Education Week - May 22, 2013 - 24

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EDUCATION WEEK

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MAY 22, 2013

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www.edweek.org

COMMENTARY
www.edweek.org/go/commentary

The ‘How’ of Equitable School Funding
By Cynthia G. Brown

I

n its final report released in February, the U.S. Department of Education’s Equity and Excellence Commission issued a clear and powerful
charge: Efforts to improve our school
system “must start with equity”—
particularly the equity of resources. To
achieve this goal, the commission, of which
I was a member, instructed all levels of government to improve or redesign their methods of funding schools in order to adopt
truly equitable funding systems.
In calling for equity in funding—which
the commission defines as providing sufficient resources “distributed based on student need, not zip code”—the report tells
policymakers the “what” of school funding
reform, laying the groundwork for improving school quality.
Missing from the report, however, is the
“how”: How should or could the federal government, states, and local districts implement this bold principle of funding equity?
Secretary of Education Arne Duncan said
that the report “compels us to act,” but how
should each level of government do that?
Leaving it up to each level to figure out is a
recipe for inaction.
Here’s what I think needs to be done. At
the federal level, Congress should remedy
Title I of the No Child Left Behind Act’s
complex and often unfair method for allocating federal dollars to schools with children in poverty. It should follow recommendations from my organization, the Center
for American Progress, on reforming Title

“

The time has come to strongly consider
the need for larger systematic reform of
funding systems.”

iStockphoto.com/fatido

I’s four funding formulas to create one formula that better targets schools with high
concentrations of students in poverty. This
honors the law’s intent of providing additional education resources for children with
the greatest educational needs.

At the local level, funding inequity is
found in the unequal distribution of resources among schools within the same
district, with high-poverty schools often
receiving less funding than their low-poverty counterparts. To address this inequity,

districts need to change the way they allocate resources to schools, adopting the
practice of allocating actual per-pupil dollar amounts, weighted based on the needs
of students in that school. Currently, most
districts allocate teacher slots to a school—
that is, one teacher for a specified number
of students. Teachers are not all paid the
same amount, however. Treating them as if
they were paid equally masks the fact that
a school with five 20-year veterans receives
more dollars overall than a school with five
first-year teachers.
Larger questions surround what states
should do to address funding inequities
between school districts. Most states have
adopted funding formulas aimed at ameliorating differences in the ability of districts
to raise funding from local property taxes.
Property-wealthy towns are able to raise
more dollars at lower tax rates than property-poor districts, leading to inequities in
per-pupil funding. Yet, as the commission
report points out, prior attempts to address
these inequities, such as through state
funding formulas, merely patch a broken
system and fail to redress inequities or to
produce the kind of academic achievement

Designing Learning Spaces for a New Age of Discovery
By Jim Childress

A

lbert Einstein was
26 when he published his special
theory of relativity.
James D. Watson
was 25 when he
and Francis Crick discovered the
architecture of dna, arguably the
greatest scientific achievement of
our lifetime. Steve Jobs, another
early bloomer, believed that you
couldn’t trust people over 30 to
come up with radical innovations.
Working for decades with Nobel
laureate Jim Watson and Cold
Spring Harbor Laboratory in New
York on developing that research
campus, I learned that the road
to scientific achievement is not a
straight line between two points,
but rather a meandering, eclectic
journey that should encompass
the arts and humanities, interdisciplinary collaboration and sociability, and even sports and outdoor
pastimes, including bird watching.
Now in his 80s, Watson still plays
a mean game of tennis. He is also
an accomplished writer with an af-

fection for the arts and is no slouch
when it comes to architecture.
Science does not thrive in a vacuum: The broader the interests of
the inquisitor, the better.
This bias toward precociousness
and intellectual diversity makes
the job of designing science and
math facilities for nascent Watsons all the more challenging
and important. Today’s students
are our future, and that future is
near at hand. We get a few short
years to inspire them so they can
go out over the ensuing decade
and nudge the world in the right
direction.
How does one do that?
Well, in part, you have to create
excitement about science, math,
and engineering by designing
places not simply to impart facts
and figures, but flexible spaces
where young people want to be,
hang out after class, share ideas,
and test what they have learned
through real-world applications.
Think of a garage where you do
projects, where a messy vitality inspires enlightened tinkering. Rather than purveying only

“pure” or theoretical math, engage
students, for example, in using formulas to calculate the volume of
various greenhouse gas emissions
and how to mitigate them.
Educators and architects now
realize that formulaic, old-school
classrooms are not the only place
where learning flourishes.
At one independent boarding
school in Connecticut, the new
biomass heating facility was designed to perform double duty as
an ancillary teaching lab, exposing
and documenting how the technology works and how the fuel is
connected to a cycle of responsible
stewardship.
Students get to observe infrastructure in action, up close, and
calculate what the plant means
to the school in terms of the cost
savings of wood-chip fuel versus
fuel oil. They also explore how
the plant affects the larger world
through reduced emissions of various kinds. Math and the sciences
are partners in these inquiries.
At another Connecticut school,
the goal has been to make the
campus carbon-free and self-suf-

ficient so that it can produce clean
energy onsite, as well as harvest
its own food and clean water. This
ambitious effort encompasses not
just math and science, but also
ethics and philosophy: How does
one define and live “the good life”
today?
Based on the Watson paradigm,
learning is a nonlinear exercise.
The blurring of lines between disciplines is reflected in contemporary academic spaces, which also
need to be flexible enough to accommodate the many-splendored
ways that teachers teach and students learn.
At yet another independent
school, this one in Missouri, the
design of a new academic building
positions math and science classrooms to encourage collaboration,
alternating them so students and
faculty regularly mix. Its large
classroom/laboratory spaces are
30 percent bigger than what is
typical for a high school, enabling
teachers and students to move
seamlessly between the whiteboards and research benches in
large or small groups.

“

Students want
to feel that they are an
active part of the
learning process, and
that learning engages
not simply their
minds but their hands
and bodies, even their
emotions.”
The humanities, too, can benefit from the proximity and contact with their math and science
fellows. At this Missouri school,
spaces for science and math are
integrated with those of other
disciplines, including an 800-seat
forum which the entire student
body uses. Throughout the building, transparent classrooms and
public spaces where students can


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Education Week - May 22, 2013

Table of Contents for the Digital Edition of Education Week - May 22, 2013

Education Week - May 22, 2013
District Bets Big on Standards
FOCUS ON: EMERGENCY PREPAREDNESS: States Stepping Up Mandates for School Safety Drills
INDUSTRY & INNOVATION: Schools Facing the Expiration of Windows XP
Contents
News in Brief
Report Roundup
Debates Roil Over Control of Schools in Baton Rouge
Study: Teenagers’ Brains Are Wired for Peer Approval
Analysis Calls for Dual-Language Pre-K for Young ELLs
PROFILE: Brian Pick
PROFILE: Dowan Mcnair-Lee
PROFILE: Mikel Robinson
States Tighten Disclosure of Teacher Evaluations
Blogs of the Week
NRC Framework Seen as Valued Resource for Educators
A Spec. Ed. Twist on Common-Core Testing
K-12 Colors Campaigns in Virginia, New Jersey
Policy Brief
CYNTHIA G. BROWN: The ‘How’ of Equitable School Funding
JIM CHILDRESS: Designing Learning Spaces for A New Age of Discovery
JEANNE ZAINO: Teaching the Metric System: A Cautionary Tale for the Common Core
Letters
Topschooljobs Recruitment Marketplace
LISA HANSEL: The Common Core Needs a Common Curriculum
Education Week - May 22, 2013 - INDUSTRY & INNOVATION: Schools Facing the Expiration of Windows XP
Education Week - May 22, 2013 - 2
Education Week - May 22, 2013 - Contents
Education Week - May 22, 2013 - News in Brief
Education Week - May 22, 2013 - Report Roundup
Education Week - May 22, 2013 - Debates Roil Over Control of Schools in Baton Rouge
Education Week - May 22, 2013 - 7
Education Week - May 22, 2013 - Study: Teenagers’ Brains Are Wired for Peer Approval
Education Week - May 22, 2013 - Analysis Calls for Dual-Language Pre-K for Young ELLs
Education Week - May 22, 2013 - 10
Education Week - May 22, 2013 - PROFILE: Brian Pick
Education Week - May 22, 2013 - PROFILE: Dowan Mcnair-Lee
Education Week - May 22, 2013 - 13
Education Week - May 22, 2013 - PROFILE: Mikel Robinson
Education Week - May 22, 2013 - Blogs of the Week
Education Week - May 22, 2013 - 16
Education Week - May 22, 2013 - 17
Education Week - May 22, 2013 - NRC Framework Seen as Valued Resource for Educators
Education Week - May 22, 2013 - 19
Education Week - May 22, 2013 - Policy Brief
Education Week - May 22, 2013 - 21
Education Week - May 22, 2013 - 22
Education Week - May 22, 2013 - 23
Education Week - May 22, 2013 - JIM CHILDRESS: Designing Learning Spaces for A New Age of Discovery
Education Week - May 22, 2013 - JEANNE ZAINO: Teaching the Metric System: A Cautionary Tale for the Common Core
Education Week - May 22, 2013 - Letters
Education Week - May 22, 2013 - 27
Education Week - May 22, 2013 - 28
Education Week - May 22, 2013 - Topschooljobs Recruitment Marketplace
Education Week - May 22, 2013 - 30
Education Week - May 22, 2013 - 31
Education Week - May 22, 2013 - LISA HANSEL: The Common Core Needs a Common Curriculum
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