Ahh, the old teacher's union fallback position. Test scores. Meaningless pap. It is well regarded that standardized test scores do not measure intelligence. In fact standardized tests measure one thing. The student's ability to take the test.
Urban school districts with struggling schools never show high test scores.
So the article shows no context.
Yet that's the only measure we have, isn't it? The point is, in Milwaukee, test scores when DOWN after they looted the systems and let all the scammers get into play. ANother place where the scores went down was in Michigan, were Betsy Devos got school choice put in and things got measurably worse.
Look, school choice( not vouchers. No one is talking about vouchers) is a cry for help. The system in place is not working for inner city kids. It hasn't in three or more decades. Let them decide where they want to go to school. And BTW, most people who want to choose their child's school, are members of minority communities. Same applies to vouchers.
The problem is, you can't move the problem kids without moving the problems. moving the kid from the problem district to the good district just means you are moving the problem, not fixing it. This isn't complicated.
And your analysis of "poor kids".....I assume you mean minority children not being able to succeed despite the fact that they are given better tools and a better educational environment "won't work" is patently racist.
When did this happen? In fact, the opposite is true. Poor kids in Chicago have a lot less spent on them than rich kids in Evanston...(to use an IL example.)
— Due to the primary reliance on local property tax revenue for school funding, there are massive cumulative gaps in per-pupil spending, particularly in poor or minority communities. The 6,413 students who started elementary school in Evanston [a suburb north of Chicago] in 1994 and graduated from high school in 2007 had about $290 million more spent on their education than the same number of Chicago Public Schools students.— Many of the school districts that spent the most per-student received at least 90 percent of their money from local property taxes. Yet, these districts tended to tax themselves at far lower rates than their poorer counterparts.
Only dishonest Meth head Joe would try to compare Chicago to the richest district in Illinois..
BTW Chicago spends $16,000 per student
Evanston spends $18,000
Washington DC home to one of the worst test scores in the nation they spend $ 29,000 per pupil
Newark, NJ over $20k.....My school district in northern NJ, spends about half that.
... and how is that money allocated? How much actually goes to the student in each of districts, and how much of that is consumed in overhead (due to the inflated administration structure, high cost of real property, etc)?
In your district, how much to build a school, compared to Newark?
The breakdown is while most of the funding goes to labor and facilities, the bottom line is student achievement. Spending on actual education is higher because the more the district receives, the more it spends Therefore it would make sense that more is actually spent on education where per student funding is higher.
Wheal leaves me scratching my head, is where the dollars go. One aspect of home rule states such as NJ, the local school boards have greater control and latitude with regard to spending and of course these Home Rule states also allow school boards to have autonomous taxing authority with only a small amount of accountability..
... and, therein, lies the fallacy of your argument ... "... they get more money, so they spend more money, ergo, they provide better education". Studies prove that there is very little correlation between $$ and quality of education.
However, your point about local rule is very appropriate. But, since only 10 states DON'T have home rule, it's almost facetious to suggest that home rule (local taxation) has a significant impact on quality of education. You can find Home Rule states at both ends of the spectrum.
The real impact of Home Rule is the acceptability (some would say 'gullibility') by the local community to whatever the school board is doing - a "... we gave you the money you asked for, now make it happen ... and don't bother us any more" sort of laissez faire attitude. This was especially true during the 1960's-1990s, where a request for increased funding by schools went virtually unopposed. Slowly, people began to realize that they weren't getting what they were paying for, and rejection of funding requests today is the norm, rather than the exception. The people recognize that they are not educational experts, but they aren't getting what they want from the schools today.
School board, administrators, teachers, and unions very much portray a "we know best" attitude. They think it is beneath their station to have to ACTUALLY explain what they are doing - better for the minions sit quietly and let them do whatever they want. There is nothing more infuriating than being told "... you wouldn't understand this, so just run along home and let the experts handle it".
As a former school board member, the arrogance of the education elite was a constant irritant. God forbid you should actually ask the question, "Why?" Teachers and administrators take that as a direct insult. How DARE you question their righteousness? And, of course, unions are the bane to constructive change - their interest - their ONLY interest - is to protect the status quo in order to protect their dues paying members. Everything put before the unions is first measured against the "what's good for the union" and then the "what's good for our members" mantra.
So, the people feel alienated by the local educational aristocracy, and they turn to their political representatives for relief. Washington, of course, wants to solve the problem - but they are a single entity, and as such, are experts at the "one size fits all" approach. They can't produce multi-faceted answers that can be changed based on local conditions. So, when a community objects to federal imposition on a particular issue, the wield the ultimate hammer - do it or we'll take away your federal funding. And, of course, local school boards and administrators immediately cave in because to lose that money would threaten their own little kingdom.
In addition, the federal government quickly realized that they can increase their own power base by consuming (or usurping) the power that used to be allotted to local control. Thus, you get the decidedly perverted Common Core - an approach great in concept, but a train wreck in application.
We have gone so far down the government control road that we need, simply, to blow it all up - and start over. Maybe local control of for-profit schools is the answer. Maybe charter schools, private schools, school choice, or locally mandated standards of performance of administrators and teachers (measured by student proficiency).
Two things for sure - 1) the answer won't be easy, and 2) it will piss off about 49.9% of the people (and 90% of the educators).