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Georgia Supreme Court Upholds OCGA §20-2-73

On Monday, the Georgia Supreme Court released a 47-page opinion upholding the constitutionality of the law providing for the removal of local boards of education. I am thankful for the closure this opinion now provides the citizens and parents of DeKalb County. At every turn I opposed the proliferation of legal entanglements, including this case. As a matter of principle, I do not believe children and taxpayers are well served by spending more money on lawyers and political concerns.

While the Supreme Court’s ruling is one step down the path to improving education in DeKalb, it is just the beginning. Georgia must implement an effective and meaningful system of quality assurance for education. As the Georgia Supreme Court stated today, “(T) he State has a substantial interest in ensuring that those local boards function competently and in a manner that does not imperil the education or future prospects of the students enrolled in the school systems.” Every state that borders Georgia has a higher graduation rate and spends less per pupil. Georgia’s graduation rate stands at 67% and that number is proof we have imperiled the education and future prospects of too many of our children.

The Supreme Court further reminds us that, “The Constitution makes public education not only the business of local jurisdictions, but also the State as a whole.” We must demand more vigorous oversight at the state level. There must be consequences for districts that fail our children and fail to safeguard the public’s money. States like Virginia and Texas have strong state public accountability models and so should Georgia.

I am thankful and relieved the Supreme Court decision is now behind us. We have more work ahead. I hope that you’ll join me in this effort.

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The Real Story of Per Pupil Spending

In October, the Marietta Daily Journal published an article I wrote about Common Core, Common Core is No Path to Prosperity. Subsequently, Politifact ran a piece examining my comments about Georgia’s aggregate spending on education.  They confirmed that, indeed, Georgia does spend in the top ten on education in the nation.  Click here to review the U.S. Census data on that.  The Politifact article went onto discuss per pupil spending by state – a topic that I did not address.  Their point was that if one reviews per pupil spending, Georgia’s ranking drops significantly.  They further indicate that ranking drops, “when adjusted for regional costs of living…”.  The citation embedded in their article for this claim doesn’t given the adjusted per pupil data, rank or methodology used for adjusting the figures.  It’s fair to assume that their per pupil spending data is adjusted using CPI information by region (their stated level of adjustment).

I was pleased that Politifact noted that my fact on aggregate spending was correct.  Pursuant to their further critique, they would have preferred I discuss per pupil spending.  The main reason I did not discuss per pupil spending is there are significant differences in the wage structures for education professionals and their benefits between states.  The largest components of costs in K-12 education are salaries and benefits so adjusting each state relative to each other would be necessary for an accurate comparison.

I downloaded the Bureau of Labor Statistics’ most current Occupational Employment Statistics to gather salary/wage data for each state.  I isolated those occupational profile codes specific to K-12 education in each state.  I averaged these wages to determine an average salary.  I then compared this average salary to Georgia’s average salary.  As you would expect, some states have significantly higher salaries than Georgia.  These states are often those that we think of as having a higher cost of living.  For example, adjusted against Georgia’s salaries, New York’s educational salaries are 31% higher; Massachusetts are 17% higher.

After developing a measure between Georgia and every other state, I used this to adjust each state’s per pupil spending relative to Georgia’s and then ranked the states’ adjusted per pupil spending.  The result is that Georgia’s per pupil spending is in the middle of the pack.  We rank 25th in per pupil spending on instruction and 28th in total per pupil spending.

I’ll leave you with this.  Every state that borders Georgia has a higher graduation rate.  And, every state that borders Georgia spends less per pupil than Georgia.  You can go west to Mississippi, Louisiana, Texas and Arkansas and you will find that they too, also have a higher graduation rate and all but Louisiana spend less per pupil than Georgia.

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Common Core Is No Path To Prosperity

By: Nancy Jester
Marietta Daily Journal (October 10, 2013)

Depending on who you ask, Common Core is described as something from voluntary national standards to a federal takeover of education. So, what is it and what’s really going on?

Common Core is an initiative of the National Governors Association and the Council of Chief State School Officers to “provide a consistent, clear understanding of what students are expected to learn … reflecting the knowledge and skills that our young people need for success in college and careers.”

No one would argue with these groups developing a set of voluntary standards that are rigorous and helpful for students as they prepare for college or the workforce.

The NGA and CCSSO may have had the best intentions, but as the process unfolded, political motivations and agendas took over. A recessionary economy and falling property values created budget crises in school districts across the country.

In the category of “never let a crisis go to waste,” those with agendas saw an opportunity to leverage school districts’ need for money with their vision for education.

Into this situation, President Obama’s Race to the Top grants offered a much needed infusion of federal money conditioned on adopting Common Core. At that point, Common Core ceased being voluntary and was no longer an effort to define rigorous standards with broad acceptance.

Once linked to grant money, the power over education standards shifted from states and districts to the federal level. Even though the NGA and CCSSO were responsible for the initiation of common standards, the use of federal grant money changed the nature of this effort.

Those who favor Common Core in Georgia still see it through the original lens of good intentions and dismiss or ignore the political appropriation of their efforts. Their reticence to acknowledge the usurpation of Common Core by the federal government is understandable given that most of the advocates invested their time and reputation into the initiative.

With states adopting Common Core under the lure of federal money, groups with political agendas regarding K-12 curriculum can target and obtain influence or control over the standards.

For example, Common Core displaces some traditional literature with informational texts to prepare students for workplace and technical writing.

That sounds innocuous enough, but what informational texts will they read? Perhaps they will be given EPA regulations on carbon emissions, DOJ writings on hate crimes or Department of Labor surveys on workplace diversity.

The politicization of learning is embedded in this standard. Centralized control also curtails innovation. It’s like going back to Ma Bell and doing away with the communications revolution brought to us by a competitive marketplace.

With Common Core in Georgia, we’re told that the standards are closely aligned with Georgia’s existing standards, as if that should make us all feel better.

In the early 2000s, the Georgia Department of Education adopted a social studies curriculum that is almost completely devoid of education on The Bill of Rights in elementary school. Yet, in third grade, we teach our children about the nine important people who “expanded rights.” Those nine people are: Paul Revere, Frederick Douglass, Susan B. Anthony, Mary McLeod Bethune, Franklin D. Roosevelt, Eleanor Roosevelt, Thurgood Marshall, Lyndon B. Johnson, and César Chávez.

The same Georgia Department of Education asks us to trust them on adopting Common Core standards. The Georgia DOE that has been at the helm as we performed so poorly as a state on most education metrics. When some of our elected officials say they are being informed about Common Core by the experts from our DOE, I’m concerned about the advice they are receiving.

Our state spends in the top 10 nationally on education, yet, most of our education metrics hover in the bottom five. We have to admit that we need a change in leadership on educational issues in Georgia. Rigorous standards need to be adopted, but they must be part of a process that continues to innovate and is not beholden to a central authority. Georgia has a long road ahead but Common Core is not a path to prosperity.

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Optimal School District Size

We had some fascinating education headlines last week.  Perhaps none more interesting than the report of comments made by Mark Elgart, CEO of AdvancED, the accreditation conglomerate that owns many regional accreditors including the Southern Association of Colleges and Schools (SACS).

Here’s some background – Georgia is constitutionally limited in the number of school districts to 159 county districts and 21 city district.  Last year, Rep. Tom Taylor filed HR 486; a bill calling for a statewide vote to amend the constitution to allow new school districts to form under certain conditions.  A feasibility study was commissioned for the City of Dunwoody to determine if an independent school district was viable from a revenue standpoint.  The study’s results indicate that a city school district would be financially feasible and, at current millage rates, would produce a healthy surplus.

Speaking before the Buckhead Business Association days after the feasibility study was made public, Dr. Elgart stated the current 180 school districts in Georgia are “far too many.” According to The Reporter Newspaper, he went on to state, “Georgia does not need to expand the number of school systems it has in the state, … It needs to contract it so it can use its resources differently than it currently does.”

I’m puzzled why the head of an international accrediting agency would comment on a state political subdivision matter.  The organization of school districts is a self-determination made by the good citizens of our state.  Notwithstanding that fact, the suggestion that Georgia has “far too many” school districts is not supported by the research on the topic of optimal school district size.

Here are just a few quotes from scholarly articles on the subject of school district size that support the need for Georgia to break-up its large districts.

  • In a study to examine if consolidating smaller school districts in Michigan would save taxpayers money, Andrew Coulson estimated the most cost-effective school district size in Michigan and the cost savings that would result from merging small districts and breaking up excessively large districts. From his analysis, Coulson found that the most cost-effective district size for schools in Michigan was 2,900 students. Districts that were either larger or smaller in size would generate higher per-pupil costs (Coulson, 2007). Consolidating smaller school districts to achieve this optimal size was estimated to result in a cost savings for the state of Michigan and local governments of approximately $31 million annually. In comparison, breaking up large school districts would produce an annual savings of $363 million. The savings from breaking up large districts is estimated to be 12 times greater than the savings that would be generated from merging small districts.



Center for Evaluation and Education Policy
Education Policy Brief
VOLUME 8, NUMBER 3, SUMMER 2010
Revisiting School District Consolidation Issues
Terry E. Spradlin, Fatima R. Carson, Sara E. Hess, and Jonathan A. Plucker

  • Small size is good for the performance of impoverished schools, but it now seems as well that small district size is also good for the performance of such schools



The Influence of Scale on School Performance: A Multi-Level Extension of the Matthew Principle
Robert Bickel, Marshall University; Craig Howley, Ohio University and AEL, Inc.

  • A study of Pennsylvania districts found that the lowest costs per student were in districts enrolling between 2,500 and 2,999 students (Standard & Poor’s School Evaluation Services, 2007).
  • A North Carolina report compared the district sizes of the five states with the best and worst SAT and ACT scores, high school graduation rates, dropout rates and retention rates. The study found that the states performing at higher levels on these performance indicators had smaller average district sizes (Sher & Schaller, 1986).
  • A Nebraska study demonstrated that smaller school systems academically outperformed larger ones within the state (Johnson, 2004). Researchers in Maine found that their 15 smallest districts produced higher graduation and post secondary enrollment rates than their 15 largest districts (Bowen, as cited in Driscoll, 2008). In Massachusetts, a task force found that smaller districts had lower average dropout rates, higher attendance rates, greater extra-curricular participation, and were more likely to meet Annual Yearly Progress (AYP) targets than the state average (Driscoll, 2008). A study of small rural districts in New York found that students in these small districts tended to learn the basics at average or above average levels, when compared to students in other districts (Monk & Haller, 1986). In a series of five studies, researchers found that smaller districts and schools had greater achievement equity than larger districts and schools (Howley, 1996; Bickel & Howley, 2000).



An Exploration of District Consolidation:
By:Kathryn Rooney and John Augenblick
Augenblick, Palaich and Associates, Inc.
May, 2009

The abundance of research indicates that the optimal district size is certainly much smaller than DeKalb’s current enrollment.  That research shows us that per-pupil costs are minimized in much smaller districts; completely negating the argument of economies of scale with large districts.  Furthermore, academic achievement measurements are better in smaller districts, particularly for the economically disadvantaged.  In the face of this type of evidence it is difficult to understand any defense of the status quo or advocacy for even larger districts.  The evidence is clear and compelling that our students and taxpayers would benefit from breaking up large districts.

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Healthy Start Weekend October 19-20

Organizers of two significant, family-friendly community events invite the Dunwoody community to come together for a “Healthy Start Weekend” October 19-20.  First up is Dunwoody Elementary School’s October 19 Tour de Dunwoody – Family Bike Event followed on October 20 by the Rotary Club of Dunwoody’s  RunDunwoody – 5K/1 Mile Fun Run/Tot Trot.

The fun begins Saturday, October 19 with three ride options featured in the 3rd annual Tour de Dunwoody.  Registration and check-in begins at 7:30 a.m. and the main ride begins at 8:30 am sharp in the parking lot of Dunwoody Elementary School. The main “Tiger” route is a 3-Mile, police escorted ride starting and ending at DES and riding through Dunwoody with your family.  There will also be two shorter, on-campus “Cub” routes for new or younger riders beginning at 8:45 a.m.

Connecting families, DES and the community, this unique family biking event features fun and challenge for biking enthusiasts of all levels while offering reminders about bike safety and awareness.  Register today for this family bike event at www.dunwoodypto.com.  Please contact Katie Scharf at klewis00@yahoo.com for more information or to inquire about event sponsorship.  Proceeds benefit Dunwoody Elementary’s Tiger Fund.

On Sunday, October 20, the Rotary Club of Dunwoody presents the 4th annual RunDunwoody – 5K/1 Mile Fun Run/Tot Trot.  Registration and runner check-in begins at 7:00am in the Target parking lot at 100 Perimeter Center Place, Atlanta, GA 30346.  The 5K is certified as a Peachtree Road Race Qualifier and follows a fast and scenic route, spanning the Perimeter Flyover Bridge with spectacular view of Perimeter Summit.  The 1 Mile Fun Walk/Run offers fun for all ages with prizes for the top male and female age 12 and under. Young children (ages 2 – 5) are invited to participate in the Children’s Healthcare of Atlanta Tot Trot.

As a special treat kids of all ages will enjoy the opportunity to visit with our members of the Dunwoody police force and firefighters and explore equipment and vehicles on display.  To register and for information about a fun-filled morning – live music, prizes, awards, great food, Kid’s Zone activities and more – for a good cause go to www.rundunwoody.net or contact Kathy Brandt or Kelly Hundley at info@rundunwoody.net.  Proceeds benefit the service focus of the Rotary Club of Dunwoody – education, public health, public safety, locally and globally.

Make a Healthy Start with your family and friends this fall.  Whether you enjoy biking or running, plan to participate in Dunwoody’s first Healthy Start Weekend, October 19-20, 2013.

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