Fall 2002

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AEF Questions Implementation of State Education Standard

The standard for public education as determined by the Wisconsin Supreme Court in July 2000 was stated in general terms. It's up to the legislature and/or future litigation to define it more precisely. As the gubernatorial and legislative elections draw to a close, it's more important than ever that AEF members ask candidates what THEY are going to do in the next few years to meet the standard and assure equity for students and taxpayers.

Specifically, the Court ruled, "Wisconsin students have a fundamental right to an equal opportunity for a sound basic education. An equal opportunity for a sound basic education is one that will equip students for their roles as citizens and enable them to succeed economically and personally...An equal opportunity for a sound basic education acknowledges that students and districts are not fungible and takes into account districts with disproportionate numbers of disabled students, economically disadvantaged students and students with limited English language skills."

Here are five specific problems, along with questions you should ask every candidate and elected official:

1. The standard guarantees every student an equal opportunity for a sound basic education, but some districts are financially able to invest more than twice as much to educate their children as other districts.
   How can this be equal? What's your solution?

2. The standard guarantees every student an equal opportunity for a sound basic education, but the property tax rate in a property poor high tax district is five times as high as it is in a property wealthy low tax district. As a result, it is much more costly for taxpayers in the property poor district to invest the same amount in the education of its children.
   What happened to Wisconsin's tradition of fairly spreading the tax burden? What's your solution?

3. The standard recognizes that disabled students have additional educational needs and requires that the school finance system "...takes into account districts with disproportionate numbers of disabled students..." The current categorical aid appropriation for special education has not been increased in eight of the last 10 years and now covers less than a third of special education costs. Each year, an increasing share of the allowable revenue increase must be used to make up the shortfall in special educations funding. The aid appropriation level does not reflect either inflation or growth in the number of disabled students.
   How does our school finance system take into account disabled students? What's your solution?

4. The standard recognizes that students with limited English language skills have additional educational needs and requires that the school finance system "...takes into account districts with disproportionate numbers of...students with limited English language skills." The current categorical aid appropriation for Bilingual-Bicultural Education has not been increased at all in the past 10 years and now covers less than 20% of costs. The aid appropriation level does not reflect either inflation or growth in the number of students with limited English language skills.
   How does our school finance system take into account students with limited English skills? What's your solution?

5. The standard recognizes that economically disadvantaged students have additional educational needs and requires that the school finance system "...takes into account districts with disproportionate numbers of...economically disadvantaged students..."The SAGE Program began to reduce K-3 class sizes in high poverty schools. It's been extended to several low poverty schools even though it doesn't reach all high poverty schools. SAGE does not address any poverty problems in grades 4-12. The per pupil aid appropriation for SAGE hasn't been increased since the program began, and the grant no longer covers the cost in many districts. The aid appropriation level does not reflect either inflation or the entire population of economically disadvantaged students.
   How does our school finance system take into account economically disadvantaged students? What's your solution?

As always, call AEF if you have any comments.