California Educator

June 2011

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Show schools the Ed Jobs money ing immediately, but it’s not hap- pening in many cases. So far, California’s 1,023 dis- money when it comes to how federal funding provided by the Education Jobs bill is being spent to save jobs in public schools. In many cases, there is not much to show, and teachers are outraged. California received $1.2 bil- C lion from the federal govern- ment, known as Ed Jobs money, in August 2010. According to U.S. Education Secretary Arne Duncan, the money was sup- posed to “help California keep thousands of teachers in the classroom.” Duncan commend- ed California for being the first state to submit its application to receive its share of $10 billion in federal funds, earmarked to save an estimated 16,500 education jobs in California, according to the Associated Press. The one- time funding was allocated to districts in varying amounts based on student population, and they have until September 30 California Educator | JUNE 2011 TA chapters throughout the state are asking district offi- cials to show them the 2012 to spend it for the purpose of retaining teaching and classi- fied positions. Amounts that dis- tricts have received and spent as of March 31, 2011 — the most current date available — were re- cently posted on the California Department of Education’s web- site at cde.ca.gov/ar/rr. In Stockton, the district has pink-slipped about 200 teachers, and is sitting on $6.7 million in Ed Jobs funds. Ellen Old, presi- dent of the Stockton Teachers Association, says, “They haven’t spent a red cent, and they are asking for $6 million in conces- sions from us! They are asking us for a 10 percent salary de- crease over three years.” Even more amazingly, the Rowland Unified School District has spent $1 million of Ed Jobs money to purchase 700 iPads for special education teachers and students. John Petersen, presi- dent of the Association of Row- land Educators, says another $95,000 is being spent on a com- munity survey, and so far, not one cent of the $3 million his district has received has gone to actual jobs. Even though his dis- trict did not have layoffs, the money could have been used to decrease class size and hire ad- ditional teachers and classified staff, he says. Sacramento City Teachers Association President Linda Tut- tle says her district is “waiting” for the state to pass a budget be- fore using $8 million in Ed Jobs money to save district teaching jobs, despite 200 teachers being pink-slipped. “They clearly could do the right thing by children and fam- ilies to ensure that schools open with a smooth beginning by hav- ing all employees return to work,” says Tuttle. “People need to be valued and need to be working. This money was meant for people to keep their jobs un- til schools get over the economic hump. So much turmoil has been created unnecessarily.” CTA leaders say the money should be used to stop the bleed- tricts have received 90 percent of their funding allotment, but only 26 percent of that money has been spent. Furthermore, 375 districts — 36 percent of all dis- tricts — haven’t spent any mon- ey, according to an analysis by Becky Johnston of CTA’s Nego- tiations and Organizational De- velopment Department. A breakdown by Johnston reveals that 52 percent of districts have spent less than 25 percent of their allotment; 12 percent have spent between 25 and 50 per- cent; and 15 percent have spent between 50 and 75 percent. Fig- ures show that districts “saved” just 716 classified positions and 4,399 teaching jobs with possible Ed Jobs money. In many districts, CTA mem- bers are downright disappointed. In the Colton Joint Unified School District, 72 layoff notices were issued and 42 temporary teachers were let go, resulting in the elimination of 114 teaching positions. The district has not provided any detailed account- ing of how $4 million in Ed Jobs money has been spent, alleges Karen Houck, president of the Association of Colton Educators. “We’re very frustrated with our district for not producing any documentation of how they have used Ed Jobs money to save teaching positions,” says Houck. “They say they’ve ‘saved’ jobs be- cause they’ve used the money to offset the deficit, which means they don’t have to cut more jobs. I do not understand how that works, when you use federal dol- lars to offset your deficit and still do layoffs.” Houck went to the California

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