group said.

    “Achieving these reductions relies partly on revising a major part of last year’s budget agreement relating to the certification of the minimum guarantee in 2008-09. The administration now estimates that the guarantee was $2.3 billion lower than certified for that year, resulting in a $2.3 billion “overappropriation.” The governor is proposing to apply some of that overappropriation to restoration of a Maintenance Factor. This would reduce the minimum guarantee in 2009-10 and subsequent years by $800 million per year, according to the Department of Finance.” The CSBA noted.

    A detailed breakdown of the Proposition 98-related impacts for the 2009-2011 budget shows a $568 million reduction in 2009-10, which includes a savings of $340 million by allowing larger classes in K-3rd grades.

    The 2010-11 budget blueprint shows a $103 million excess, but at least one Capitol observer says those numbers are misleading.

    The $568 million cut in 2009-10 was not factored in 2010-11, but should have been, said Scott Lay, the chief executive of the California Community College League. The result is that the total cut is closer to $1 billion.

    The earlier budget called for $11.2 billion to be paid back over time to education, a promise that the new budget didn’t begin to address, he added. The dwindling money combined with an enrollment surge makes for a difficult combination.

    “It’s the worst possible confluence of events,” he said. “People 10 years ago were talking about Tidal Wave 2, an enrollment tidal wave, and now we’re at the crest of Tidal Wave 2. Demographically, there is no worse possible time for this: We have more people than ever needing higher education.”

    Indeed, higher education captured the governor’s attention this week.

    Schwarzenegger met with three UC students who complained about the university’s fees, while elsewhere in the Capitol, five UC students were arrested for protesting the fees.

    The three students, who were not among those arrested, were invited to meet with Schwarzenegger in the governor’s office, where a handful of reporters looked on.

    The governor, who was surrounded by top aides as well as UC President Mark Yudof, blamed lawmakers, the state’s tax system and the power of labor unions for California’s budget woes and subsequent cuts to higher education.

    “I don’t have more money because they are refusing to fix the system,” Schwarzenegger said of state legislators, according to an L.A. Times report.  Telling the students, “We are so glad you are here,” Schwarzenegger insisted that “we are on your side of the fence.”