# data[].attributes.body
Based on the current number of emergency certifications, how much more funding is needed if the student teaching grants were extended to them?

AD

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Can we add stipulations in terms of time requirements tied to serve in Title I School Districts/or Charters for teachers who use the grant money to earn ther certifications? -TR

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Can we add stipulations in terms of time requirements tied to serve in Title I School Districts/or Charters for teachers who use the grant money to earn ther certifications? -TR

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As a representative from a nonprofit organization for students with disabilities, I have concerns regarding the retention of special education teachers. Special education teachers often use that degree to get into a district through this avenue and move to general education attaining tenure. How can you ensure that these teachers continue to use the degree that they were encouraged to get financially and often in an accelerated manner?

-JG

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Do you have any data regarding the types of certifications that are lacking to fill current staffing needs?

Do you think the change in certification spans (K-6 to PK-4 for example) negatively impacted the work force?

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How can technology be leveraged to support teacher PD and reduce workload?

hp

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Are there any other ways schools can retained teachers without the use of funds? -TR

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Are there any other ways schools can retained teachers without the use of funds? -TR

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Is there a baseline dollar amount for effective funding for certification and retention programs?

In regards to the PA Educator Pipeline Support Grant how can I apply? Is there a criteria? Do all schools receive it?

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1) What steps can parents or PTAs take to help support teachers so they don't leave schools? My son does well because he sees his same teachers everyday.

2) Can the parents come in to classrooms on a rotating basis to help support teachers in some way?

Tracie

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Here in Pennsylvania, we certified approximately 1/3 of the number of professional educators in SY22-23 compared to SY10-11. To what degree do you attribute this significant decrease to funding capacity over these past 12 years? Also, there was a 27% year over year increase in those certifications from 21-22 to 22-23. To what do you attribute that short term increase with regards to funding? Also, we just in the past two years implemented key initiatives that you mentioned in your SWOT strengths. Why not give those programs a chance to work instead of advocating for more funding now?

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I truly enjoyed the speakers who highlighted Charter Schools' finances, which, as a public school educator, I was unaware of. Also, Stone's book opened my eyes to the challenges institutions face when trying to serve people's needs equitably.

Torrence Rothmiller

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School Choice- Special interst-probing question

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School Choice- Special interst-probing question

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How can you ensure school choice initiatives support diverse learners? Such as gifted an ELL students?HP

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How do you envision resources sharing among districts? What does this look like practically?

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Would you advocate for expanding the vice taxes across the state?

Should those taxes be evenly distributed across the state, counties or kept in each district?

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Why do private schools not have state testing?

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You spoke a lot about Philadelphia. How does school choice benefit all Pennsylvanians?

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Can you please clarify the source of reimbursement funds to the district for students attending charter schools?

Probing: Please describe the incentives you envision for collaboration and how they might impact the bottom line for individual school communities.

Dani

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How does this benefit the population in our rural school district? We have very few schools, both private and public, in the area. Students would have to be bussed very far. Also, the district depends on community and when our current schools enrollment decreases, the community becomes divided and the money taken away from our district shorts our community and extracurricular activities? -JG

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How can you ensure you will have 1) charter revenue, 2) a long standing charter and 3) do you accept mild-cog students so I don't have to send my child to the failing neighborhood/home school?

Tracie

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Definitely the speaker series brought financial issues in theory to life in our this course.

I enjoyed collaborating with a very diverse cohort. I have gained new colleagues and dissertation partners in this journey.

i enjoyed the wealth of knowledge and experience our instructor brought to the course.

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Collaborating with each other to learn more about funding challenges unique to various environments.

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Working with this cohort.

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I love how this amazing group of humans keeps it real, and appreciate the thoughtful insights shared about our course inquiry.

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Diving deeper into the funding formula of PA and NJ.

Presenter from Northwood was informative

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Being able to collaborate on the group project.

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How did you build your clientele for your business? HP

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How did you build your clientele fpr ypur busy?

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Given budget limitations, how do you recruit and maintain positions that may be more difficult to fill and maintain including special education teachers, school counselors, and related services providers?

- JG

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If applicable, how does use of scripted curricula influence your innovative approach?

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What's been the biggest challenge to service learning? (TBH)

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How challenging was transitioning from being a teacher to a leader in the building you taught in?

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How do we prioritize SEL when budgets are tight?

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Is being innovative or being courageous the higher value?

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What were some of the key leadership decisions or practices that helped sustain growth while staying true to the school’s mission? CP

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Great way to document the timeline from 2008-2023in regards to the CBF.

What are the next steps for NJ policymakers.

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Punishing school districts for higher rates of classification of special education students by not providing enough funds only perpetuates more dysfunction and continues the cycle of underfunding and increasing inequities.

How can we help stakeholders understand that prioritizing vulnerable populations by providing appropriate funding is best for all in order to properly oversee the management of funds?

-JG

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It does not make sense that more money is allocated when the 'need' is downplayed when considering special needs students. There is not the same urgency for students when comparing a Camden School to a Cherry Hill School. Camden may get dollars,but Cherry Hill has better resources based on the property tax dollars. (TBH)

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I find it amazing that through language that evokes equity for children across the state, there is quite the opposite that is happening for children. I find it as hypocritical and unfortunate.

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I believe we have summarized the key points from the document regarding how the CBF has worsened inequalities in SPED funding in New Jersey. However, I think the use of imagery and storytelling by one of my collegues, effectively highlighted those who are impacted by this policy.

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In what ways might professional educators catalyze the necessary political will to take key actions on recommendations that experts make to ameliorate inequities?

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The lack of oversight and accountability in the NJDOE, in relation to the School Funding Reform Act (2008), it evident and unacceptable.

Add the Census Based Funding (CBF) challenges, NJ schools are not adequately funded.

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"There will never be an equitable system when the divide continues to grow."

Will we ever figure out the financial requirements to give all students the resources they need to succeed?

CP

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While we all read the same two articles, it was interesting to see how each of us chose to focus the content in advocacy angles towards particular audiences.

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What are questions you ask the leadership team when making decisions? What does that dialogue look/sound like?

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What are some of the biggest financial challenges charter schools face today, and what strategies have you found most effective in maintaining financial stability while ensuring high-quality education for students? CP

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What do you feel is the area or one of the top areas that is consistently underfunded in education? While continuing to advocate for increased funding, are there ways that schools can work around this deficit in order to lessen some of the negative impact on students?

JG

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How have the current administration's actions/proposed actions impacted the work of the Coalition?

How does the Coalition engage with Philadelphia's Charter sector?

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1. As an attorney working in family law, what was the most disturbing case of educational neglect that you witnessed? How did you approach the situation and gain justice?

2. What changes have you advocated for with the growth of higher quality charter school options? Has there been any significant change since you began working for higher quality goals.

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1.Given your work on K-12 policy and your focus on educational equity, what do you see as the most pressing challenge facing Philadelphia-area schools today, and what specific policy changes do you believe would have the most significant positive impact?

2. In your opinion, how do legal policies and school practices interact to create barriers or opportunities for students facing educational challenges?(HMP)

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1) With all of the proposed changes/rumors circling about the department of education, what are you doing in forward thinking to be proactive instead of reactive to keep your program(s) going?

2) How do you keep students and educators encouraged when they carry trauma of their own and education is just a part of their existence?

(TBH)

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1. In your work with districts, how do students with special education needs come into play? More specifically, is work done to look at diverse groups within the group of special education students?

2. I was intrigued by the partnership with ETS. Can you let share some ways in which achievement and/or opportunity gaps were discussed and/or addressed in that partnership?

-JG

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1. What do you identify as the root cause of low achievement and attainment outcomes?

2. What is one tool or best practice that has allowed produced tangible progress in school outcomes?

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1. What specific strategies has the coalition found most effective in eliminating achievement and attainment disparities across member school districts, and how do you measure the impact of these efforts?

2. How many charter schools are a part of the coalition?

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1. How has the DVCE contributed to reducing teacher attrition and promoting equity in hiring?

2. What are the biggest hurdles districts must overcome to close academic gaps?

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The CoEE has a partnership with the SDP. How are Charter Schools included in this work?

What are you most proud of in your first 2+ years in this position?

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What are the most significant ways that district leaders can compel state level transformation on matters of equity?

In the past five years, which district in PA has made the greatest progress in actualizing priorities around equitable funding and why?

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How do you continue to be inspired to continue the work you do?

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What led you to want to open a charter school, and how has the role of CEO impacted your other career endeavors?

As director of PCE, what have you found as the biggest challenges in retaining teachers in charter schools?

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1.  As a University Mentor at UPenn, describe one of the most important lessons that school leaders must learn to be the most effective at their positions.

2. What are some practices around special education and law that differ between your experience in Hawaii and your experiences with Northwood Academy Charter School?

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What do you believe is the most compelling argument that will bridge perceptual divides and engage district and charter leaders in co-creative dialogues with each other on the future of education in Philadelphia?

If you could change one statewide policy or metric to empower equity and excellence in Pennsylvania public schools, what would it be?

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1) Can you describe what you have found to be the core difference between a charter school and a traditional school? Why did you make the choice to create Northwood Academy?

2) Explain the steps of how you cultivated a staff to make Northwood Academy successful.

TBH

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1. How can school leaders be supportive of efforts to attract and retain educators? How much does funding impact a charter school's ability to attract and retain educators?

2. What do you see as critical factors for creating well rounded successes and academic achievement?

JG

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1. How do you use your position to advocate for Philadelphia Charter School students?

2. What's the greatest difference between your work on behalf of children and families in your former role as school leader and your work now?

Leigh Purnell

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1. Given your experience in both traditional public schools and charter schools, what do you see as the most critical areas where these two sectors can learn from each other to improve educational outcomes for all students in Philadelphia?

2. In your role as Director for Philadelphia Charters for Excellence, how do you collaborate with city and state leaders to address the challenges of attracting and retaining educators, and what innovative strategies have you found most effective?

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I thought this opinion writing was very interesting in critically giving commentary about an article that attacked the ways in which people envision American public school inefficiency.  The article makes the case that in talking about efficiency and comparing it with other educational systems around the world is not like comparing apples to apples, and not possible because all of the demographic comparisons would have to be the same.  I have taken countless classes that have encouraged me to look at world education systems with the hopes to compare and contrast them with the American educational systems.  I have never been encouraged in these conversations to think about efficiency while considering historical inequities or poverty that affects the progress of an educational system.  Just last semester we did a deep dive into Finland with a comparison to American educational systems.  The commentary makes the case that it is unfair to compare international educational systems when all of these systems have differing policy choices that are the root causes of the disparities.  “For a long time, I have believed, on what is now overwhelming evidence, that the United States has one of the least efficient education systems in the industrialized world. I do not blame our teachers for that. “Indeed, I think the record shows that the teachers are the victims of a rather dysfunctional system, not the creators of it.”

Ira

# data[].attributes.attachment_link.title
The U.S. Education System is Very Inefficient: Fact or Fiction? (Opinion)

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Marc Tucker responds to critics of the comparative method of research and details the value that it brings to public policy analysis.

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https://www.sciencedirect.com/science/article/abs/pii/S221286892200068X

1) Here is a video demonstrating inequity and what happens when there are little to no resources. 2) And here is an article on designing spaces that empower youth if resources were redefined and focused on student's needs.

These are near and dear as the special needs population but also the inner city student and teacher who don't see a way through the politics.

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Never Giving Up On The Most Troubled Students

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"Efficiency is an incredibly powerful but underutilized lens for improvement."

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I spent most of this morning reading Marc Tucker’s last few posts on his excellent Top Performers blog here at EdWeek. In this post, he compares the US education and healthcare systems to those in the rest of the developed world, and explores the reasons our systems are so inefficient:

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Having more learning time then the current convential calendar of 180 and 6.5 hours.

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I was chatting with an educator this week from Arcadia's London campus about differences in K-12 education between the US and the UK. Efficiency is actually something that is measured in Britain. Here is the rationale behind the metric.

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linked in the above article is this study: https://ccsd.net/district/gibson-report/gibson2011/Educational_and_Operational_Efficiency_Study_of_the_Clark_C.pdf

# data[].attributes.attachment_link.authors[].name
Jessica Johnston, MA, M.Ed.Vice President of Marketing

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Why You Should be Talking About Operational Efficiency in Your Schools

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Operational efficiency is about more than just saving time and money – it’s about improving the educational experience for students and staff alike.

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Key Takeaways:

1. Sharing resources and staff between buildings. The effectiveness of this strategy is heavily dependent on proximity to similar schools and staff availability and flexibility.

2. Cross- district collaboration and resource sharing.

3. A potential challenge exists in school ecosystems in which schools are competing for students. The drive to differentiate might supersede the benefits associated with resource sharing.

Leigh Purnell

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The presence of certified, experienced teachers in high-poverty schools can significantly mitigate the challenges these schools often face and positively impact classroom instruction. These teachers bring a wealth of pedagogical knowledge, classroom management skills, and subject matter expertise, which can translate into higher quality instruction, even in the face of limited resources and socioeconomic challenges. Their experience allows them to better differentiate instruction for diverse learners, build strong relationships with students from disadvantaged backgrounds, and create a supportive and engaging learning environment. The presence of experienced teachers is a crucial factor in ensuring that students in high-poverty schools receive the quality education they deserve. Furthermore, their presence can help support the efficiency of the school as a whole.

With that being said, it is known that teacher turnover is an issue plaguing the nation. As a result, researchers have been working to identify the underlying reasons for this issue and to provide solutions to mitigate the problem. One solution is to increase the salaries of teachers to help retain them. Higher teacher retention rates can have a direct correlation to the efficiency and success of a school. I have attached an article from Nguyen et al. (2023) that explores school finance reforms (SFRs) specifically related to increased teacher salaries. The authors identified a link to salary increases and higher retention rates through their study. This study, (along with others), supports the ideology of investing monetarily in a school's teachers (resource). By spending money on teachers (resource), there is evidence to suggest that the intended outcome of student achievement can be met. As a result, this expenditure is one in which I think is important.

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The Effects of School Finance Reforms on Teacher Salary and Turnover_ Evidence from National Data

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The appeal is for the instrumental need because it puts the name of the sponsor before the public. If its helping special education it could go either way.  Look what I have done for these kids and also pull on heart strings. (TBH)

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Education policies are often shaped by instrumental needs that align with broader national objectives. Policymakers must balance immediate practical requirements with long-term goals to create a sustainable and effective education system. The alignment of education with economic, technological, and social priorities ensures that it remains a powerful tool for national progress. IB

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A focus on Instrumental needs has broader appeal as it taps into society's inevitable "why should person/group x recieve a benefit?" questions. The focus on instrumental needs prioritizes group benefits which has broad appeal. LAP

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Education enables people to be more productive workers to make economic and intellectual contributions tp their communities and to become informed citizens and skilled leaders.

HP

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Instrumental needs can be persuasive, as it demonstrates the tangible returns on investment in education. It can convince policymakers and the public that increased funding for schools is a wise economic and social decision. An example was the failing General Motors asking the federal government to rescue it in order to save jobs and to give management time to reconfigure its cars and its business model. CP

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Instrumental needs benefit policy makers

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Instrumental needs benefit policy makers

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Individual satisfaction is not a compelling reason to the polis to prioritize an initiative. When instrumental needs are well reasoned, they can be assessed on perceived collective benefit.

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Instrumental needs allow for personal freedom, which is an important element of welfare. - JG

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Appealing to instrumental values rather than intrinsic values will allow you to cast a wider net to appeal to more people to get your agenda past. -TR

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Bottom of pg 91 - "policy performers often appeal to society's or the nations instrumental needs, rather than individual needs"

~AD

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Teacher certification programs contribute to inequities in urban education in Philadelphia by failing to adequately prepare teachers for the unique challenges of high-needs schools. Many certification programs do not provide sufficient training in cultural competency, leaving new educators unprepared to work with diverse student populations who may be facing poverty, trauma, or systemic barriers. This lack of preparation can lead to ineffective teaching strategies and lower student outcomes. Additionally, urban districts like Philadelphia often rely on alternative certification programs, such as Teach for America or emergency certifications, to fill vacancies. While these programs help address teacher shortages, they sometimes result in underprepared educators being placed in high-need schools, leading to higher turnover rates and instability within classrooms.

Another factor contributing to inequities is the lack of incentives for teachers to commit long-term to urban districts. Many certification programs do not emphasize or require extended classroom experience in urban schools, resulting in educators leaving after only a short period. This high turnover disrupts student learning and makes it difficult for schools to build a strong, experienced teaching workforce. Moreover, traditional certification pathways create barriers for diverse candidates, particularly due to standardized exams such as the Praxis, which disproportionately disadvantage aspiring teachers of color. As a result, Philadelphia’s teaching force does not always reflect the demographics of its student population, leading to a lack of representation and culturally responsive instruction.

https://www.researchforaction.org/wp-content/uploads/2021/07/Herold_B_TQ_-inequitable.pdf

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Special Ed programs are underfunded in schools. When there is a gap in the special education budget, the funds are taken from the general education allotment. The article suggests that there needs to be a comprehensive review of funding. The deficit is most noticeable when students with disabilities need out of district placement or additional support programming that their neighborhood school can't adequately provide. The article suggests the Extraordinary Special Education Aid increase their funding to schools to cover costs. When schools don't adequately report their enrollment that also leads to less money flowing into the school. (TBH)

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https://www.matsol.org/assets/Currents/MATSOL%20Currents%20Spring-Summer%202019b.pdf#page=36

A Family Engagement Project: Teaching and Learning from EL Parents

ESL class for parents and cre takers of Elementary students to close the gap of linguistics and cultural barriers that interfere with parents ability to actively be involved in their child’s education,

https://www.proquest.com/openview/c7f6f127a91581085babc00815cf1fc3/1?pq-origsite=gscholar&cbl=18750&diss=y

Family Engagement of ELs: A case Study

Implementing cultural proficient practices to increase family engagement for ELs in elementary school. A collaboration of administrators, teachers, students and parents.

https://digitalcommons.latech.edu/cgi/viewcontent.cgi?article=1999&context=dissertations

School leadership Initiatives: To promote Equatable and Inclusive Family Engagement Practices for ELLs

Families lack of access to school network and don’t understand how the school system assists their child.

US public schools family engagement is becoming an area of reform

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https://sparcphilly.org/arc_philadelphia/

Provides representation for families w/ children with disabilities

Works with stakeholders to promote appropriate systemic changes

Member of Phila Coalition of Special Education Advocates & Right to Education Local Task Force

https://pubintlaw.org/specialed/

Provides representation for families w/ children with disabilities

Educates and provides resources for families

https://www.pealcenter.org

Outreach, individual assistance, resources, trainings, leadership development

https://www.pattan.net/

Educator and family resources

Professional development

https://www.attendanceworks.org/

https://www.pa.gov/content/dam/copapwp-pagov/en/education/documents/schools/safe-schools/school%20attendance%20toolkit.pdf

https://engagepa.pitt.edu/

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https://www.elc-pa.org/wp-content/uploads/2022/05/Special_Ed_Report_PASWEDU_Law_Center_2022-5-24.pdf

Hi, all!

The resources I shared for Special Education are two ways to look at having the application of IDEA better match the spirit of the law.

The first is the slide deck from the conversation I facilitated at EduCon this past weekend on Nurturing Neurodivergence, highlighted how schools can ask different questions to make powerful learning accessible for Neurodivergent learners.

I also want to note that IDEA law has not changed meaningfully for more than 20 years, and our understanding of disability (using a social and functional model) as the mismatch between a human and their environment and NOT a deficit in the human has yield a ton of research conducted by Disabled individuals that shed light on the nature of how environments can change to accommodate humans of all neurotypes and physicalities. I assert it is time for updated legislation.

The second is a snap shot of a "polis" advocacy call to action around Special Education funding gaps. With thoughtful criticality around the angle of the argument, it digs into the push and pull of what it currently takes to fund special education programming.

Looking forward to reading everyone's resources!

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Linked is my thoughts on Teacher Certification Preparation with two resources: A scholarly article and PHEAA's Student Teacher Support Programs site.

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Federal government needs to contribute more

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There should be more federal funding with oversight in the distribution of funds - checks at every level.

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Frankly, I pick none of the options in this current context. I think Public Education needs an independent national body, similar to the Federal Reserve for economic decisions, that is comprised explicitly of educators and finance professional collaborating to provide oversight for state funding formulas.

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Federal government should provide more financially to close the deficit due to local disparities. The state should be responsible for developing a plan to properly distribute funds. There should be federal oversight of distribution to ensure that the funds are truly creating equitable education for all.

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The Federal Government needs to contribute more. Covid 19 showed that the Government had funds at their discretion that they could give to School Districts, thus those funds should continue to be given moving forward.

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The Federal Government needs to contribute more. Covid 19 showed that the Government had funds at their discretion that they could give to School Districts, thus those funds should continue to be given moving forward.

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I think that race continues to try to be erased, but is an absent present in education and America. WEB DuBois The problem of the twentieth century is the problem of the color line.  I think that a case for more funding, including reparations that address racial disparities recognizing the effects of colonialism legacy and enslavement is necessary.  The federal government is responsible for a larger contribution to the districts and people that need it the most.  

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I think that race continues to try to be erased, but is an absent present in education and America. WEB DuBois The problem of the twentieth century is the problem of the color line.  I think that a case for more funding, including reparations that address racial disparities recognizing the effects of colonialism legacy and enslavement is necessary.  The federal government is responsible for a larger contribution to the districts and people that need it the most.  

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Larger Federal contribution in funding - the increase in funding can help to boost the states and close the gaps in funding. The impact could be larger nation wide vs. changing state funding (which should also be done).

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Better state funding formula because of our conversation last week that showed PA is not necessarily lacking in funds, but does have trouble distributing equitably.

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There should be more Federal Funding.

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Larger Federal contribution to avoid shortfalls.

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More ESOL Teachers for ELLs

More BCAs -Bilingual Counselor Assistants

More resources for grades 3-5 Heggerty or Phonics

Resources for LS teachers to modify regular ed. ELA and Math curriculum

Reduce class sizes in K - 2 classrooms

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Fieldwork funding for direct application of skills

Funded paid internships for students

Funds for student life experience/clubs

Mentor stipends for first gen students

Funded entrepreneurship micro grants