It’s a rare occurrence when both of the state’s teachers’ unions and the governor come to an agreement on funding. That’s exactly what Illinois Schools experienced in March of this year when Governor Rod R. Blagojevich received the endorsements of the Illinois Federation of Teachers and the Illinois Education Association. The praise was given for the Helping Kids Learn plan, which provides $10 billion to Illinois Schools over the next four years.
Illinois Schools were given further reasons to celebrate when the State Board of Education announced an increase of over $700 per pupil in minimum state and local funding. This will increase those foundation funding amounts to $6,058 per pupil annually.
These investments will increase fiscal year 2008 monies by $1.5 billion. This amount is unprecedented in Illinois Schools. The plan is three times larger than any increase in the history of Illinois Schools.
Why so much and why now? Gov. Blagojevich says that the Illinois Schools…”have been chronically underfunded for decades. Our Helping Kids Learn plan is not just an investment in schools, it’s an investment in our future, in our children.” Much of the pressure for Illinois Schools to improve comes from the No Child Left Behind (NCLB) act, which set Adequate Yearly Progress markers for all schools in the nation. Teachers and administrators in Illinois Schools have been challenged by meeting the demands of lower classroom ratios, testing special needs students, and working in old and inadequate buildings.
Part of the plan will provide $200 million to help districts afford special education teachers. This is the first increase for special needs Illinois Schools have seen since 1985. Funds will also provide for special programs and transportation for special needs students.
Other components of Helping Kids Learn include funds for the Preschool for all Program in Illinois Schools. The $69 million dedicated to this initiative will help provide the support and materials to implement all day kindergarten throughout the state. Finally the plan includes a $1.5 billion investment in construction, improvement and renovations for deteriorating Illinois Schools.
Educators in both teachers’ unions are emphatic that the opportunities Illinois Schools will gain from the increase in funding will go a long way to address the achievement gap and help all students succeed. According to James Dougherty, president of the Illinois Federation of Teachers, “By increasing the Foundation Level by more than $700 per student, we’re starting to level the playing field between the educational haves and the educational have nots.” Parents in Illinois Schools are also excited about the increased funds. While the NCLB act still sparks debate in Illinois Schools, it seems to have put a spotlight on education that is resulting in positive changes for children.
By: Patricia Hawke
Posts Tagged ‘Adequate Yearly Progress’
Illinois Schools Celebrate Funding
February 11th, 2010Special Education Services in New York City Schools
October 25th, 2009
Special Education Services (SES) in New York City Schools aim to help struggling students get the help they need in English language arts, mathematics, and reading free of charge in accordance with the No Child Left Behind Act. However, one of the major problems behind this vitally important tool in a child’s learning is that it isn’t offered to every child. New York City Schools are only offering this free tutoring to those students eligible for free lunch and attend a school that failed to meet Adequate Yearly Progress (AYP) standards for three or more consecutive years.
It would seem as if New York City Schools only believe that the underprivileged should be allowed the tools necessary to help their children refine their skills in a subject that they have trouble with. In fact, with the troubles in the economy these days there are more and more families who live in the New York City Schools area who are not eligible for free lunches but still couldn’t afford private tutoring for their children if they struggle in particular subjects. Yes, there is only a certain amount of funding available for SES programs in the district, so it would make sense that they would be selective in bringing only the children with the highest need into the program. Why narrow that down even further to selecting those with the highest need ONLY out of those who are eligible for free lunches, though? There is always the chance that a child who comes from a middle class family, who also can’t afford private tutoring, has a larger need for SES than a child from an underprivileged family. New York City Schools seem to be ignoring this possibility.
How do Special Education Services Affect Students in New York City Schools?
Special Education Services can only help those students enrolled in SES programs in New York City Schools. The programs are often flexible and allows for before school tutors, after school tutors, weekend tutors, and even some online tutors. SES providers are required to provide assistance at the most convenient time for the child enrolled and can provide students with tutoring at several different sites:
- Schools: SES providers in New York City Schools can provide assistance inside the school building before or after school. This can help students focus more because they are inside their learning institution that has little distractions.
- Homes: SES providers can also come to a student’s home for tutoring in order to help the student be in a more relaxed environment where learning can take place under less pressure.
Overall, New York City Schools have the right idea in providing free SES to students in need. They’ve got it wrong though, in assuming that only the underprivileged can’t afford tutoring for their children. Middle class families in the New York City Schools are struggling to make ends meet every day. Their children shouldn’t be forgotten simply because they aren’t eligible for free lunch. All children, regardless of class, should be given the same opportunities for success. New York City Schools would be better off if they would understand this.
By: Patricia Hawke
