Baltimoreans for Education Equity had a great education forum shouting out for just such education equity and I believe whether community charter proponents or strong public school proponents------
CITIZENS IN BALTIMORE WANT EDUCATION REVENUE TO ARRIVE IN BALTIMORE----WANT REVENUE TO REACH OUR CLASSROOMS----AND WANT THE CITY OF BALTIMORE TO COMMIT WHAT THEY HAVE ALWAYS BEEN ABLE TO TOWARDS CITY PUBLIC SCHOOL FUNDING.
Below you see a cut from a Baltimore City lawsuit against the State of Maryland and if you read this lawsuit you will see this is a decades-old problem. The Maryland Supreme Court awarded Baltimore City Public Schools $700 million which the Maryland Assembly refuses to pay.....they are in contempt of court.
'The funding of the system has also been, and remains, a joint effort between the State and its political subdivisions. In 1979, Baltimore City and three counties filed suit in the Circuit Court for Baltimore City seeking a declaratory judgment that the then-existing system for financing the public schools, which required the counties and Baltimore City to shoulder approximately 46% of the current expenses needed to operate the public schools, violated both Article VIII of the Maryland Constitution and the equal protection guarantees of the Fourteenth Amendment to the U.S. Constitution and Article 24 of the Maryland Declaration of Rights'.
Students Rights -- Equal Protection And Discrimination
“. . . No state shall . . . deny to any person within its jurisdiction the equal protection of the laws.”
-- U.S. Constitution, Amendment XIV, Section 1
In the United States, all young people have the right to a free public education. Each student must have equal access to the opportunities his or her school provides. Reasonable restrictions may be based on access to certain classes or activities (for example, you may have to take algebra before you can take trigonometry, or to be in good physical condition before you can play soccer). In the 1997 Brigham v. State decision, the Vermont Supreme Court said that the Vermont Constitution also required all Vermont schoolchildren to have substantially equal educational opportunities. The result of the Brigham decision was to change the way schools are funded so all districts have equal access to school funds.
Even non-citizens who are in the United States illegally have the right to attend public school. Youth who do not speak English also have the right to attend public schools, and schools are required to provide them with English language instruction or a bilingual education or both. Students who think they or someone they know is being discriminated against in school should talk to an adult who can help, such as a teacher, school counselor, or lawyer. Or contact the ACLU.
1. Can schools discriminate against students because of their race, gender, religion or sexual orientation?
No. In 1955, the U.S. Supreme Court, in Brown v. Board of Education , established that racial discrimination in public schools is a violation of the Fourteenth Amendment. This applies to all school activities including enrollment in classes, extracurricular activities, and clubs.
Sexual discrimination is also illegal. Title IX of the federal Education Amendments of 1972 as well as Vermont law prohibits sex discrimination in schools. Public schools cannot offer academic classes that are only for one sex. Girls and boys must be provided with all the same educational and extracurricular opportunities, including equal athletic opportunities. However, many courts have allowed separate athletic teams for boys and girls, so long as schools provide both sexes with the opportunity to participate in a particular sport.
The First Amendment protects students’ right to free exercise of religion. Students can’t be prevented from attending public school, excluded from any school group, or denied access to school property because of their religion. Students also have the right to wear symbols of their religion and cannot be sent home for doing so.
Vermont’s Public Accommodations Act bars discrimination in places that provide public services, including schools. It, along with other laws, contains provisions designed to prevent discrimination and harassment. These provisions say a student can’t be treated differently, or harassed, because of his or her race, religion, color, national origin, marital status, sex, sexual orientation or preference, or disability. (These classifications are sometimes referred to as “protected classes” because people within these groups have special protections from discrimination under the law.)
Before schools can take steps to stop discrimination or harassment, though, they have to know about it. When a school receives a complaint of harassment, it is required to look into it and take steps to protect you from further harassment. Remember to look at your school’s policy and follow the process for raising a complaint. Keep careful notes about what happened, when it happened, who was involved, and when you reported it.
Note that harassment is different from bullying or hazing. Investigations of complaints about each of these kinds of misconduct vary, as do possible consequences -- something even some school officials are sometimes not aware of.
- Harassment is conduct (speech and actions) intended to disparage someone based on their race, gender, religion, ethnic origin, sexual orientation or preference, marital status, or disability.
- Hazing is humiliating and demeaning acts forced on others before they are accepted into a group, such as a sports team or a fraternity.
- Bullying is conduct meant to hurt or humiliate any student in any way.
If you have reported harassment by a student, teacher, or staff member and the school has done nothing, contact the Vermont Human Rights Commission or the ACLU for assistance. You may also contact us if you think your free speech rights have been violated.
2. Can schools offer certain sports programs only to boys or girls?
Sports programs remain one of the few areas in which schools may operate separate programs for boysand girls. If a school chooses to maintain separate athletic programs, federal and state laws require the school to ensure that boys and girls have an equal opportunity to participate. Illegal discrimination can result if your school does not provide the same number of opportunities or roster spots proportionate to the number of boys and girls enrolled at the school.
A school that offers separate athletic teams for male and female students must also ensure that both boys and girls receive “equitable treatment.” This means that all student athletes should have comparable benefits regardless of gender: locker rooms, practice and competitive facilities, publicity, equipment and supplies (i.e., uniforms), transportation, coaching, scheduling of games, and practice times.
If you believe you or your team is not being treated the same as another team of the opposite sex, you may have a discrimination complaint. Speak with others on your team to see if they feel the same way. Every school is required to have a written procedure for responding to discrimination complaints filed by student athletes. There should be information posted in your school and also printed in your handbook about how you can make a complaint. If you cannot find it, ask a teacher or principal to give you a copy and explain the process to you.
If you have filed a complaint about discrimination in an athletic program and the school has done nothing, call the Vermont Human Rights Commission or the ACLU for assistance.
3. What about other kinds of programs? Can classes be segregated by sex?
U.S. law (Title IX of the federal Civil Rights Act) forbids sex discrimination in academic and other high school programs. All courses and other school-related activities must be open to both boys and girls.
4. Can I bring a date of the same sex to the school prom?
If your school allows couples at the prom or other school functions, it should allow same-sex couples. Additionally, you should be able to wear what you wish, so long as it does not cause substantial or material disruption. Dress choices apply to transgender individuals as well.
5. Can I be denied a public education because of my immigration status?
All children living in the U.S. -- whether they are U.S. citizens or not -- have a right to a public education.Schools cannot refuse you admission based on your immigration status. In fact, the school cannot require you or your parents to provide a green card, Social Security number, or other proof of citizenship or immigration status for you to go to school. If you do not have a Social Security number, the school can assign you a number generated by the school for identification purposes. U.S. immigration laws are enforced by federal officials, not local school officials.
6. What if my primary language is not English?
Students who are still learning English have the right to transitional bilingual instruction or an alternative program designed to help them learn English. “Transitional bilingual instruction” means instruction where concepts are introduced in a student’s primary language and reinforced in English. Students are then tested in English. Whatever program a school provides, the student should be able to keep learning in other school subjects, such as math, history and science, while learning English.
Schools are also required to send letters and notices to parents in their primary language whenever it is practical. Parents should get written notices in their primary language, especially important notices relating to school discipline, school attendance, and special education. Parents should also be able to talk with a student’s teacher or principal, with a translator if necessary.
7. What if I have special needs or am disabled?
Students with mental, physical, or learning disabilities are entitled to a free and appropriate education. A federal law called the Individuals with Disabilities in Education Act (IDEA) requires schools to provide special education and related services to students with disabilities. Schools are required to try to make the school, as a whole, accessible to all students, and must provide evaluations, free of charge, to determine whether a child is eligible for special education services. Schools must develop Individualized Education Plans (IEPs) for students with disabilities, tailored to their particular needs. To the extent practicable, schools must provide services that allow students with disabilities to learn in the regular classroom alongside their peers.
If you understand that Clinton and Obama are far-right Reagan Wall Street global corporate neo-liberals who think they can simply ignore enforcement of all Federal laws and US Constitutional rights then you know why these few decades states like Maryland were allowed to simply ignore distribution of Federal and State funds designated to Baltimore City Schools. It is not legal for Clinton and Obama to use Executive Order to state they are going to ignore all Federal and US Constitutional enforcement---they just do it because Congressional and Maryland Assembly 'Democrats' who are simply Wall Street neo-liberals allow them to ignore all this.
That does not mean a Mayor of Baltimore must ignore all this and can take to Federal court and to Federal agencies tasked with enforcement to say---JUST DO IT. Baltimore City has all the revenue it needs to fully fund our schools without this help if a mayor actually built oversight and accountability and removed global corporations from each city agency as I say I will. Adding $1-2 billion each year to our annual budget is that funding that will come to our schools. As important though is securing those state and Federal funds owed to the city and making sure they go to our classrooms and not misappropriated to all kinds of for-profit and non--profit fraud and corruption.
Below you see Baltimore posing progressive as is Maryland as they PRETEND Baltimore is getting all kinds of funding. No city has the worst tiering policies aimed against special needs and underserved students than Baltimore and it has gotten worse these several years under the national charter chain movement to make our public K-12 into corporate campus schools. From Alonzo----who was NYC Bloomberg's key man towards installing national charter chains in that city-----to today's Thornton who was again the key man to installing national charter chains----and has been linked for years to these corporate schools----the goal has been to build a strictly corporate K-12 structure that will be global corporate education in no time flat.
Below you see Baltimore media always providing headlines allowing Maryland and Baltimore pose progressive when all citizens in Baltimore understand the conditions being built for all students but especially special needs and underserved are very, very, very bad.
These funds are supposed to get to our schools but they do not and the quality of education structures being built by a corporate school model creates the cheapest mode of education with the cheapening of people's wages and salaries tied to this global education policy. You mean these Wall Street global corporate universities are now creating data that says we can spend less on education and do just as well-----
Baltimore second in per-pupil spending, Census Bureau says
But 2011 figures show first decrease nationally since 1977
May 21, 2013|By Erica L. Green, The Baltimore Sun
The Baltimore school system ranked second among the nation's 100 largest school districts in how much it spent per pupil in fiscal year 2011, according to data released Tuesday by the U.S. Census Bureau.
The city's $15,483 per-pupil expenditure was second to New York City's $19,770. Rounding out the top five were Montgomery County, which spent $15,421; Milwaukee public schools at $14,244; and Prince George's County public schools, which spent $13,775.
The Census Bureau also noted the first decrease in per-pupil spending nationally since 1977, the year the figures were first tracked.
The per-pupil expenditures were calculated based on taking the districts' current spending on day-to-day operations and deducting payments to charter schools and capital funding. The remaining money was divided by the number of students enrolled in traditional schools. The amounts were not adjusted for inflation.
Baltimore schools CEO Andrés Alonso said the city's total could have reflected large infusions of cash to the district, including millions in federal stimulus dollars and federal Race to the Top funds.
He also credited state lawmakers for maintaining funding.
"As many states pulled back on spending, with many districts losing funding, Maryland held the line on education, which is why you see three districts at or near the top," he said.
On Monday, the school board passed a $1.2 billion budget that includes per-pupil funding of $5,190. That amount is different from what the Census Bureau reported because the school system takes out other expenses, such as transportation costs and special-education services, before allocating money to individual schools. In addition, the school system provides extra funding for certain groups of students, such as those in special education and dropout-prevention programs.
HERE IS WALL STREET GLOBAL HARVARD NEO-LIBERALS AND WALL STREET GLOBAL STANFORD NEO-CONS TELLING THE AMERICAN PEOPLE WHAT THEY NEED TO DO NEXT AFTER BEING PART OF THESE FEW DECADES OF MISAPPROPRIATION OF ALL FEDERAL AGENCY FUNDING.
Remember how I stated Congress has been shouting about how US health care is spending hundreds of billions more in Medicare and Medicaid expenditures with failing public health and showed for years this is because almost 1/2 of that Federal funding was lost to health industry fraud and profiteering? This is well known and the same has occurred with our Federal funding for higher education and K-12. So, as the media makes it seem like all kinds of revenue is coming to schools in US cities----it actually isn't----it is moved to misappropriation and fraud. Today's education policy has special needs and underserved in such cheapened online lesson models---we know the revenue intended for these classrooms does not GIVE VALUE ------
When did the US move to this PER-PUPIL FUNDING and away from simply giving each public school a close proximity to equity in funding to meet all the community needs for special needs, underserved, and advanced placement----WHICH EVERY COMMUNITY HAS NEED OF?
There is the Reagan/Clinton years coming up with this scheme to weaken not only Equal Protection for these students but setting the stage to deregulate how funds are distributed to our K-12 that no one can follow where these funds go.
THIS IS WHY ALL THIS PER-PUPIL FUNDING SOUNDS GREAT AND DOES NOTHING TO IMPROVE THE CONDITIONS FOR SPECIAL NEEDS, UNDERSERVED, AND I WOULD INCLUDE OUR ADVANCED PLACEMENT STUDENTS.
There is media questioning whether throwing all that revenue at per-pupil funding is good policy----we can send less say Wall Street global corporate pols.
Do Baltimore Schools Need More Money?
By Jason Bedrick On 5/6/15 at 4:43 PM
Opinion Education Public SchoolsIs the problem with Baltimore’s district schools a lack of funds?
The Daily Show’s Jon Stewart argued as much during a recent interview with ABC’s George Stephanopoulos:
If we are spending a trillion dollars to rebuild Afghanistan’s schools, we can’t, you know, put a little taste Baltimore’s way? It’s crazy.
However, under even cursory scrutiny, Stewart’s claim falls apart like a Lego Super Star Destroyer dropped from 10 feet. As economist Alex Tabarrok explained:
Let’s forget the off-the-cuff comparison to Afghanistan, however, and focus on a more relevant comparison. Is it true, as Stewart suggests, that Baltimore schools are underfunded relative to other American schools? The National Center for Education Statistics reports the following data on Baltimore City Public Schools and Fairfax County Public Schools, the latter considered among the best school districts in the entire country:
The National Center for Education Statistics
Baltimore schools spend 27 percent more than Fairfax County schools per student and a majority of the money comes not from the city but from the state and federal government.
Thus, when it comes to education spending, Baltimore has not been ignored but is a recipient of significant federal and state aid.
Clearly, as Tabarrok shows, Baltimore’s schools are not lacking for funds. According to the most recent NCES data, the national average district school per-pupil expenditure was about $12,000 in 2010-2011, which is about $12,500 in 2015 dollars.
However, one could object to Tabarrok’s comparison: Perhaps it’s simply more expensive to educate low-income students in Baltimore than the generally well-off students in Fairfax County. To see if money really makes a difference, we would need an apples-to-apples comparison.
One way to test the “more money equals better results” assumption is to see and look at the funding changes across different states to see if there is any correlation between increased funding and improved results.
In 2012, researchers from Harvard, Stanford and the University of Munich released a report on international and state trends in student achievement that addressed this very question, finding that “just about as many high-spending states showed relatively small gains as showed large ones…. And many states defied the theory [that spending drives performance] by showing gains even when they did not commit much in the way of additional resources.”
It is true that on average, an additional $1,000 in per-pupil spending is associated with an annual gain in achievement of one-tenth of 1 percent of a standard deviation. But that trivial amount is of no statistical or substantive significance.
Ohio under a far-right Kasich has been installing one of the most corporate charter chain policies for several years-----much like Baltimore's policies. Read complaints from citizens in Ohio---both Republican and Democrat----and they are all shouting to stop these corporate charter policies as we are in Maryland and Baltimore. Baltimore brings people from Ohio to install these policies here----and Johns Hopkins sends its privatized K-12 team to other cities.
As you see here, these few decades of deregulating how Federal funding reaches our K-12 with all this tiered funding making it seem to help the students it harms-----now we further deregulate how Federal funds reach our K-12 by adding different funding for corporate charter chains vs public schools. Of course it is all about quality of education and now that these corporate charter chains will be listed on the NY Stock Exchange for profits.
This is why it is critical to all citizens, parents, students that we return to the original system of sending Federal and state funding as a whole to each school making sure each public school is resourced to handle all special needs, underserved, and advanced placement students every community has----this will work as well for REAL community charters that meet the same standards for Federal Equal Protection and funding as our public schools.
You mean the goal all along was to move more and more Federal, state, and local funding to K-12 to what will be national/global corporate charter chains listed on the global stock exchange? Who would think Wall Street global corporate neo-liberals and Republicans would do such?
Confusing Formula for Ohio Charter School Funding
Friday, May 15, 2015 at 11:15 AM
Governor Kasich proposed this year to spend almost one billion dollars a year on charter schools in Ohio.
In his budget, if the student population remains the same, every charter school would get an increase while about half of the traditional public schools would see a loss in funding.
The state legislature has since been working on a budget that would provide raises for most traditional schools.
How Ohio funds charter schools has caused some dispute.
The billion dollar mark illustrates how important the charter -or community school- system has become in Ohio.
Not only is state spending on charter schools going up, nationwide investors think there is profit to be made. The real estate company Entertainment Properties Trust usually builds movie theaters, ski resorts, and retail properties. But here was the CEO, David Brain, a couple years ago on CNBC saying charters schools are the strongest part of their portfolio.
“The industry is growing about 12-14% a year so it’s a high growth, very stable, recession resistant business. It’s a public payer. The state is the payer on this category. And you do business in states with fiscally sound treasuries, then it’s a very solid business.”
But how the state funds charters is a matter of some dispute in Ohio. The state sends money to each public school district for its own schools but also for any charter school that kids in that district may attend. Ohio starts by earmarking a foundation of $5800 for each and every public school student and then holds back some of that. The Ohio Department of Education Budget Director Aaron Rausch says the percentage a district gets to keep will vary.
“There is a state share percentage that is applied to the calculated aid for a traditional public school that is between 5 and 90%.”
A poor district might get more than $5 thousand dollars per student in state aid while a rich district could get less than $500 a student. But if a child in that district goes to a charter school, the district may have to pass along more than it gets from Columbus. Damon Asbury of the Ohio School Boards Association says charters will get the full $5800.
“So that charter school student is taking with him or her a lot more money than the kids who remain in the district. They therefore have fewer resources for the remaining students because the charter school is taking a disproportionate share.”
So where do districts get the extra money to send to charter schools?
“Local tax revenues.”
Darlene Chambers, the head of the Ohio Alliance for Public Charter Schools, says charter students should get the full $5800 of state foundation grant money.
“The student is given the money. It’s not the institution that’s funded through foundation money but the actual student. So, yes, I think it’s fair that if the charters only get foundation money and not local share money that the 58 go to that particular student.”
But again some of that local money does go to charters.
Public schools do get extra state and federal funding known As targeted assistance funding for certain categories like low-income kids, pupils learning English as a second language, or special education kids. Add it all up and per pupil funding can be higher than $5800.
But because charter schools on average are assigned more state aid than traditional public schools, districts have to dip into their local levy money to give charters what the state demands. That prompted this exchange at last month’s Board of Education meeting between board member AJ Wagner and Budget Director Rausch.
Rausch noted all the extra funding that local districts cobble together.
“When you look at what a community school spends on a per student basis it is still less than what is spent at a traditional public school – on a per student basis.”
WAGNER “It’s [state aid per charter pupil] more than twice - it’s twice as much now as compared to what the state spends on a kid in a regular traditional school.”
RAUSCH I mean, ultimately that is because the community school does not have access to local levy dollars.”
Other ways local districts help charters is by providing all the transportation, as they do for private school students. The treasurer of Akron Public Schools Ryan Pendleton says that has become a serious burden as state transportation funding does not keep up and charters open all over town.
“Where we’re now transporting to our 50th non-Akron Public School site.”
Local schools are supposed to be saving money by not teaching kids who go to charter schools but Damon Asbury of the school boards association says there’s little savings to be had when those students are scattered across grades.
“Because you know you have a certain base of students, teachers, facilities, operational costs, maintenance costs. Those don’t go down because one or two students transfer.”
The trend at the statehouse has been to make local schools pick up a greater share of their own cost and the cost of charters. Asbury would like the state to stop using public schools as a fiscal agent for charters and just fund them directly. The head of the charter school alliance, Darlene Chambers wouldn’t argue with that. She even quotes a study by the charter critic Innovation Ohio.
“The one sentence I agree 100% with is ‘The Current funding pits traditional districts against charters and charters against traditional districts.’”
There are now more than 370 charter schools in Ohio with about 125,000 students.