Education Week - March 6, 2013 - (Page 21)

EDUCATION WEEK n MARCH 6, 2013 n www.edweek.org 21 POLICY BRIEF Sequestration and Education: a member of the board of the 28,000-student Rosemount-Apple Valley-Eagen district, pressed Rep. Kline about the long-stalled reauthorization of the esea, the current version of which is the No Child Left Behind Act. “Is Congress going to lead, follow, or get out of the way?” she asked. “We absolutely are working on” getting the legislation passed, Chairman Kline told her. And it’s clear he still has big concerns about the current system for getting around the law—the waivers from some its provisions that the Obama administration is granting. The waivers have been met with “underwhelming enthusiasm almost everywhere,” he said, in part because they are temporary and don’t provide stability for states and districts. Sentiment for Renewal Some of the superintendents and others present said in interviews before the panel that they agreed with those concerns, but added that Minnesota’s waiver is generally better than staying under the nclb law as it is. Mr. Richardson, for instance, said he would rather have a reauthorization than a continuation of the waivers. But he’s grateful that Minnesota’s waiver will allow his district to work toward a much more “realistic” set of goals than those in the nclb law. In an interview after the session, the congressman also touched generally on the issue of school choice. “We’d really like parents to have as many options as possible,” he said. “It’s an important part of improving overall education and [can give] kids a chance to break out of really badly failing schools or systems.” Ed. Dept. Chided On ‘i3’ Oversight Frequently Asked Questions The arrival of the March 1 deadline for automatic federal spending cuts known as sequestration had policymakers and administrators from Washington to local school districts bracing for the possible effects. The outcome—political and financial—was unclear as of press time. Here, though, is a primer on what educators should know about “the sequester.” For up-to-the-minute developments on the federal budget crisis, follow Education Week’s Politics K-12 blog at edweek.org. What exactly is “sequestration”? Sequestration is a series of across-the-board cuts to a broad range of federal programs, including those in the U.S. Department of Education, that was designed to hit on March 1, unless a last-ditch effort by Congress and the Obama administration stopped them. Programs in the Education Department would be cut by about 5.3 percent, according to the Government Accountability Office. The cuts wouldn’t be just for this year, either. They’re aimed at chopping $1.2 trillion out of the federal deficit over the next decade. Where did these cuts come from? The threat of cuts was put in place as part of a deal to raise the federal debt ceiling back in August 2011. The cuts would affect both military spending, typically favored by Republicans, and domestic programs, typically favored by Democrats. The cuts were supposed to be so dire and distasteful to lawmakers on both sides of the aisle that Congress and the administration would be forced to work together on a long-term deficit-reduction deal to avert them. But that hadn’t happened as of last week, and it looked as though the cuts would become a reality, at least for a while. (Congress did delay the cuts once, as part of a deal to avert the “fiscal cliff” at the start of the year.) When would school districts be affected? Most school districts wouldn’t get squeezed right away because key formula-funding programs—including Title I grants for districts and special education—are what’s called “forward funded.” Schools wouldn’t feel the pinch until the start of the 2013-14 school year. Still, many districts are already in the process of crafting their budgets for the coming school year, and they’d like to know what their funding will look like. The looming cuts had already made planning tough. Would any school districts be affected right away? Some districts would get hit fairly soon under sequestration— some of them substantially. Among the hardest hit would be those in the Impact Aid program, which helps some 1,200 districts nationwide. Most impact-aid districts have a lot of Native American students or students whose parents work on military bases, or they may have federal land in or near the district. Their next federal payment, likely due out in April, would probably be smaller. But that would be unlikely to translate into widespread layoffs, according to John Forkenbrock, the president of the National Association of Federally Impacted Schools. Districts have known about the possible cuts for a long time and have prepared, he said, by doing things like delaying technology purchases. The big problem for impact-aid districts may come next year. What about all those numbers the Obama administration is throwing out when it comes to job losses? It’s true that U.S. Secretary of Education Arne Duncan has said that 40,000 teachers could lose their jobs if the cuts are carried out. That number is pretty scary—the Obama administration has clearly been trying to get the public riled up against the cuts. But it’s tough to say how accurate the administration’s estimates are at this point. So what will the cuts actually mean in districts? School districts spend a majority of their funding on personnel, so federal cuts could very well translate into layoffs. But a lot would depend on how states and districts decide to implement the cuts. The American Association of School Administrators conducted a survey on sequestration back in July. Superintendents told the group they anticipated reducing professional development, cutting programs, and laying off some staff members. The bottom line? Schools have had time to prepare, but in many cases, the cuts would come on top of state and local reductions. Hard and fast figures on potential job losses aren’t available yet. Are any U.S. Department of Education programs exempt from the cuts? Yes. Student loans and Pell Grants, which help needy students cover the cost of postsecondary education, are exempt. What about early-childhood-education programs? The Head Start program could face a cut right away, but it’s unclear just how individual grantees would be affected. Under sequestration, Head Start programs that do not offer summer services either would end their current school year earlier than planned or delay the start of the next school year, the U.S. Department of Health and Human Services says. Year-round programs likely would decide not to fill openings after children age out. And grantees could also cut transportation services. Are any other federal programs for children safe from the sequester? Many are. Temporary Assistance for Needy Families would not get cut, and neither would most school nutrition programs and child-health programs. What about Education Department employees? Will they be furloughed? Secretary Duncan says it’s a possibility. Evan Vucci/AP What about “maintenance of effort” and other technical issues, such as the state school improvement set-aside? Advocates have been asking about such implications for months, but the administration has yet to give them a good answer. Supporters of the Voting Rights Act gather outside the U.S. Supreme Court in Washington last week, as the justices heard oral arguments in a case attempting to overturn the law. The outcome could affect school districts. What happens now? As of Education Week’s deadline, congressional leaders hadn’t put forth a serious, bipartisan bill that would actually avert or reverse sequestration. Congress still has another looming fiscal deadline: March 27. That’s when a temporary measure funding most of the federal government expires. Lawmakers may figure out a way to deal with sequestration by then. —ALYSON KLEIN In its effort to track implementation of programs funded by the 2009 economicstimulus package, the U.S. Department of Education’s inspector general has reported potential problems with federal oversight of Investing in Innovation grants. Auditors specifically questioned whether the Education Department held some grant recipients—including Teach For America and Johns Hopkins University, which got $50 million and $30 million, respectively— accountable for delays in responding to various requests. And they questioned whether the department’s office of innovation and improvement could handle an increased workload. That said, the auditors praised the office and its program officers overall for regularly engaging with and monitoring the winners—which were collectively awarded $650 million in 2010. n Department officials responded to the auditors, according to the report, by maintaining that the program officers were in constant communication with grant recipients over delays and did not find the delays to be significant. The department, however, said it would standardize its response to delays and provide more clear documentation about them in grant files. The audit did not examine how i3 grant recipients used their money, but how the department is doing handling implementation and oversight. Each of the department’s nine program officers handles eight grants, and an office of innovation and improvement official said that’s about the maximum that the officers can handle. The auditors raised red flags about any future grant competitions (and department officials said they would pay close attention to workload issues). U.S. Secretary of Education Arne Duncan was asked more generally about department capacity during a round-table discussion with national reporters last week. The department’s portfolio of grants is quite extensive, from i3 to Race to the Top to Promise Neighborhoods. And that’s not counting the monitoring of waivers granted to states from provisions of the No Child Left Behind Act. Mr. Duncan seemed to deflect discussion of oversight capacity, instead taking the opportunity to warn about the potential impact on the department from the continuing federal budget crisis. —MICHELE McNEIL http://www.edweek.org http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - March 6, 2013

Education Week - March 6, 2013
Los Angeles School Board Race Shatters Spending Records
Feds, States Dicker Over Evaluations
Governors Take Varied Routes in Boosting Aid
Principal Appraisals Get a Remake
Contents
News in Brief
Report Roundup
Study: Best and Worst Teachers Can Be Flagged Early
FOCUS ON: PRESCHOOL: Obama Preschool Proposal Stirs Debate Over Training
Principals Lack Training in Shaping School Climate
KIPP Outpacing Regular Public Schools, Study Finds
INDUSTRY & INNOVATION: Wisconsin Data-Contract Fight Goes Public With Ad Campaign
DIGITAL DIRECTIONS: Pew Survey Gauges Teachers’ Attitudes About Tech., Equity
Blogs of the Week
Voting Rights Act Case Has Stakes for Districts
Back Home, Top Lawmaker Gets Earful on K-12 Policy
Policy Brief
Sequestration and Education: Frequently Asked Questions
9 California Districts Seek Own NCLB Waiver
House Panel Weighs School Safety Concerns
MATTHEW LYNCH: Tracing Technology’s Unintended K-12 Consequences
ANGELA MINNICI & ELLEN BEHRSTOCK-SHERRATT: Using Teacher Evaluation to Grow
ANITA KRISHNAMURTHI: Recognizing the Impact of After-School STEM
Letters
TopSchoolJobs Recruitment Marketplace
JD CHESLOFF: Why STEM Education Must Start In Early Childhood

Education Week - March 6, 2013

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