Policy Brief – Three Education Initiatives

Senator Norman Sakamoto, Chair - Education & Military Affairs
February 12, 2006

Our educational system will be greatly improved if we can: (1) eliminate the R&M (repair and maintenance) backlog, (2) ensure fair distribution of CIP (capital improvement projects) resources, and (3) increase the number of teachers in order to lower the student-to-teacher ratio.

REPAIR AND MAINTENANCE
GOAL: Reduce R&M Backlog from $525 to $250 Million in Three Years

We need to reduce the current R&M backlog of $525 million to a working level of $250 million in three years (by 2009). Eliminating this backlog will require a total of $455 million over the next three years or a minimum of $152 million a year. This $455 million is in addition to the funding for ongoing maintenance, emergency repairs, ongoing repairs, and ongoing contracts.

Eliminating this backlog can be done by funding $152 million for the current fiscal year (2006-2007) with general funds and bond authorizations, then by putting money the next two years into the State Education Facilities Improvement (SEFI) special fund, or by committing sufficient amounts of general funds and bond authorizations.

There are several methods of funding: (1) general funds – where most taxes (general excise tax, income tax) go; (2) special funds – money earmarked for a specific purpose and intended to be self-supporting through taxes, fees or charges; or (3) general obligation bonds – the State borrowing for a one-time project over 20 to 30 years through a publicly bonded debt (like a home mortgage).

The Administration has proposed adding $40 million from general funds and $23.2 million in general obligation bonds to this year's budget. This $63 million is hardly enough to deal with this year's additions to the backlog list.

CAPITAL IMPROVEMENT PROJECTS
GOAL: Create a two tiered CIP list: one for schools older than 25 years and another for newer schools

Although student enrollment has been relatively consistent in Hawaii, new developments in suburban and rural areas have created a demand for new schools in areas away from existing schools. In the fiscal year 2004-2005, four new schools were under construction using $95 million in CIP funds. The existing schools have not been able to keep up with the need for improvements and major additions due to the fact that DOE's prioritization matrix tends to put the needs of newer schools in front of those of older schools.

One way to remedy this unfair situation is to create two CIP lists: one listing the needs of schools 25 years or older and another listing the needs of schools less than 25 years old.

In addition, we need to look for new ways of funding in order to build schools in a timely manner. Current methods like land dedication by developers, or the developer contributing both land and funds for the construction of facilities, even when augmented by tax dollars, are not enough. We need to look into alternative approaches such as modifying the fair share contribution by developers, leasing or selling school land, or partnering with landowners for joint or shared use of land.

CLASSROOM TEACHER SUPPORT AND ENRICHMENT
GOAL: Using the effective student-to-teacher ratio to (1) increase support for elementary school students by providing more teachers as well as more support for teachers, and (2) expand support for secondary students even as we seek to meet the No Child Left Behind Act requirements and minimize drop out rates.

"Smaller classroom size" has been the clarion call for improving public education. Currently, our classroom size for grades K-2 is 20:1 and for grades 3-12 is 26:1. We should aim for a student-to-teacher ratio of 15:1 or lower.

We propose increasing resources at the classroom level using the effective student-to-teacher ratio as a guide. This ratio measures the number of students at a school divided by the number of teaching staff, that is, the classroom teacher plus other teachers that directly teach students. It does not include DOE (Department of Education) personnel who do not directly impact the classroom.

Elementary School Students. We will seek to increase student support by counting resource teachers along with classroom teachers. Resource teachers for art, music, physical education, gifted and talented programs, and technical support are all a vital part of public education; they should not be considered non-essential even as we seek to achieve Adequate Yearly Progress mandated by the No Child Left Behind Act.

Secondary School Students. We will seek to increase the schools' ability to expand special programs and to address each student's personal strengths and goals. As we lower the student-to-teacher ratio, schools could increase support for enrichment programs, gifted and talented programs as well as support for at risk students. Approximately one third of students entering the ninth grade do not graduate in four years. We will seek to minimize the drop out rate by providing additional resources to schools, enabling them to provide additional high risk and at risk counselors, vocational technology programs, special motivation programs and support, in addition to the traditional classroom teacher.