Sample Questions to Pose to Candidates for State Offices
Paid for with private funds
- What is your opinion on the adequacy of state funding for early childhood through grade 12 education?
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Background Information:
Funding for schools is provided by a combination of federal, state and local dollars. In Minnesota the state Legislature sets a per pupil funding formula that applies to all school districts. According to Parents United for Public Schools, this funding formula increased an average by 1.14% annually from 1992 through 2005. In the 2005 legislative session the funding formula increased by 4% for the 2005/2006 and 4% for 2006/2007 fiscal years. Even with this increased funding, the average annual per pupil funding formula has increased by just 1.52% from 1992 through 2007.
While the state funding commitment has remained flat for so many years, a number of new school initiatives and expectations were passed into law. Additionally the costs for personnel, health insurance, fuel and other operating expenses have increased dramatically over the years. In 2001, the state legislature passed a law indicating it would fund 85% of the cost of public schools. The effect of this law was a reduction in property taxes for homes and businesses. However, the funding appropriation has not reached 85% since the law’s passage.
Consequently school districts are faced with increased expectations, a greater diversity of students and a flat state funding commitment. The only way for many to increase revenues is to increase local property tax levies. Because property taxes are not related to income, this is often an unpopular way to increase revenues.
The state should keep its commitment to fund 85% of public school costs while holding schools accountable for results.
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Background Information:
- What are your viewpoints on educating students with disabilities?
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Background Information:
Since Minnesota began educating students with disabilities in the 1950’s it has established a national reputation for providing high quality services for students with various disabilities. In the 1980’s Minnesota became a leader again by requiring that infants with disabilities be provided with early childhood special education services starting at birth, if they are determined eligible for services.
Because the Federal government did not pass the Education for All Handicapped Act until 1975 (later known as IDEA), Minnesota already had already established laws and rules and an infrastructure to deliver appropriate services. IDEA guarantees the right to a free and appropriate public education to all students with disabilities who qualify for special education services.
IDEA identifies categories of students who may be eligible for special education services. The state of Minnesota sets the process that local districts must use to evaluate whether students are eligible for special education services. Local school districts conduct the evaluations to determine if students are eligible for special education services.
In order for students with disabilities to be successful adults, they must have access to appropriate education services.
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Background Information:
- How should special education be funded?
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Background Information:
Currently, special education is funded through a combination of federal, state and local school district dollars. Districts receive federal and state funding based on a percentage of actual special education expenses in key areas. Districts pay for the costs not paid by the federal and state governments through local property taxes.
When Congress initially passed IDEA in 1975, it promised to pay 40% of the costs to educate students with disabilities. Currently, the federal commitment is estimated at approximately 17% of the total costs. The state of Minnesota’s funding commitment to educate students with disabilities has historically been strong. However, there is increasing concern that too much of the cost to educate students with disabilities are borne by local school districts.
In the early 1990’s a concerted effort was made to increase the state’s share of special education costs by implementing a growth factor into the funding formula. In 2003 the growth factor was repealed thus causing the “cross subsidy” (the difference between what districts receive from the federal and state governments to educate students with disabilities and the cost of educating students with disabilities) to increase. By 2007, the cross subsidy was estimated to be $530 million; In the same year, the state legislature passed an increase of $329 million for special education and reinstated the growth factor. This has provided some relief, but is still not sufficient to offset costs.
To honor the state’s promise to fund special education and relieve stress on local districts, the state should fund the full 68% of salaries for special education teachers and other essential personnel. Currently, the state uses a pro-ration system that pays for around 61% of these costs.
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Background Information:
- 4. What is your opinion of the federal No Child Left Behind law which requires schools to specifically report on the performance of students with disabilities, those from poor families, those from minority races and cultures and those whose first language is not English?
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Background Information:
The federal No Child Left Behind law ensures that the general public has access to information which shows how students are performing on statewide assessments. When students from specific schools consistently perform low over several years, the law creates options for some families whose children are affected. Minnesota students generally perform very well compared to students from other states on state assessments and other national measurements.
However, for sub-groups of students like those with disabilities, student performance is often quite poor. There may be a variety of reasons for this including a lack of exposure to the general education curriculum and a lack of accommodations or modifications in classes or during tests. Some argue that the scores of students with disabilities should not have to be included in school report cards because they will never perform well.
If the performance of students with disabilities is not reported, parents, policy makers and tax payers will not be able to tell if groups of students with disabilities are making educational progress.
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Background Information:
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