Issue link: http://educator.cta.org/i/29842
UCLA study: California public schools in free fall A study released in March by the University of Califor- nia, Los Angeles, supports CTA’s declaration of a “state of emergency” for public schools. For the past several years UCLA’s Inst itute for Democracy, Education and Access (IDEA), in partner- ship with UC/ACCORD, has produced an annual report on learning conditions and educational outcomes in Cal- ifornia’s public schools. Last year’s report highlighted how the major economic down- turn has further damaged the state’s already weakened edu- cational infrastructure. This year’s report, “Free Fall: Edu- cational Opportunities in 2011,” focus es on high schools and concludes that things have only got ten worse. Based on a survey of near- ly a quarter of the state’s high school principals, and on fol- low-up interviews with 78 of them, the report’s core find- ings include: • California high schools are providing less time, attention and quality pro- grams. As a consequence, s tudent engagement, achievement, and prog- ress to graduation and college are suffering. • School reform has all but sputtered to a halt due to staf f cutbacks and the elimination of time for professional development. • Even as declining budgets imp act high scho ol s across the state, inequality is growing across and within schools. • California’s high schools face growing demands from families experienc- ing economic crisis that point to the interrelation- ship of California’s educa- tion and social welfare budgets. Schools have seen their staffing, supply, and other budgets decimated. The re- port quotes a Los Angeles County principal: “In the last two years, because of the fis- cal crisis and budget cuts, I am down eight teachers. … I’m down six counselors. I’m down 10 clerks. I’ve lost all my security. And I almost lost my nurse and my school psy- chologist. … They gave us a new budgeting thing this year, and it allowed me to flex some things. It wasn’t enough, though. And so I drained the instructional materials ac- count to zero — zero — to keep people working.” The report cites statistics that California ranks 43rd in per-pupil expenditures and 49th in student-counselor ra- tio. And it ranks dead last in secondary student-teacher ratio. “We’re at or near the bottom compared to other states, which are also slash- ing their education budgets,” says CTA President David A. Sanchez. “California was be- hind when the economy was good; now it’s just that much worse.” While nearly all California public schools are suffering greatly, the report concludes, the impact on students has not been equal. In some cases, more affluent communities have been able to volunteer extra funding to protect local school programs. High-pov- erty schools raise only $1 for every $20 raised by more middle-class or af f luent schools. This disparity is hurting students who need the most extra help. Without addition- al community support, high- er-poverty schools are the first to cut field trips, athlet- ics, art and music supplies, and even books. And despite research that points to the benefit of extending learning time to closing the achieve- ment gap, budget cuts have pushed schools in the oppo- site direction. Half the prin- cipals interviewed said they had reduced their school year since 2008, and 65 per- cent had cut back or elimi- nated summer school. Students suffer in more indirect ways as well. Teach- ers have less time to improve their skills. Almost all the principals surveyed said budget cuts have stalled re- form and professional devel- opment. Teachers have less access to outside experts, less time for collaboration, and less time to learn from veter- an teachers. The report notes that stu- dents are facing a double eco- nomic hit, both at school and at home. While the economy and California’s unfair tax structure have led to massive education cuts, the impact of the economy on their fami- lies’ incomes has further jeopardized their education. Underemployment makes it harder for families to pay for college. And even if they can afford it, prospective students are faced with more cutbacks at California’s universities and colleges. Seventy-eight percent of the principals sur- veyed blamed the economy for fewer graduating seniors moving on to four-year uni- versities and colleges. The report praises the su- perhuman efforts of many principals and teachers who work tirelessly and do the best they can with what they have. It notes that many work 12- or even 15-hour days. But the report concludes that “re- lying on heroic acts creates a patchwork of low and high quality educational services. At worst, it leads to frustra- tion, resentment, and burn- out.” Instead, researchers call for efforts to stem California’s educational free fall, starting with the need for state resi- dents to understand the con- nection between opportuni- ties, learning, and budgets. The full report can be ac- cessed online at edopp.org. FRANK WELLS APRIL 2011 | www.cta.org 35