Last year, 20 districts statewide implemented this new system as part of the Demonstration Project. Public data on this initiative will be released soon on September 30. These districts are primarily seeking exemptions because administrators in those districts do not feel the MAP is an adequate tool to improve student performance. The test is administered to students at the end of the year, which means districts do not receive test results back until the fall of the following year.

The system adopted by these district tests students  three times per year in English/language arts and math. Missouri could also consider pairing this model with a teacher rating system (like Tennessee’s) to gauge how effective a teacher’s class and curriculum are.

The fact that many districts believe that they could develop better testing than DESE speaks volumes. The MAP needs to be timelier, and it needs to be more informative for students, parents, and teachers. My colleague, James Shuls, lamented the lack of detail in a 2018 blog post.

Even with the shortcomings of the MAP test, Missouri ought to have a uniform statewide test that allows researchers, district officials, and policymakers to learn about different education strategies and trends. If a district implements a new strategy for teaching algebra, and it sees great improvement on the MAP, another district could mimic its practices.

There will be more clarity when statistics for the Demonstration Project are released in a month. If the results are encouraging, fully transitioning to this new testing system statewide might be worth considering.

The post More Districts to Try New Standardized Testing System appeared first on Show-Me Institute.

*Statistics are based on a self-compiled compilation of calendars. If snows/sick days have shifted the last day of school, they are not accounted for.

**Kairos Academies, Clarksburg C-2, Clarkton C-4, Crocker R-II, Eldon R-I, La Salle Charter School, Mark Twain R-VIII, New York R-IV, Premier Charter School, The Biome, Thornfield R-I, and Union Star R-II are not accounted for.

Skyline R-II was the first district to start summer break, on May 1. Hazelwood and Ferguson-Florissant will be among the final districts to go on break on May 31.

Based on the projected last day of class, if you are a St. Louis kid, you are probably getting out later than everyone else. Of the 15 traditional school districts (non-charters using a five-day school week) that end classes May 28 or later, 11 of them are in the St. Louis area. These St. Louis–area schools are Ferguson-Florissant, Hazelwood, Clayton, Ft. Zumwalt, Parkway, Wentzville, Ladue, Maplewood-Richmond Heights, University City, Mehlville, and Riverview Gardens.

How long do most summer breaks last in Missouri?

*Based on the projected number of days, we rounded the district to the nearest week. For example, a district with an 81-day summer would be coded as “12 weeks.”

**In this estimation we assume districts have the same first day of school as 2023-2024, and then subtracted that number by two. In 2020, Missouri mandated that Missouri public schools’ first day of school cannot be before a certain date. In 2023-2024, it was August 21st. For 2024-2025, it will be August 19th, two days earlier.

As the above figure displays, the average summer break is a little over three months for Missouri students. The shortest summer break is roughly 10 weeks, while the longest is around four months at 16 weeks. The rural districts (enrollment in parentheses) of Fairview R-XI (493), Glenwood R-VIII (218), Howell Valley R-I (209), Junction Hill C-12 (193), and Richards R-V (343) all have nearly four-month summer vacations—with May 2 as their last day of class, and August 21 as their first day of class in 2023–2024.

Interestingly, the districts that have the shortest summer breaks all tend to be St. Louis–area districts, with Ferguson-Florissant and Hazelwood having the shortest breaks. Along with these two, Clayton, Ft. Zumwalt, Parkway C-2, Wentzville, Ladue, University City, Mehlville, Riverview Gardens, Affton, Bayless, Brentwood, Francis Howell, Orchard Farm, Rockwood, and Valley Park all have estimated summer breaks under 90 days.

How do these statistics differ amongst various types of schools?

The above figures are known as a box and whisker plot. The vertical line (whiskers) represents the full range, while the box represents the middle 50 percent of responses. Any statistical outliers are noted as dots, the horizontal line is the median, and the “x” is the mean.

As shown, rural schools on average have much longer summer breaks than their suburban and city counterparts. Additionally, most of the longest breaks in the state are rural—of the 50 longest summer breaks in the state, 47 of them are rural districts. While this may be reflective of the bygone days when most rural children worked on farms, Institute analysts have conducted research that found rural high school students may have fewer opportunities and lower rate of college readiness than their suburban counterparts.

Another important takeaway from these figures is the difference in break length between charters and traditional schools. Charter schools have an average (mean) summer break of 84 days, versus 92 for four-day school week districts and 94 days for traditional five-day school week districts. In Missouri, charter schools serve high proportions of disadvantaged students and shorter breaks may be a good use of charter school flexibility.

Do longer summers hurt students? Summer learning loss is a well-documented phenomenon. However, there are debates about the actual extent of achievement loss. Regardless, it is interesting to see the variability across the state and to consider if there could be academic implications.

The post When Do Summer Breaks Start for School Districts Across Missouri? appeared first on Show-Me Institute.

There has been much discussion in this newspaper and elsewhere about how the Mehlville School District reacted to the substantial increase in assessed valuations that came about after voters had approved a property tax increase for the district.

Here are the facts: In April, voters approved the tax increase of up to 31 cents per $100 of assessed valuation. The district’s assessed valuation then went up 18 percent, much more than in other reassessments. Then, in September, the board voted to raise the tax rate by 29 cents, which was less than what voters had authorized—but only barely. According to reports, applying the 29-cent tax rate hike to the higher assessed valuations will lead to at least $5 million more in tax revenues than originally expected.

These machinations may not violate the law or the letter of the Hancock Amendment, but they certainly break the spirit of the amendment and, more importantly, the trust of the residents. The Mehlville school board should have approved a tax rate that would have raised the revenues expected by the voter approved increase. Instead, they have double-dipped on both assessment and rate increases, and taxpayers are feeling the pain of it.

The post Mehlville School District Reaps Windfall at Public Expense appeared first on Show-Me Institute.

Around a decade ago, both these districts failed to meet state standards and received the status of “unaccredited.” Because these districts lost accreditation, students were allowed to transfer to an adjoining district—and Riverview Gardens and Normandy had to pay tuition to these nearby districts.

Over 2,000 students (a quarter of the two districts’ enrollment) immediately took the opportunity to transfer—with many enrolling in Kirkwood, Mehlville, Hazelwood, Ferguson-Florissant, and Francis Howell. No receiving district gained more than a five percent increase in its student body. This exodus of students was rooted in families’ desire to improve their children’s livelihood—a sentiment that still exists today. One mother described the ability to choose a different district as follows: “She is thriving and has found a place where she fits in. She feels safe in her school environment and as her mother, I don’t worry about her safety while she’s at school.”

Reverting back to the local control is probably not going to dramatically improve the situation in Riverview Gardens or Normandy; these districts have performed terribly both before and after state control.  Parents need to be able to hold these districts accountable. Parents demonstrated they wanted choice back when students transferred out of these failing districts, and they still want it now.

Some people worry what would happen to struggling districts if families had school choice. However, these districts would not simply collapse, as they are allowed to use enrollment from any of the past four years for funding. And school choice could have other benefits for these districts. A smaller student body could lead to more academic success, and the threat of closure could serve as a wake-up call to those who love these school districts.

How much better would it be for a district if students were enrolled because they actually wanted to be there? Perhaps having a student body who actually wants to be at their school would lower the soaring absentee rates we see in these two districts and throughout the state. While I cannot guarantee that parental accountability through choice will save these districts, saving particular school districts isn’t the goal of education policy. It’s giving every student in Missouri the best opportunity to succeed. And that means giving every student in Missouri the chance to pick a school that best fits their needs.

The post Riverview Gardens and Normandy Are Regaining Local Control appeared first on Show-Me Institute.

*Affton, Branson, Center, Confluence Academies, Fayette, Lebanon, Lee’s Summit, Lewis County, Liberty, Lindbergh, Lonedell, Mehlville, Neosho, Ozark, Parkway, Pattonville, Raymore-Peculiar, Ritenour, Ste. Genevieve, and Shell Knob

The Demonstration Project is a formal trial implemented with the goal of determining whether the Missouri Assessment Project (MAP) (which tests at the end of the year) should be replaced with an individualized and continuous system. I have discussed the details, benefits, and concerns with this project in two previous posts. If this new system sees success, Missouri could try to incorporate it statewide.

What will change for students this year?

Students in these 20 districts will be tested more frequently—three times in English/language arts (ELA) and three times in math (45 minutes for each subject), and the assessments will be on a computer. Students should know that it is an adaptive test, meaning the test will change in real time based on the responses—if a student misses questions, the test offers easier questions and vice versa. For a test taker, this means one cannot afford to make any careless mistakes. On traditional tests, all questions are weighted equally, so if one accidentally marks bubble C instead of bubble B, it will count as one mistake. However, if one accidentally picks bubble C or carelessly forgets to flip the sign on a negative number, the adaptive test will count it wrong and think the student cannot do harder problems since one of the easier problems was missed. Therefore, students should double check their work, because a careless mistake on the wrong problem can tank their score.

Students in these 20 districts will also take the MAP this year. The federal government mandates that every district in a state participate in a uniform standardized test. The MAP is a federally approved and mandated test, so any exemption from taking the MAP would have to come directly from the federal government. These 20 districts have requested a federal waiver, and we will see whether it is accepted or not.

What will change for parents?

The results of these student assessments will return quickly via an online form, and there will be a detailed breakdown of each student’s strengths and weaknesses (here is an example of adaptive test results). A dashboard will also be designed to report annual performance targets and goals. Page 29 of this report shows a sample dashboard. A parent should be able to access information relating to their district via the dashboard.

Hopefully this new trial will yield success that can help us find better ways to teach and assess our students.

The post 20 Missouri Districts Get the Green Light to Try New Assessment System appeared first on Show-Me Institute.

This waiver is being requested in partnership with the Department of Elementary and Secondary Education (DESE) in order to conduct a formal study (called the Demonstration Project) to determine if a new testing system should replace the existing MAP. If the exemption is granted, these districts would use their own test but would not administer the MAP. If the waiver is denied, these twenty districts would use their own test and also administer the MAP.

The MAP test is traditionally given to 3rd through 8th-grade students in Missouri at the end of the school year to evaluate their understanding in mathematics, English/language arts, and science. MAP testing also includes End of Course (EOC) tests for high school students who have completed four chosen subjects—Algebra I (or II if you took Algebra I in middle school), Government, Biology, and English II.

The Demonstration Project will use an adaptive testing system, which will test students and provide timely results three times per year. An adaptive test essentially learns who a test-taker is. As students miss questions, the prompts become easier, and vice versa. Through this process, a computer algorithm can learn a student’s skill set, provide a detailed report to the teacher, remember it, and use that student’s proficiency as a baseline for the next standardized test. In practice, a student will sit down at a computer for 90 minutes to take one 45-minute adaptive test on ELA and one 45-minute adaptive test on mathematics three times per year. Since this system is online and designed for quick feedback, a detailed breakdown of how each student performed will be provided to teachers and parents in order to help students improve throughout the year. The new state assessment will shift from a “lagging” indicator to a “leading indicator.” This system will require 280 less minutes of testing time and will cost $21.60 more per student annually.

Below are the 20 districts that are seeking exemption from the MAP:

• Affton, Branson, Center, Confluence Academies, Fayette, Lebanon, Lee’s Summit, Lewis County, Liberty, Lindbergh, Lonedell, Mehlville, Neosho, Ozark, Parkway, Pattonville, Raymore-Peculiar, Ritenour, Ste. Genevieve, and Shell Knob

These 20 districts roughly represent the demographics of Missouri, with huge districts, rural districts, and a charter school (although low-income students are underrepresented).

The study was created because of doubts about the effectiveness of the MAP; as the Demonstration Project proposal states, “The MAP was never intended as a progress monitoring tool at the student level.” Since the MAP is administered at the end of the year, districts do not receive test results until fall of the following year. Districts claim that makes it very difficult to make adjustments and corrections within the school year if a student is struggling in a certain subject. They also claim that adaptive standardized testing throughout the year would allow teachers and administrators to make adjustments to help students before the next school year. (There are reasons to take these complaints from districts with a grain of salt, which I will get into in my next blog post.)

It will be interesting to see if this trial is successful. The desire to try something different than MAP (which traces its origins back to 1993) raises plenty of questions in itself, and I will discuss those issues also in my next post.

The post 20 Missouri Districts Seek Exemption from the Missouri Assessment Program appeared first on Show-Me Institute.

The residents of St. Louis County are either served by municipal fire departments, such as the Clayton Fire Department, or by independent fire districts, such as the Monarch Fire District. The fire departments are run by the mayors, city councils, and city managers of their respective towns. The fire districts are run by independently elected fire boards.

In past years, there have been plenty of scandals in fire service management in St. Louis County. Clearly, the scandals must have been in the municipal fire departments, which is why the plan is to eliminate these departments and replace them with the Ceasar’s wives of the fire districts. Right?

Wrong.

The scandals in the fire districts have been well documented over the years by the Post-Dispatch and others. (Unfortunately, I am unable to locate online the main series of investigative stories from the Post-Dispatch that was published about 20 years ago—the lessons in it still stand.) It is the fire districts that have seen consistent financial mismanagement and worse. So why would somebody propose eliminating fire departments and expanding fire districts? Who would possibly propose such a thing?

The fireman’s union, of course. It is likely easier to take electoral control of an independent fire district than a city hall. People pay much more attention to their votes for mayor than their votes for fire district board. Mayors and city council members must consider the costs of fire service as one of many important services their cities provide and put that within a context of overall taxes and spending. Fire district officials just think about spending money on fire services, usually with much less oversight than a city hall gets. In a few places in recent years, such as the Mehlville and Monarch fire districts, newly elected members of the districts have attempted to better control costs. Things have improved at those two major fire districts, but at the price of constant vigilance by the residents. There have been more recent examples of taxpayer abuses in the Northeast Fire District, and the Robertson Fire District is continuing to squeeze the City of Hazelwood to this day.

While nobody says democracy should be easy, you also don’t want to make it harder than it needs to be by constantly growing the number of special taxing districts that voters have to carefully pay attention to. Special interests can benefit from this lack of attention by the average voter, and that is why fire departments should remain under municipal control in St. Louis County.

Merging a dozen municipal fire departments in mid–St. Louis County into one large fire district is a bad idea. You almost have to admire the audacity of it.

There were some good ideas and some bad ideas in the Better Together proposal of a few years back. The work the organization did with the fire departments was probably some of its most poorly done work.

We do need more consolidation, service sharing, and less fragmentation in St. Louis County government. This proposal by the fireman’s union is absolutely the wrong way to go about it.

The post Ready, Fire, Aim appeared first on Show-Me Institute.

I wanted to take a moment to put this tax increase into perspective. According to data from the Department of Elementary and Secondary Education, the average tax rate ceiling for school districts in Missouri was $3.70 per $100 of assessed valuation in 2015. Regionally, however, property tax rates are considerably higher. The average tax rate for Saint Louis County school districts is $4.528. On top of that, county residents pay an additional $1.2609 per $100 of assessed valuation for the special school district. This brings the county average up to $5.788.

The table that follows shows how Saint Louis’ school property tax rate would stack up to Saint Louis County school districts. For county districts, I combine both district and special school district rates.

As has been written on this blog before, Saint Louis could do other proactive things to address the budget crisis, such as selling vacant school buildings. And as Joseph Miller has pointed out, the city could help the district out a little by ending its flagrant TIF and tax abatement policies.  Nevertheless, it is certainly within the right of the school district to seek a property tax increase. If this one passes, Saint Louis will still have the lowest school taxes in the area. 

The post Should Saint Louis Raise Property Taxes for Public Schools? appeared first on Show-Me Institute.

Funds raised from the tax increase will be directed toward priorities such as hiring 16 new certified teachers to help struggling students and restoring technology and student club funding. Proponents of Proposition R say that without additional funds, home values will decrease due to declining academic performance. Opponents believe the additional funds won’t be used wisely, in which case the increased tax rate will lower the value of their homes.

Analysts at the Show-Me Institute have looked at how school quality and tax rates affect home prices. In Real Estate Assessment and Property Taxation, analysts demonstrated that the quality of schools and their related tax rates are capitalized into the value of property. As the video below explains, homeowners in the Clayton and Ladue school districts in Richmond Heights pay substantially more for comparable homes with better performing schools and lower tax rates.  

In short, homeowners and voters want to get the most bang for their tax bucks. The following data on school performance and school funding may shed some light on what’s going on in the district.

First, the graph below shows how Mehlville and the districts around it performed on the MAP test in 2015 in both math and science.

Mehlville doesn’t look great. In fact, the district has the second lowest math scores in the area.

But, if we look at a second data set—college readiness indicators like average ACT scores, college remediation rates (the percentage of students who enroll in courses they should have completed in high school), and the number of AP courses the district is offering—Melville is performing better than other districts in the area (see table below). 

Even with reports of losing teachers to neighboring districts, Mehlville is able to offer a large number of AP courses and prepare students for college at about the same rate as neighboring districts with more teachers and administrators (as our next graph displays).

The graph below presents teacher/student and administrator/student ratios. Mehlville has more students per teacher than Kirkwood, but fewer students per teacher than Lindbergh, even though both are better-performing districts. Mehlville also has the highest student-to-administrator ratio in the area.

Finally, relative to other school district property tax rates in the area, Melville has the lowest rate:

So what should we make of all of this? Frankly, it’s tough to say. In some ways, it appears that Mehlville is operating efficiently. With fewer teachers and administrators and a lower tax burden, the district is achieving about as well on several key indicators as other districts. In other ways, it appears that the district is lagging behind.

The real question is whether new dollars will do anything to move the needle on student performance. Simply hiring more teachers and investing in technology and student clubs doesn’t seem particularly compelling. What’s more, will raising taxes hurt Mehlville’s competitive edge in recruiting new homeowners? Without strong answers to these questions, it is hard to determine if taxpayers should get behind any effort to increase tax rates in the district.

The post Melville School District Wants to Raise Property Tax Rates appeared first on Show-Me Institute.

The debate over how much teachers should be paid will never be settled.  We can, however, talk about teacher pay in the broader context of school funding and perhaps come to agreement on how teachers should be paid, if not how much.

Let’s walk through the numbers.  First, according to the Missouri Department of Elementary and Secondary Education (DESE), Saint Louis spends $14,093.21 per student per year. That reflects current expenses; it does not count capital costs, debt service, or several other significant line items. DESE also reports that the Saint Louis Public School District (SLPS) has a 1:18 classroom teacher: student ratio and a 1:12 total teacher: student ratio. 

That means that the average 18-student classroom brings in $253,677.78 in revenue per year.  Even looking at a 12-student classroom means $169,118.52 per year.  According to the Post-Dispatch, the average teacher salary is $46,163.*

Bottom line: A lot of money is failing to make it to the classroom.

How can this be? I’d have to dig deeper into the numbers for a full explanation, but even a quick glance points us in a couple of directions.  In no particular order:

1.       Administrative Bloat—According to DESE, SLPS has a ratio of 206 students for every administrator.  That compares to 272 students per administrator in Kirkwood, 274 in Lindbergh, 277 in Rockwood, 306 in Wentzville, and 321 in Mehlville.  Less money to administrators means more to teachers.

2.       A poorly designed salary schedule—Take a look at SLPS’s teacher salary schedule.   The big raises for teachers only come after they have earned degrees with dubious connections to actually improving student learning.  A great teacher who only has a bachelor’s degree tops out at just over $56,000 per year. Removing step-and-lane pay scales and empowering school leaders to compensate teachers based on quality could ensure that top teachers stay in the classroom.

3.       Pension contributions teachers won’t see—Saint Louis teachers are covered by the Public School Retirement System of the City of Saint Louis.  They are required to contribute 5% of their salary every year.  The district puts in an additional 16.5%. Now, if those teachers stay employed by the district until retirement, they can get a tidy pension, usually about 60% of their final salary (and they’re eligible for Social Security!).  The problem?  Teachers who don’t stay in SLPS for all 25 or 30 years of their career get only a fraction of that pension.  Indeed, it takes 5 years to “vest.” More than 60% leave before this time, and while they can take their contributions, they sacrifice what the district has contributed.  Contributing directly to a portable retirement account from day one of employment would ensure that every teacher gets his or her due.

Teachers are incredibly important, and they should be paid appropriately.  Unfortunately, the structure of teacher pay in Saint Louis and across the state prevents that from happening.

*Note: When originally posted, the average teacher salary was mistakenly listed as $41,163. The error has been corrected above.

The post Saint Louis teachers want a raise, and they have a point appeared first on Show-Me Institute.

 A significant number” of districts have agreed to reduce the tuition costs for transfer students to about $7,250, said Don Senti, executive director of EducationPlus, an organization of area school districts that has coordinated the transfer process for the past two years. That is the same amount most districts charge St. Louis Public Schools for transfer students under the voluntary desegregation program. In the past, tuition rates have ranged from $20,768 in Clayton to a low of $7,927 in Mehlville.

I am very pleased that the school districts have decided to take this step. Actually, I’ve been saying this action was possible all along. Back in January 2014 I wrote:

 Many have lamented that the inter-district transfer law, which allows students to transfer from unaccredited public school districts to nearby accredited districts, may bankrupt failing districts. Normandy and Riverview Gardens, the two unaccredited districts currently allowing students to transfer, are already seeing financial hardship, and reports indicate that Normandy could be bankrupt by the end of the school year. This has occurred because the districts are paying tuition rates that are often in excess of what the districts spend on their own students. This has led some to clamor for a set tuition rate. In a recent position paper by the Cooperating School Districts of Greater St. Louis, area school superintendents stated, “If transfers are made between school districts then a regional tuition rate should be determined.” The interesting thing is that nothing is stopping area school districts from charging a lower tuition rate now. Each district, with a vote of its school board, could decide to set a lower, consistent tuition rate. To date, none of them have. Instead, school leaders are asking for more state government action. This is the very problem that plagues our society in so many regards; instead of taking initiative and fixing a problem ourselves, we allow or we seek greater government involvement. The next time you hear a school leader complain about the transfer situation and how it may bankrupt unaccredited schools, ask him or her what his or her district is doing to help. Are these leaders taking action locally, or are they requesting a solution from Jefferson City?

Eighteen months ago school leaders scoffed at my idea. They wanted a legislative fix. They wanted to stop the transfer program. What changed? Now, area school leaders are acting to stop a legislative fix. The current bill sitting before the governor would improve Missouri’s charter public school law and allow for broader establishment of virtual schools. Eighteen months ago, the education establishment rejected the idea of lowering tuition because they wanted the legislature to maintain the status quo. Today, the education establishment welcomes the idea of lowering the tuition because they want to avoid the legislative fix and maintain the status quo.

The post Maintaining the Education Status Quo appeared first on Show-Me Institute.

If you are a Saint Louis City alderman who wants to keep the National Geospatial-Intelligence Agency (NGA) from moving to Fenton or Mehlville or even possibly Scott Air Force Base, there is a good chance that you’d say yes. That’s why plans to use eminent domain to seize property as part of the plan to keep the NGA in Saint Louis are moving forward. Yet despite this “progress,” that doesn’t mean the aldermen are correct. For the people of North Saint Louis, the abuse of eminent domain is imminent.

Eminent domain has a legitimate purpose. Sometimes it is necessary to seize property to use for the public good, such as highways or sewers. Yet, there is no reason in this case to think that using eminent domain would serve as a public good. Unlike highways, which must go more-or-less in a straight line, the new NGA headquarters is flexible in how it is laid out and where it can locate. Even if the NGA moves to the county or to Scott Air Force Base, NGA employees living in the city are unlikely to move. Why violate somebody’s private property rights when it is not necessary?

The truth is that the city stands to lose millions in earnings taxes if the NGA moves out. It’s understandable, especially when budgets are tight, that the city would want to try anything to avoid losing even more revenue. However, people’s homes matter more than extra tax revenue. Being hard up for money doesn’t give the city a valid reason to take people’s homes.

The post An Imminent Eminent Domain Case appeared first on Show-Me Institute.

We must remember that students are riding buses for multiple hours each day by choice. These students want better educational opportunities. They are willing to ride the bus for hours each day to secure those opportunities. Some are even willing to ride their bicycle 30 miles to secure that opportunity.

The fact that students are riding the bus for so long is hardly a criticism of inter-district transfers or school choice. Rather, it is a testimony to the resolve of students and their families. Their sacrifice demonstrates that there is great demand for school choice.

I by no means believe the current transfer law is perfect. Something must be done to make the law more tenable, but fixing the problems should not mean we have to deprive students of the opportunities they so desire and deserve. Long bus rides are not the problem. The problem is a lack of educational options close to home. We can work towards solving that problem by expanding school choice, not by limiting choice.

The post What Do Bus Rides Tell Us About School Choice? appeared first on Show-Me Institute.

On Tuesday morning, the Show-Me Institute was pleased to host “Solutions: A Panel Discussion on the School Transfer Law.” Joining me on the panel were the superintendents of three area school districts that the school transfer law has greatly affected: Tyrone McNichols, Ed.D., of Normandy, Thomas Williams, Ph.D., of Kirkwood, and Eric Knost, Ed.D., of Mehlville. We all agreed that the current situation is untenable. In fact, there was quite a bit of agreement on what needs to be done going forward, with one major exception.

Areas of Agreement

Tuition Payments:

All four of us agreed that the tuition payment system must be fixed. Currently, the unaccredited districts must pay tuition rates that sometimes exceed what they spend on their own students. For instance, McNichols stated that his district spends approximately $12,000 per pupil, but tuition in the Clayton School District is more than $19,000. Clayton is an outlier; several districts spend less than Normandy. Still, it is unreasonable to expect Normandy and Riverview Gardens to shell out more in tuition than they receive to educate their students.

Enrollment Caps:

Williams noted that his district has participated in a voluntary transfer program for years. In that program, the tuition amount was set at about $7,000. Participating districts could decide how many spaces they had and they could accept students to fill those spaces. The Kirkwood superintendent noted that a class with 19 students could add one more at no additional expense to the district and would actually benefit from the transferring students. He meant that the marginal cost of one additional student is very low. Most superintendents recognize that their districts benefit from tuition-paying students. They are concerned, however, when they have no reasonable control on the number of students that will be admitted to their district. This is a concern I share.

Area of Disagreement

At one point, Knost stated that the Missouri Legislature should address the issue and leave aside unrelated pieces of legislation. Some might think that a private school choice program is unrelated to the issue of school transfers. However, I don’t see a tax credit scholarship program as unrelated. Rather, I think it is a particularly relevant solution to the problem we are facing in Saint Louis.

A tax credit scholarship program would:

1. Lessen the financial strain on the unaccredited school districts;
2. Ease the burden on accredited districts; and
3. Give families more options.

Though we may have had some disagreement about a private school choice program, there was general agreement that students deserve to have quality options. In fact, I wish more school leaders would have the attitude that Williams expressed. He said if students are going to have options, he wants his district to be the best option. That is the type of thinking we need.

The post Three Public School Superintendents Walk Into A Free-Market Think Tank . . . No Joke appeared first on Show-Me Institute.

Many are still asking why these two unlikely districts were chosen. In my last post, I pointed to the most obvious reason — money. The unaccredited districts have to pay tuition to the accredited districts that accept their students. Therefore, they have every incentive to persuade their transferring students to attend a district that spends less than they spend in their own district.

Some question whether money could really explain the unaccredited district’s rationale and encouraged me to look at academics. For that reason, I present the table below. In this table, I present the percentage of students who scored proficient or advanced on state exams in English language arts and mathematics. Once again, I provide the current expenditure per pupil.

As you can see, the Mehlville and Francis Howell school districts clearly perform better than the two unaccredited districts. However, they are far from standouts in this regard. In fact, eight school districts outperform Francis Howell and 11 (including Francis Howell) outperform Mehlville. Of those higher performing districts, none spends less than Mehlville and only two spend less than Francis Howell.

I certainly cannot rule out academics as one of the deciding factors in determining where to provide transportation, but it seems clear that it was not the deciding factor.

The post School Transfers, Follow The Money (Part 2) appeared first on Show-Me Institute.

According to the St. Louis Post-Dispatch, one Riverview Gardens parent claimed, “What they’re trying to do is keep us in this district rather than let us go where we want to put our kids. I think they are trying to pull a fast one.” That parent stated what I’m sure many parents are thinking. I try not to assign motives to the actions of others but instead try to look at the facts. Doing that, it seems quite clear why these districts were chosen: they are cheaper. This means Riverview Gardens and Normandy will pay less in tuition.

In the table below, I present the total enrollment and current operating expenditures for all of the school districts in Saint Louis County, as well as Francis Howell and the St. Charles School District. The two failing districts are highlighted the same color as the district to which they chose to provide transportation. The data are from 2012 and were obtained from the DESE website.

It is no secret that money was among the primary considerations; Riverview Gardens Superintendent Scott Spurgeon said as much. The real question is, should the decision even have been made in this fashion? That is, should the school determine where they are going to provide transportation, or should they provide transportation to the school that most of their students would like to attend?

The post School Transfers, Follow The Money appeared first on Show-Me Institute.

An’ everybody’s doing
Just what they’re told to
An’ nobody wants
To go to jail!

I share the concerns of some that civic discourse is being harmed by the tone of these meetings. However, I think that the people saying this are longing for a day that never was — or, at least, that ended a long time ago. Political town hall forums (THF) have usually been meaningless dog-and-pony shows that accomplished absolutely nothing, and now they are shouting matches that at least accomplish the goal of letting officials know some people are angry out there. I don’t know whether it’s better or worse than before, but let’s get rid of any idea that, pre-2009, some congressman’s THF was a model of debate, wit, and education. (There are some exceptions to that, however. Kurt Odenwald used to have very good THF’s, with an open opportunity to speak to him.)

It is very interesting to see Rep. Lacy Clay largely blame unions for the recent unfortunate events in Mehlville. I have attended events (although not recently) where the SEIU showed up with the intent of disruption. It can be very intimidating. I mean, not to me, because I am a total badass, but, you know, to other people.

(Note: I can’t find the free version of the 2001 Post-Dispatch article about my fight, so I have to link to the Salon article about another one.)

The post Town Hall Forums Meet “The Clash” appeared first on Show-Me Institute.

Also of interest are the charter votes in the area. Franklin County, as we have discussed in depth, is deciding on a new county charter, while O’Fallon voters are choosing whether to amend theirs.

There are little-known but very important votes going down in the Mehlville and Monarch (Chesterfield) Fire Protection District. The decision that residents in those places have to make is how much influence the union should have over the fire board. On top of that, they have a first-of-its-kind vote in Mehlville to lower the tax rate ceiling, an issue we blogged about previously. If this succeeds, I predict other similar measures in taxing districts around the county.

And, finally, I understand there is some type of a mayor’s race in the city of St. Louis, and I know everyone will be on pins and needles as that one goes down to the wire. I think we will all have to stay up well past 7:10 p.m. before we know whether the incumbent has been reelected. Hey, when you do a good job, voters usually reward it.

The post Things I Am Watching for Tonight as Elections Come In appeared first on Show-Me Institute.

The plan to require an actual vote in order to lower the tax rate ceiling in South St. Louis County (the Mehlville Fire District) is terrific. I think this has an excellent chance of passing, and it will go a long way to limit the unnecessary spending that fire districts have been engaging in for far too long. My concern is not that the current Mehlville board will spend too much. Rather, the ceiling decrease proposal would ensure that future boards have to go to the people for tax increases, instead of just automatically spending to meet the existing (high) rate ceiling. More local governments in Missouri need to examine this idea. From the article in the Call:

[Board President Aaron] Hilmer continued, “… One question people ask is: If the board can decide what the tax rate is, why let voters decide on this? All it would take is a vote of two Board of Directors members next year to, in effect, double the taxes that people are paying to the fire district. This is a chance for voters to ensure that never happens in the future …”

The post Fire Districts and Assessors in Saint Louis County for Your Weekend Perusal appeared first on Show-Me Institute.

One topic he’s currently writing about is public education success. I quote:

Can it get better? Sure. Accountability and performance are paramount. But to say that public education needs to be outright reformed is nothing more than silly, regressive, cave-man rhetoric.

He provides evidence, too. School enrollment is way up, compared to several decades ago, and the student-teacher ratio is way down. There are lots more school librarians. In short, more people are in public schools than ever before.

I am sympathetic to the "let’s stop thinking about test scores for a second" idea. I enjoyed reading this article about Japan’s fear that India’s schools are outperforming its own. The dilemma seems crazy from an American’s point of view, because both countries are way ahead of the U.S. in international math and science exams. And here an MICDS student writes about why the extracurriculars that defy measurement are just as important as traditional subjects. But both Japanese students and MICDS students are doing well by the traditional measures of achievement. It makes sense for them to pay more attention to creativity or extracurriculars, because they’ve already learned the basics.

On the other hand, not even half of Mehlville’s eighth-graders score at least "proficient" on the MAP communication arts test. When we talk about reforming public education, we’re not considering whether elite high-achievers should focus more attention on their debate team or study for the SATs instead. We’re trying to find a system that can bring most students up to a working level of literacy. And the current, largely monopolistic traditional public school system has failed, not just in the inner cities but in "better" districts like Mehlville too.

The post “Cave-Man Rhetoric” appeared first on Show-Me Institute.