Let's say the educrats have an insatiable appetite for more funding.

Let's say the educrats have perfected the tactic of coercion.

Let's say when Gov Ducey embraced the #Red4Ed tyranny that intimidated him into granting, outside his authority to do so, a tax increase to fund 20% teacher pay raises, it only emboldened the educrats.

Let's say the success of the #Red4Ed  created what verges on an autocracy and gave birth to #InvestInEd.

And lets say the educrats focus on robbing the citizenry.

If all the above has the ring of truth, what do you get?

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A nonprofit education organization is unveiling a proposal to increase Arizona sales and property taxes to fund an additional $1.5 billion for education.

The Helios Foundation, a nonprofit focused on education initiatives in Arizona and Florida, convened a group of community leaders to develop a long-term funding solution for education. Paul Luna, president and CEO of Helios, said the conversations began informally around the time the #RedForEd teacher movement picked up steam in 2018.

"One of the things that we didn't feel we had in place on behalf of our state and on behalf of education was an education funding strategy, or a real vision for how we wanted to fund education over a long period of time," Luna said.

He said "a number of" different individuals and organizations asked Helios to host a group of community leaders to talk funding. The group included Jim Swanson, CEO of construction company Kitchell, Mark Joraanstad with Arizona School Administrators, Chris Camacho, president of the Greater Phoenix Economic Council, and Ron Shoopman with the Arizona Board of Regents.

The proposal is meant to start the funding conversation, Luna said. The organization intends to gather more input from communities around the state before determining what to put on the 2020 ballot.

"Nobody is saying, 'This is the answer,'"he said. "It was intended to be a framing document to say, 'We've been having conversations, and it's been informed by economists.' "

Helios' proposal is one of several, including the #RedForEd-backed #InvestInEd proposal, that could land on the 2020 ballot. With another contender in the ring, it's even more likely that voters will consider some kind of tax increase for education in 2020.

What would a tax increase look like? Luna said several economists helped develop the preliminary tax proposal. It would:

Raise the state sales tax rate by 0.4 cents to generate $500 million more for education. This would be a separate revenue stream from the money that comes in for education from Prop. 301.

Raise residential property taxes by $1.60 per $100 of assessed value. This would mean a tax increase of $1,600 for a house with an assessed value of $100,000.

Here's where the money would go each year:

$1 billion to Arizona's K-12 public district and charter school system.

$300 million to Arizona universities.

$100 million to community colleges.

$100 million to early education to expand access to high-quality child care for low-income families.

Those figures are not finalized, Luna said. "We're now going out and talking with individuals and other organizations in the community to get a sense of what impact would that have," he said. "What effect does that have on companies and corporations? And is that a reasonable amount to consider? And if not, what's the more reasonable amount?"

Would Arizonans pay more? Earlier this year, a Republican lawmaker's proposed sales tax increase failed to pick up enough steam for the state Legislature to refer it to the ballot. Sen. Sylvia Allen, R-Snowflake, wanted to ask voters in 2020 to increase the education sales tax rate to one penny, from its current 0.6 cents, in a bid to raise about $400 million more annually for Arizona K-12 schools and higher education.

#InvestInEd, the measure knocked off the 2018 ballot by the Arizona Supreme Court, proposed to raise income taxes on high earners to bring in an estimated additional $690 million a year in public school funding.

Joe Thomas, president of the Arizona Education Association, wrote in a text message that he believed #InvestInEd was the right proposal and that it was "taken away from the voters."

He said he had not seen enough about Helios' proposal to take a stance on it.

"Our schools need a significant investment and we can only put a question in front of the voters every two years," Thomas wrote. "It has to be the right question or we've wasted an opportunity and end up making our students wait longer for resources they need to be successful."

Luna said the goal is to have that conversation and develop the right question.

Source: Lily Altavena, Arizona Republic

Views: 100

Replies to This Discussion

The monies wasted by those in charge of Education are in the millions and the AZ Legislature is great at handing out $$$$$$$$$ but no accountability and that's encouraged by our ambitious governor who's trying to build a new coalition for his next job. 
The system needs an overhaul and everyone knows it but those in office don't have the knowledge or courage needed to do the job, after all their primary goal is to get Re-Elected at our expense, so unless they stop spending monies none of us have to spare and use the Children once again for the reason without fixing the structural problems they must all be replaced.
I watched the news last evening and the homeless rate among seniors is climbing as a result of low fixed incomes and ever increasing cost to rent, so fix the problems by demanding Ed results improve before pouring more $$$$$$$$ into a broken system as proven by we're still at the bottom of the barrel when it comes to ratings, with kids graduating HS that can hardly read or do simple math, but then this is by design as well, remember improving Education is for the Kids and those now in charge show no ability to do so.
God Bless You; Clair Van Steenwyk

All we have to do is to look into the soul for advice on how to solve problems that government CREATED in the first place ... and fight like hell against them who keep knocking at your home's door for more and more. Give them an inch, and they take a mile. Money will not solve the problems, cleaning up the fraud will.

Amen Van! The education system is broken with too many mandates which will never be funded enough. The education system needs to be completely changed by first shutting down the federal department of education. Trump can do this by an executive order today just like President Carter did in creating the DOE. There is no accountability for schools on how they spend our tax dollars nor on their performance in teaching our children. More money does not ensure better outcomes!

https://object.cato.org/sites/cato.org/files/pubs/pdf/pa746.pdf

We continue to see flat test scores on AzMERIT and NAEP or decreased test scores since the debacle known as Common Core. Where is the accountability for more money?

https://www.azcentral.com/story/news/local/arizona-education/2019/0...

https://www.nationsreportcard.gov/profiles/stateprofile/overview/AZ...

We need to bring back the old school house where parents directly fund the school and pay the teachers- direct accountability to the parents! I do not like that my tax dollars are funding a district which my kids do not attend nor does not follow our founding recipe to be taught. Implode the system and start over is the only way we will see real change!

The "significant investment" we need is to ensure that children LEARN what's expected of them! We're talking the basic education principles, not leftist ideals of a socialist "progressivism". It's not about funding, unless you're an illegal who is siphoning off our tax dollars to "educate" your DACA kids who speak English as a 2nd language, its about more expansive spending. It is proposterous to think that so many citizens can't see through this smoke screen of deceit. The socialist collective Cabal of Thieves will never end their theft of our property .. OUR CASH ... until they are revamped out of our sovereign wallets.

Rahm Emanuel said it best ... "You never let a serious crisis go to waste. And what I mean by that it's an opportunity to do things you think you could not do before." 

If colleges need more cash ... the tell the people any increase to them is because of those golden parachutes for professor's retirement ... and then raise the tuition costs. Don't come to me for it since I'm retired on fixed income. My kids paid for their own college costs by working so don't use taxpayer enslavement and EXTORTION as a threat over our future lives.

I would like a Tax Return that allows me to put a check mark on those things I want to fund and leave blank those things I don't want to fund. 

More Spending Doesn't Lead To Improved Student Learning
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Opinion
Guest commentary curated by Forbes Opinion. Avik Roy, Opinion Editor.
GUEST POST WRITTEN BY

CJ Szafir and Martin Lueken

Mr. Szafir is the education policy director at the Wisconsin Institute for Law & Liberty. Mr. Lueken is its education research director.

Have we hit a wall where more spending on traditional public schools will not lead to improved student learning? Applying commonly-accepted statistical tools to our home state of Wisconsin, we found that this may be the case. Like the United States, Wisconsin has spent more on public schools but has not gotten more for this investment.

In the U.S., since 1966, per-student spending in constant dollars on public education has increased by 300%. In 2011, the U.S. spent $11,841 for every student enrolled in traditional primary and secondary public schools. This amount is 5th highest among all countries in the Organization for Economic Co-operation and Development (OECD) and $2,973 per pupil higher than the OECD average. At such an amount, it’s very difficult to question our commitment to funding public education.

Yet, despite these expenditures, we have failed to create a world-class education system. Among OECD countries, the U.S. ranks 27th in math, 17th in reading, and 20th in science. Less than one-third of all U.S. students are proficient in math and reading. We also struggle to educate poor children. More than half of the OECD countries had higher portions of resilient children, poor children who manage to perform in the top quartile of students in OECD countries, than the U.S.

This trend of high spending for, at best, lackluster student performance reverberates across the country, and the Badger State is no exception. In Wisconsin, about 88% of all students are enrolled in the “one-size-fits-all” traditional public school system, which has educated children the same way for decades. Wisconsin spends $1,219 per child more than the U.S. average, ranking 16th out of 50 states in expenditures for public elementary and secondary education.

But, according to the Global Report Card, a product of the University of Arkansas’ Department of Education Reform, the average public school student in Wisconsin scores better than only 52% of students in economically developed countries in reading and 47% of students in math. This is so, even though Wisconsin spends $3,078 per pupil more than the OECD average. When compared to Canada, our largest trading partner, and Singapore, an economic competitor, the average Wisconsin student’s performance in math exceeds only 39% and 29% of those countries’ students, respectively. This does not bode well in the hyper-competitive 21st century global economy.

The defenders of the education status quo are devout in their belief that more money for public education will fix these problems. A report that we co-authored, however, throws cold water on this theory. We studied the impact of spending on student educational outcomes for all Wisconsin school districts over a period of at least five years. The results of our econometric analysis did not find any reliable statistical evidence indicating that increases in spending on Wisconsin public schools improved student performance on the ACT, college-readiness, graduation rates, or proficiency on the state’s accountability exam.

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This does not mean that government spending on education is completely meaningless. Instead, our findings show that indiscriminate spending on traditional Wisconsin public schools may have reached a point of diminishing marginal returns, a common phenomenon in business. Holding other inputs constant, additional dollars spent on public schools will not produce proportional benefits in student outcomes. In other words, a dollar spent in a developing country, like India, is likely to have a bigger impact than in Wisconsin.

These results may surprise some, but it is consistent with the vast majority of recent empirical research on the subject. Economist Mike Podgursky from the University of Missouri, along with James Smith and Matthew Springer, for example, found no statistical evidence that spending on Missouri public schools was an important determinant for student outcomes. Economists Eric Hanushek and Julian Betts both reviewed existing studies on school inputs, concluding that there were no reliable findings to argue that government spending enhanced student achievement.

For years, many policymakers declare victory after instinctively throwing money at the traditional public school system, with little evaluation as to whether children are actually learning. This is the equivalent of a baseball team’s success being measured entirely by the size of their payroll. As nonsensical as that sounds, the effect of this type of thinking has been dire for our schools and children. We have an outdated “one-sized-fits-all” education system that costs too much with far too little to show for it.

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