March 27, 2019(1)

(E-RATE, ADVOCACY TOOLS, ED TECH, RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

AASA Joins Education, Privacy, Disability Rights, and Civil Rights Groups to Release Principles For School Safety, Privacy, and Equity

Today, AASA and 39 other education, privacy, disability rights, and civil rights organizations released ten principles to protect all students’ safety, privacy, and right to an equal education. The principles are meant to serve as a starting point for conversations with policymakers and school officials about how to keep students safe while respecting their dignity and encouraging their individual growth. Check out the principles here

Signatories of the Principles for School Safety, Privacy, and Equity:

 

  • AASA: The School Superintendents Association
  • American Association of People with Disabilities
  • The Advocacy Institute
  • The Arc of the United States
  • Association of Educational Service Agencies
  • Association of Latino Administrators & Superintendents
  • Association of School Business Officials International
  • Association of University Centers on Disability
  • Autism Society
  • Autistic Self Advocacy Network
  • Bazelon Center for Mental Health Law
  • The Campaign to Keep Guns off Campus
  • Center for Public Representation
  • Council of Administrators of Special Education
  • Council of Parent Attorneys and Advocates
  • Disability Independence Group, Inc
  • Disability Rights Education & Defense Fund
  • EPIC
  • Florida Association of School Psychologists
  • Florida League of Women Voters
  • Florida Parent Teacher Association (PTA)
  • Future of Privacy Forum
  • Intercultural Developmental Research Association
  • Lawyers' Committee for Civil Rights Under Law
  • Learning Disabilities Association of America
  • Mental Health America
  • National Association of Councils on   Developmental Disabilities
  • National Center for Learning Disabilities
  • National Center for Special Education in Charter Schools
  • National Center for Youth Law
  • National Disability Rights Network
  • National Education Association
  • National PTA
  • National Rural Education Advocacy Consortium
  • National Rural Education Association
  • Public Advocacy for Kids
  • Sandy Hook Promise
  • School Social Work Association of America
  • Southern Poverty Law Center
  • TASH

 

March 27, 2019

(ADVOCACY TOOLS, ED FUNDING) Permanent link

AASA Opposes Senate FY20 Budget Proposal

You'll recall that the president kicked off the annual budget and appropriations process for federal fiscal year 2020 (FY20) earlier this month when he released his FY20 budget proposal. Spoiler: It's bad for education, AASA opposes and it is a non-starter with Congress. You can read our full analysis here.

From here, the action moves to Capitol Hill, where the Congress picks up its work to advance the process. If this were school house rocks, each chamber would adopt their own budget resolution (a document that sets the overall dollar amount for the budget, but devoid of program specific details). Then, it shifts from budget to appropriations, as the overall allocation is divided between the 12 'slices' of the federal budget, the 12 appropriations bill. For our purposes, we follow the labor, health, human services, education and other (LHHS) bill. Then, each chamber's 12 appropriations sub committees will propose, consider and adopt the 12 individual bills, then the full appropriations committee would repeat the process, and then those House and Senate bills would have to be conferenced/reconciled to settle differences, before a final vote and going to the president's desk. That was a super simplified explanation, and really almost irrelevant, since the process hasn't worked like that--on time--since the mid 1990s.

So, right now, we are on the budget resolution portion. For FY20, this is a critical step. The budget caps put into place by the Budget Control Act of 2011 run through 2021, and those caps--which equate to cuts--were exacerbated by the cuts of sequester, also a by-product of the Budget Control Act. In a nutshell, if Congress does not raise the caps for FY20, we face a serious funding cliff that could revert funding levels at USED to those of a decade ago. 

So what's going on with the Hill? There is no guarantee that each Chamber will pass a budget resolution, and that's not a deal breaker (Congress can vote to raise the caps in other vehicles). But for now, the chambers are attempting to move through normal order. This week, the Senate budget committee is set to consider the proposal supported by Senate Budget Committee Chairman Mike Enzi (R-WY). AASA opposes the budget resolution, and you can read our letter here. 

In a nutshell, the resolution--while it could pass the committee--isn't expected to get much further. The proposal mirrors the low funding levels of the president's FY20 budget, locking in the post-sequester caps for both FY20 and 21, as well as the next three years. For FY20 alone, those type of cuts could translate into a cut to USED of nearly $9 billion (12.5%!).  The resolution is in stark contrast to Congress' funding efforts each year since 2013. Put another way, regardless of party leadership or polticial positioning, every fiscal year since 2013, Congress has voted to restore the cuts of sequester and raise the funding caps to pre-sequester levels. This budget proposal is the direct opposite of that and pretty much the opposite of what we expect the House to use as its starting point.

This all said, Chairman Enzi is acting within the responsibility of his committee, is moving through normal process, and is compliant with the Budget Control Act. While we oppose his proposal and urge him to advance a proposal that resolves the sequester cuts, we remain committed to working with him and his committee through this process. Stay tuned!

March 26, 2019

(IDEA, ED FUNDING) Permanent link

AASA Chairs IDEA Funding Coalition, Leads 25 Orgs in Effort to Introduce Bipartisan IDEA Full Funding Bill

AASA is the chair of the IDEA Full Funding Coalition, a group of national education and related groups committed to getting Congress to honor its commitment to fund 40% of the additional cost associated with educating students with special needs. This is a commitment they made when signing IDEA into law in 1975, and one they have chronically failed. To date, the closest they have come to this goal through the annual appropriations process was 18% in 2005, and is under 15% in the current federal fiscal year, 2019.

To that end, our coalition leads the effort to work with Congress to introduce the legislation that gives Congress a clear ten-year glide path to realize their commitment, and we are so pleased that this year's bills, in both the House and Senate, are bipartisan and were introduced during Public Schools Week.

Co sponsors in the Senate include Sen Chris VanHollen and Sen Pat Roberts (a long time IDEA funding supporter who had stepped away from the role, returning this year for his final Senate term), and Rep Jared Huffman on the House side. 

You can read out letter of support here, and a quick thanks to ALL the groups in our IDEA Funding Coalition signing on to the letter.

  • AASA, The School Superintendents Association
    • American Dance Therapy Association
    • American Federation of State County and Municipal Employees
    • American Federation of Teachers
    • American Music Therapy Association
    • American Speech-Language-Hearing Association 
    • Association of Educational Service Agencies
    • Association of Latino Administrators and Superintendents
    • Association of School Business Officials International
    • Council for Exceptional Children
    • Council of Administrators of Special Education
    • Council of Great City Schools
    • Learning Disabilities Association of America
    • National Association of Elementary School Principals
    • National Association of School Psychologists
    • National Association of Secondary School Principals
    • National Association of State Directors of Special Education
    • National Center for Learning Disabilities
    • National Education Association
    • National PTA
    • National Rural Education Advocacy Consortium
    • National Rural Education Association
    • National School Boards Association
    • School Social Work Association of America
    • The ARC of the United States

    March 21, 2019

    (ESEA, ADVOCACY TOOLS) Permanent link

    AASA Feedback on Changes to Equitable Services

    Earlier this month, USED handed down a clarification related to equitable services in ESSA that would allow third party or outside players to be religiously affiliated. For background: Under ESSA, public schools have to offer/provide the same services to vulnerable students in private schools that are available to students in the public schools. Under current practice, some schools make that work by providing a teacher or the related salary. Or, while current law prohibits the money from going directly to the private school, districts consult with the private school leaders to determine what services need to be provided and if they need to use an outside contractor. Under previous interpretation, there was a prohibition against any such organization being religious in affiliation. In light of Trinity Lutheran (The SCOTUS case the is a foot-in-the-door approach to vouchers and allows for public dollars to go to private schools in narrow circumstances), USED was clarifying that prohibition against these contractors being religious was illegal. This means that schools can now consider proposals or bids from religious groups. While this is not likely sizeable in terms of dollars that may ultimately flow to private providers that are religiously affiliated, it is a seismic shift in that public dollars will end up in private schools. 

    In response to the change, AASA submitted the following comment to USED:

    On Monday, March 11, the US Education Department (USED) announced that in light of the U.S. Supreme Court decision in Trinity Lutheran Church of Columbia, Inc. v. Comer, 137 S. Ct. 2012 (2017), eligible organizations cannot be disqualified from receiving a public benefit solely because of their religious character, USED will no longer enforce statutory provisions of the Elementary and Secondary Education Act (ESEA) that previously restricted school districts from contracting with religious organizations to provide equitable services on the same basis as any other organization. The Trinity decision expanded federal law to allow provision of public dollars to private entities/schools in a narrow circumstance, and we want to ensure that this USED application of this interpretation does not spill over into a further expansion. That is, it is a creative interpretation of legal logic to expand a decision that is it ok for a contractor to use public funds to resurface a playground in a private school to then allow that flexibility to apply to a contractor who will provide instructional services. 

    We share USED’s goal to support school districts in providing high-quality educational services to students and teachers. To that end, we encourage USED to consider and make clear those ways in which it will prevent fraud, waste, and abuse in circumstances where school districts choose to contract with religious organizations to provide equitable services, and in turn instruct states as to how to effectively include this in their monitoring. In addition, we encourage USED to remain diligent in its enforcement of other applicable statutory provisions and we encourage LEAs to ensure that their activities are compliant with those provisions, including the requirement that any contractor be independent of the private school for which it is providing services (i.e., the contractor does not have administrative or fiscal direction and control over the private school) and that the educational services and other benefits being provided by the contractor are “secular, neutral, and nonideological.” As with any other contractual arrangement funded by federal dollars, transparency and accountability in these arrangements are critical to supporting students’ and teachers’ success and the responsible allocation of limited financial resources. 

     

    March 15, 2019

    (ADVOCACY TOOLS, ED FUNDING, THE ADVOCATE) Permanent link

    AASA Analysis of Trump FY20 Budget Proposal

    On March 11, President Trump released his FY20 budget proposal, his plan/strategy/priorities for federal funding in FY20 (which starts Oct 1 and runs through Sept 30; FY20 education dollars will be in schools during the 2020-21 school year).  It should be noted that this budget is dead on arrival and is a non-starter with Congress, who will do their own bipartisan work to reach a compromise on final FY20 dollars. AASA monitors this proposal out of diligence to all federal funding proposals, but puts little to no stock in the proposal itself. 

    You can read the full AASA analysis here.

    AASA maintains that a budget, whether that of our organization or the schools that AASA members lead, reflects our mission and priorities: we fund what we support, and we support what we fund. To that end, President Trump’s proposed FY20 budget continues his trend of introducing federal budget proposals that fall short of the simple willingness and ability to prioritize support for strengthening and supporting our nation’s public schools and the students they serve.  

    OVERVIEW: The president’s FY20 budget proposal continues his administration’s prioritization of privatization, at the direct expense of the nation’s public schools and the 50 million students they serve every day. The FY20 US Education Department (USED) budget proposal is organized around six major initiatives:

     

    • Increase access to school choice
    • Support high-need students through essential formula grant programs
    • Protect students by promoting safe and secure schools
    • Elevate the teaching profession through innovation
    • Promote workforce development for the 21st century
    • Streamline and improve post-secondary aid programs

     

    Overall, the proposal seeks one of the largest-ever cuts to domestic discretionary spending. The proposal cuts non-defense discretionary (NDD) funding from its current level of $597 billion to the FY2020 funding cap of $543 billion (a cut of $54 billion, or 9%). The proposal preserves funding for defense discretionary funding. More specific to education, the FY20 budget proposal for USED provides $64 billion for the federal fiscal year starting October. This is a cut of $7.1 billion (or 10 percent) compared to USED’s final FY19 allocation. The proposal eliminates 29 programs, totaling $6.7 billion, with a significant portion of those cuts targeting programs that support educators, school leaders, literacy and college affordability. The budget proposal uses these cuts to pay for a new federal tuition tax credit (voucher), funded at $5 billion in FY20 and at $50 billion total over ten years, as well as increases for the DC Opportunity Scholarship voucher. At the 30,000 foot level, the AASA response to the proposed FY20 budget is a reiteration of our commitment to equity in education, to the idea that all students deserve a robust high-quality education, and to the belief that our nation’s public schools are best positioned to achieve this unparalleled national priority. We subscribe to the idea that ‘When our students succeed, our nation succeeds’ and as such, believe that federal investment is critical to helping to level the playing field for our nation’s neediest students. The limited federal dollars, though a small share of overall education funding, yield a mighty impact when purposefully invested.

    AASA outright opposes the president’s FY20 budget proposal, for myriad reasons: for its flawed premise; for its failure to resolve the funding pressures of sequester; for its continued prioritization of privatization; for missing the opportunity to introduce a budget document that is not dead on arrival with Congress; for its blunt cuts to non-defense discretionary funding; and for its disregard for parity between defense and non-defense discretionary funding, among others. AASA welcomes the opportunity to work with Congress to complete a timely, bipartisan, bicameral FY20 budget that raises the federal funding caps, uses FY19 as the base funding level, and supports and strengthens public education. 

    March 13, 2019

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    AASA Endorses Bipartisan Teacher PREP Act

    As Congress gears up for the reauthorization of the Higher Education Act, AASA was pleased to work with Senators Kaine and Collins to have legislation introduced that will alleviate the on-going teacher shortage. The Preparing and Retaining Education Professionals (PREP) Act will help ensure that there are enough teachers and principals with the right skills and tools to prepare students for the future with a special focus on addressing shortages in rural communities. The bill would provide funding to states to encourage school districts to create partnerships, residency programs, including Grow Your Own programs, with local community colleges and universities to ensure their programs are educating future teachers in areas where there is a shortage of educators. You can read more about the bill here.

     

     

    March 5, 2019

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    AASA Responds to USED Proposal for Supplement, Supplant

    Earlier this week, AASA filed comments in response to USED's proposed guidance on Supplement, Not Supplant for ESSA Title I. Read our comments.