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The status of federal stimulus dollars in California Education
This is an analysis of economic stimulus funding for education, provided by the Association of California School Administrators (ACSA). Federal stimulus dollars have begun flowing to the state. But LEAs are still a few weeks away from getting them in their hands. LEAs will begin receiving these funds in May. There are three primary one-time funding sources in the American Recovery and Reinvestment Act (ARRA): Title I, the Individuals with Disabilities Education Act (IDEA), and the State Fiscal Stabilization Fund (SFSF).
Key Democrats Poke at Education Budget Plan
Two key Democrats in Congress have expressed skepticism about the Obama administration's proposal to shift $1 billion out of Title I grants for districts into the separate Title I school improvement program in the fiscal 2010 federal budget. In its fiscal 2010 budget proposal, the administration justified the change by pointing to a $10 billion increase that the Title I grant program for districts received in the American Recovery and Reinvestment Act, the stimulus measure that passed in February and that includes up to $100 billion for education,
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For this year and next year, things are fine,” he told the education secretary at the June 3 hearing. “You can say, well, this is OK because we have all this money in the [stimulus program]. But the problem with that is, you cut the base. If you cut the base this year, you have to make all that up” in fiscal 2011.
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Another Obama administration proposal appeared to be a tough sell with some congressional Democrats: the massive increase proposed for the Teacher Incentive Fund, or TIF,which awards grants for pay-for-performance programs. ("Obama Budget Choices Scrutinized," May 20, 2009.)
The president is seeking to boost funding for TIF to $487.3 million in fiscal 2010, up from $97 million in the current budget year, which ends Sept. 30. That major hike would come on top of $200 million for TIF in the stimulus law.
Expanded Learning Time: Initiatives in High-Poverty and High-Minority Schools [pdf]
The Center for American Progress, along with our partners, has carefully crafted a policy definition of expanded learning time. Aimed at high-poverty, underperforming schools, expanded learning is the lengthening of the school day, school week, or school year for all students in a given school by at least 30 percent-the equivalent of roughly two hours per day or 360 hours per year. To be \neffective, the concept of expanded learning requires the complete redesign of a school's educational program in a way that combines academics with enrichment for a well-rounded student experience and that supports teachers by giving them more time for planning, training, and professional development. \n
No Quitters in High School
The Secondary School Innovation Fund Act would provide critical resources for innovative secondary school redesign to dramatically raise high school graduation rates and stem the flow of high school dropouts.
List of State Allocations for IDEA Recovery Funds [.xls]
The American Recovery and Reinvestment Act of 2009 (ARRA) appropriates significant new funding for programs under Parts B and C of IDEA. Part B of the IDEA provides funds to state educational agencies (SEAs) and local educational agencies (LEAs) to help them ensure that children with disabilities, including children aged three through five, have access to a free appropriate public education to meet each child's unique needs and prepare him or her for further education, employment, and independent living.
Stimulus funds to advance national standards
U.S. Education Secretary Arne Duncan is offering federal cash incentives to achieve one of his top priorities: developing national standards for reading and math to replace a current hodgepodge of benchmarks in the states. Duncan said June 14 that the efforts of 46 states to develop common, internationally measured standards for student achievement would be bolstered by up to $350 million in federal funds to help them develop tests to assess those standards.
Leading the Charge for Real-Time Data
Well before the idea of using data to manage schools gained prominence on the national stage, Oklahoma’s Western Heights school district had made the ideal of real-time, data-driven decisionmaking a reality. Back in 2001, Superintendent Joe Kitchens was already being spotlighted for his focus on creating a longitudinal-data system that would give teachers in the 3,400-student district the ability to make quick decisions to improve student learning, while reducing the time spent compiling reports.
Duncan: Use tech to leverage change
To avoid being caught short when stimulus money runs out, school officials should use the short-term federal funding to upgrade technology and improve the tracking of student data, U.S. Education Secretary Arne Duncan told eSchool News in a wide-ranging interview on June 12.
Addressing the Needs of ELL through ARRA [Webinar]
Robert Linquanti, Director for English Learner Evaluation and Accountability Support in WestEd's Comprehensive School Assistance Program, moderated a webinar panel on May 26th comprising select members of the English Language Learner (ELL) Working Group. This Working Group recently issued recommendations for using ARRA funds wisely to meet the needs of our nation's English learners.
So The Stimulus Passed--Now What? [Webinar]
"So The Stimulus Passed…Now What?" is a webinar led by ISTE CEO Don Knezek and Director of Government Affairs Hillary Goldamann and features guests David Byer of Apple and the Chair of ISTE's Public Policy and Advocacy Committee, Deborah Rigsby of the National School Boards Association, and Davis Brock of Elmore County Public Schools in Alabama. In this archived webinar from April 09, the group of policy experts discuss the American Recovery and Reinvestment Act (ARRA) and how these dollars can be used for classroom technology purchases and professional development initiatives.
Key Democrats Poke at Education Budget Plan
Two key Democrats in Congress have expressed skepticism about the Obama administration’s proposal to shift $1 billion out of Title I grants for districts into the separate Title I school improvement program in the fiscal 2010 federal budget.
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In its fiscal 2010 budget proposal, the administration justified the change by pointing to a $10 billion increase that the Title I grant program for districts received in the American Recovery and Reinvestment Act, the stimulus measure that passed in February and that includes up to $100 billion for education, spread out over fiscal years 2009 and 2010.
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“For this year and next year, things are fine,” he told the education secretary at the June 3 hearing. “You can say, well, this is OK because we have all this money in the [stimulus program]. But the problem with that is, you cut the base. If you cut the base this year, you have to make all that up” in fiscal 2011.
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New IDEA Money for Special Education in ARRA
Schools are advised not to build it into budgets just yet. School superintendents across California looked to the State Fiscal Stabilization Fund portion of ARRA to backfill cuts to state programs in education and social services. As California's economy continues to sour, there is a great deal of uncertainty as to whether the stimulus dollars will ever make it out of Sacramento-so much so that a group of congressional representatives from California wrote a letter on March 17, 2009, to Gov. Arnold Schwarzenegger urging him to pass the federal dollars on to local schools to save teaching jobs, as Congress intende
Meet Arne Duncan, US Secy of Education [Video]
Profile on U.S. Education Secretary Arne Duncan. Learn more about his passion for quality education and plans for the department.
Education Secretary Wants ARRA Applications Pronto
The United States Department of Education this week urged states to "act now" to get their applications in for stimulus package funding. Education Secretary Duncan said that states should act as quickly as possible on State Fiscal Stabilization Funds to help move reforms forward and to protect teaching jobs that are at risk.
Education Secretary Duncan Speaks About Education Reform
Third, there’s more great ideas about what works around the country than ever before. What I’ve said repeatedly is I don’t have to come up with any great ideas. My job is to listen, to learn. And that in every inner-city community around the country and many, many rural communities, there are extraordinary schools, great educators who are beating the odds every day.
My job is to listen to them, to invest in them, to take to scale what works. And there’s been this blossoming of entrepreneurial ideas and energy around education over the past 10 to 15 years. And we know what is possible: Regardless of socioeconomic challenges, regardless of family background, when children have a chance to get a great education, they do very, very well.
High Quality Preschool Must Remain A Priority in California - California Progress Report
This week the RAND Corporation released its fourth and final study in a series of comprehensive reports on California’s preschool system. In this moment of unprecedented fiscal hardship, the RAND research provides guidance on how California can most effectively and efficiently spend its early education dollars, and shows how early childhood education is critical in our efforts to close the achievement gap.
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Longitudinal studies show that high quality early childhood education that serves disadvantaged children provides a return on $7 to $17 for every dollar spent: it saves government spending on K-12 education, public assistance and the criminal justice system, and increases revenues as a result of higher earnings. In other words, California can no longer afford to ignore this issue.
In One Pocket and Out the Other for Preschool Funding
A promised deluge of federal stimulus funds for preschools, a major priority for President Barack Obama, will start flowing to centers in San Diego just as state funding is being clipped. That might sound like a blessing, but dollars from state, federal and other programs cannot be easily swapped to plug gaps. The push-and-pull on preschool money is putting many centers in the paradoxical position of juggling expected cuts with investments in better programs and training, benefiting some families and not others.
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Despite solid evidence that preschool can have lasting effects on children, even curbing dropout rates and slimming the achievement gap between disadvantaged students and their classmates, there is no uniform system for funding it. Preschools in California often rely on a complex web of funds to stay afloat. There are federal funds and state funds, temporary grants, dollars passed along from school districts and dollars handed down from county commissions funded by a statewide tobacco tax.
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Each fund is saddled with rules that limit which families it can be spent on, how many children can be grouped with each teacher, and how the money must be tracked. State preschool money, for instance, is supposed to be used to help families who earn less than 75 percent of the California median income -- roughly $44,000 for a family of four. But federal money for the Head Start preschool program has a lower threshold of about $22,000 for a family of four, according to figures supplied by the California Head Start Association.
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