Real Solutions for New York's Public Schools: Making the Opportunity to a Sound Basic Education a Reality

• What additional resources are needed to provide students with the opportunity for a sound basic education?
• What is a "costing-out" study and why was one done in New York?
• Will money really make a difference for New York State's public schools?
• Is reforming school funding just about more money?
• Outside of New York City, will urban, rural and suburban districts benefit from CFE's work
• Who will decide how additional funding for New York State's public schools is spent?
• Is there some way to make sure that money is not misspent by local districts?
  
  
  

Q: What additional resources are needed to provide students with the opportunity for a sound basic education?
A: Providing the opportunity for every public school student in New York State to meet the Regents Learning Standards will require over $7 billion (in 2004-2005 dollars), according to the preliminary findings of the New York Adequacy Study, a state-of-the-art independent costing-out study released on February 4, 2004. The study's report, which does not include the costs of paying for school buildings or transportation, recommends expanded pre-kindergarten, small class sizes, and additional resources for English Language Learners, special education students, and children growing up in poverty. Of that money, New York City needs about $4.1 billion. High needs districts in rural areas need approximately half a billion more, as do high needs districts in urban and suburban areas. The "Big 4" - Buffalo, Rochester, Syracuse, and Yonkers - need $419 million, and districts with average needs require an additional $1.3 billion.

Q: What is a "costing-out" study and why was one done in New York?
A: A costing-out study means figuring out what it would cost to give every student a chance to meet the state's academic standards. Since 1991, over 30 costing-out studies have been conducted in nearly 30 states. When CFE won its case, the court ordered that a study be done as a first step in assuring every student in New York City an opportunity to a sound basic education. As a result, the New York Adequacy Study, initiated by CFE, the New York State School Boards Association and 30 other statewide organizations, looked at what schools across all of New York State would need to give their students a chance to meet the Regents Learning Standards. The state legislature and the Governor's Commission on Education Reform have indicated that they will take the data and recommendations of this costing-out study seriously.

Q: Will money really make a difference for New York State's public schools?
A: Dollar bills may not educate students, but there is a growing national consensus that money spent on quality teaching, smaller class sizes, preschool initiatives, and academic intervention programs boosts student achievement dramatically - especially for poor and minority students. As the Court of Appeals noted in its 2003 ruling, no student comes to school unfit to learn. Providing the resources that offer every child a chance for a bright future will make a difference - as it already has in New York's well-funded districts.

Q: Is reforming school funding just about more money?
A: Reforming school funding is not just about money. It is about creating a fair system that offers every child a full opportunity to meet the state's standards. Part of delivering that promise is ensuring that districts can pay for the resources that we know are the key to a good education for our children: quality teaching, small class sizes, a healthy learning environment, and up to date laboratories, libraries, and textbooks. It is also important that resources are used effectively.

Equally important, however, is fundamental reform in the way New York funds education. When school districts are burdened with a complicated, unstable, and unpredictable school funding system, they cannot focus fully on their primary responsibility - educating our children. Districts should not be forced to play a guessing game each year about whether and when they'll be able to hire teachers, provide pre-kindergarten, or guarantee textbooks for each of their students.

Q: Outside of New York City, will urban, rural and suburban districts benefit from CFE's work?
A: Although the CFE case technically only applied to New York City, CFE strongly believes that reforms to the education funding system must be implemented statewide. There are students in all areas of the state - urban, rural, and suburban - who are not receiving the opportunity for a sound basic education that they deserve. The current funding system is overly complicated, unstable, and unpredictable. Districts should not be forced to play a guessing game each year about whether and when they'll be able to hire teachers, provide pre-kindergarten, or guarantee textbooks for each of their students. CFE supports the creation of a fair system that offers sustained and stable funding, is easy to understand, and ensures that every child has a real opportunity for a sound basic education. We believe that urban, rural, and suburban districts will all benefit from such reforms.

Q: Who will decide how additional funding for New York State's public schools is spent?
A: Each school district will plan for the most effective use of new funds for their students. Students and teachers in some areas will get classes of 18 instead of an overcrowded 32. Schools will finally have up to date libraries, laboratories, and computers. Parents will be able to drop their kids off at school in the morning knowing their children are in a safe and healthy learning environment.

Q: Is there some way to make sure that money is not misspent by local districts?
A: CFE believes there must be a system of accountability to ensure that money is used effectively to provide students with the opportunities to a sound basic education that they are entitled to under the state's constitution. CFE has developed a comprehensive accountability proposal with the input of numerous statewide groups and countless education experts. The proposal was released in April 2004.