News that nearly six hundred Snohomish School District parents (near Everett, WA) are refusing to let their kids take required state school tests was the talk of the Seattle Times yesterday. Their boycott is a protest against Snohomish’s continuing budget cuts.
The parents are complaining that the state tests cost some $37.5 million – and no one even sees the results until the following school year when they are simply too late to be useful. It’s a waste of money, they argue, when budget cuts really are starting to affect kids.
I am not going to argue that schools are starved for cash. The U.S. spends more per student on education than nearly every other developed country than Switzerland, according to OECD statistics. While the state of Washington spends less than the U.S. average of states, it is still easily in line with spending in other wealthy countries.
That said, when the last recession hit, the federal government spent billions to beef up state budgets in an effort to smooth spending over what was supposed to be a short-lived rough patch. Now that “stimulus” money has disappeared, without actually stimulating the economy, school districts around the state have had to adjust suddenly.
Because public school employees have iron-clad contracts that lock in “step increases” in salary as well as raises for seniority, districts have to make “budget cuts” even when revenues are growing – as long as the revenue growth lags behind salary and benefit growth, as it is now. Those cuts typically come from the things parents want most. The result in Snohomish has been classes as large as 29 kids, no more art classes except for those taught by parent volunteers and a shortened school year.
For my part, I think there is nothing wrong – especially in the elementary school years – with making kids take an annual test of basic skills. Basic reading and math skills are the most important things that elementary schools do, and parents, teachers, administrators and taxpayers all deserve to know where schools are falling short on these crucial measures.
(This is not all that the tests in Washington do. If it were, the state could use a much more economical test that has been around for decades – the Iowa Test of Basic Skills – and be done with it, as the Washington Policy Center’s Liv Finne recommends here. But to the extent that current tests are expensive, take days to complete and many months to score, this is the fault of the education establishment that designed this system.)
The parents, however, have seized on a nugget of truth about testing. About a year ago, when I went to see the anti-testing screed Race to Nowhere, I was amazed when the audience spontaneously erupted in applause for a line criticizing the federal involvement in education. These folks were not complaining about federal money or mandates, but the testing that has come along with George W. Bush’s No Child Left Behind Act.
It’s intentions were nothing but laudable: To expose the public school system’s complete failure to teach even the most basic skills of reading and math to the kids who needed it most, even after decades of spending increases. The law has surely helped focus a spotlight on this failure, and has helped bolster the arguments of those looking for ways to spend education dollars more effectively – rather than simply spend more.
But as I see the law at work in my school district (Bellevue), I see it leading to a dumbed-down curriculum that is required to be used in all schools. For some schools where many kids are struggling readers and failing math tests, maybe these curricula will be just the ticket to success. For others, where kids have their basic grade-level skills more or less from the get-go, they threaten to turn a school day into worksheet prisons. Because of union contract restrictions, principals can’t even require teachers to provide already-purchased enriching materials to kids who might benefit. Maybe this is the fault of how my school district is implementing this law, but it’s hard not to see the leveling effect it has caused.
Still, there are probably more effective ways to protest cutbacks. In my district, for example, parents strongly pressured the school board to give in to union demands in a 2008 teacher strike that delayed the start of the school year about two weeks. The district agreed to pay hikes that were not supported by the state teacher salary schedule right in the face of a recession. It now has to pay for those higher salaries with expanded class sizes. Maybe if parents brought the opposite kind of pressure to bear on the school board in its next contract negotiations, future budgets wouldn’t see such a squeeze. Perhaps if parents would contact their legislators and show some support for measures to rein in spending on health benefits, kids would enjoy more dollars in the classroom.
Or just maybe, we ought to direct our ire at the folks who borrowed nearly $1 trillion with the claim that it would get the economy back on track. The failure of the economy to snap back the way it usually does after a recession is what is really killing school budgets.