If money were no object, what would you do? If your income were divorced from your work, what would you do? If you earned the same regardless of occupation, what would you do? If dad were rich and you wanted for nothing, what would you do?
The Common Core State Standards website asks,
Q: Why do we need educational standards?
A: We need standards to ensure that all students, no matter where they live, are prepared for success in postsecondary education and the workforce.
Let’s assume for a moment that that is the goal of primary and secondary education. (Let’s also ignore the missing hyphen between post and secondary.) Will full-day Kindergarten help in achieving this goal?
Because extreme differences in academic ability collapse by the fourth grade. All of us, including children, learn at different rates. In general, those differences disappear on average by the time we are about ten years old, or fourth grade. I understand the difficulty of scientific experiments on humans, but we do what we can; and what we can do shows that there’s no evidence that learning a subject earlier makes a difference.
So, what exactly is the point of full-day Kindergarten?
Arlington Central School District budget planning for FY 2012-2013 has resulted in a fairly good budget. I particularly like the appendices that are included for the first time in this year’s budget book.
Budget creation is a bit of a balancing act. This year our district has done well in limiting the increase in costs — unlike the adjacent Wappingers Central School District which has chosen to add a potential long-term increase in costs in order to secure a one-time grant — so I will vote to approve the spending plan.
By the time the budget discussions arrive, the costs are fixed in contracts, so staff reductions are the only option. It’s during contract negotiations that the board needs to consider the effect on the budget. If the budget is capped at a 2% annual increase, then don’t agree to contracts that will result in a 4.29% increase.
I should have written
the costs the district controls are fixed in contracts. There are other costs imposed by the United States and New York State which can change the budget numbers significantly. These include, among other things, required administrative reporting changes, curriculum changes, and, most predictably, contributions to the pension funds. The U.S. and New York typically pass these costs on to the localities. It is reasonable for localities to support the cost of public education, but not when they have not been party to the decisions that have increased those costs.
But, as in previous years, Arlington has not yet confronted the need to project long-term budget impacts during contract negotiations, and will, once again, need to discover $4,000,000 in reserve funds, operating cost reductions, and a tax increase to cover an increase in labor costs. The district’s costs are primarily labor-related, so any persistent reduction in cost must consider labor. And if the district cannot reduce labor costs caused by Washington and Albany, then it must address those it can.
More information on the Arlington budget can be found at the district’s web site.
I just spent $80 on ink cartridges for my printer. The lad at CVS had to get a key from a locked drawer behind the counter in order to release them for me. I’ve had an easier time purchasing cigarettes.
Theft is a risk because there is excess demand unmet at the price asked.* Counterfeit goods are a risk for the same reason, and because the cost of manufacture and distribution is so much lower than the price asked that even at cheap street prices the product is still profitable.
The same applies to Coach bags, Guggi purses, Ford auto parts, and Rihanna’s latest hit single. It might apply to the Apple iPhone, but Samsung prices the Nexus as a premium product.
* if demand exceeds supply at the price offered, then there is unmet demand, and thus lost profit. Lower the price, let the supply meet the demand, and reap the benefits.
The Board of Education of the Arlington Central School District has made the difficult decision to close an elementary school in order to reduce the district’s budget.There are obviously consequences to this decision other than the money involved. Some are logistical, such as the effect on bus routes and the dispersion of the population to other buildings. Some are emotional; the school to be closed, Lagrange Elementary School, has been an integral part of that community since 1966.
My comments are not on those subjects, which made the decision difficult, but on the choices the Board has made in the overall budget, and particularly with regard to the closing of the school building.
A review of the school budget process in New York is in order. The Superintendent proposes a budget. The Board adopts the budget and submits it to the voters in the school district for approval. If the budget is not approved by the voters, then the Board may submit the same budget or a revised budget for a second vote, or adopt a contingency budget. If the budget is not approved in the second vote, then the Board must adopt the contingency budget. The contingency budget allows for certain expenditures, but not others, and will increase costs over last year’s budget. More details on the nature of contingency budgets are available from the New York State Department of Education.
Because of this need for voter approval, the Board finds it necessary to sell the budget to the voters, and is somewhat more circumspect than blunt when describing the decisions being made. In their brief description of the benefit of closing Lagrange Elementary School, the Board says this.
This reduces the budget by $1,109,160, bringing the budget to budget increase down to 1.7%.
That number is interesting because it comes directly from the Superintendent’s school closing report, page 5.
The elementary school model yielded the following estimates of cost savings for closing:
- Building not used and 0 regular teaching positions are eliminated: $1,292,160
- Building not used and 8 regular teaching positions are eliminated: 1,885,760
- Building used for other District purposes and 0 regular teaching
positions are eliminated: 1,109,160 [emphasis mine]
- Building used for other District purposes and 8 regular teaching positions are eliminated: 1,702,760
See Exhibit 3 on page 11 of the report. This shows how the cost savings is determined: by eliminating 26.8 positions associated exclusively with the school. Of particular interest is the decision not to eliminate any teaching positions as a result of closing the school. Not only are the students being re-assigned to other schools, but so are the teachers. This is perhaps kind to the students: if they are left back, then they might encounter a familiar teacher in the new school. However, if the eight average teaching positions used in the estimate were eliminated, the district would see an additional $600,000 in savings.
The Board has already made the tough decision to close a school. What happens if the voters think that small sacrifice isn’t enough, and require a contingency budget?
If the budget is defeated again, the District must adopt a “contingency budget.” This will require a further reduction of $1.6 million. In addition to the 25 positions eliminated by closing a school, the contingency budget would require that an additional 18.5 teachers lose their jobs. [emphasis mine]
But what, specifically, does the Board say would be cut?
The superintendent has recommended several cuts to core instructional programs. These include:
- Reducing selected high school electives and AP courses
- Eliminating fourth grade band and orchestra
- Reducing the middle school and high school band, orchestra, and choral programs
- Decreasing teaming for 6th grade students, which will significantly raise class size at this grade level.
- Cutting high school sports
- Eliminating all middle school competitive sports
This is where it gets really interesting, at least from a political or marketing perspective.
The District has been very helpful in posting which line items might be cut, and their descriptions so we can see for ourselves the numbers underlying the summary description of the cuts. Notice which of these particular line items, which I have helpfully marked in red, have been selected for inclusion in the summary.
Reference Number Item Description Est. Value Positions 58 Eliminate 0.5 credits art in either grades 7 or 8 100,170 1.5 59 Eliminate accelerated art in grade 8 29,702 0.4 60 Grade 6 teacher reconfiguration – reduce team from 5 teachers to 4 teachers 467,459 7.0 61 Increase elementary class sizes up to 29, 30 and 31 per ATA contract 1,703,060 25.5 62 Eliminate teaming Grades 7 & 8 all middle schools 534,240 8.0 64 Close one elementary school 1,109,160 65 Close one middle school 1,875,000 32.0 66 Reduce electives & advanced placement at AHS 267,120 4.0 68 This line intentionally left blank 70 Eliminate computer instruction classes in middle schools 238,000 4.6 71 Eliminate computer trainer 55,767 1.0 72 Eliminate instrumental instruction Grade 4 students or increase groups sizes 200,340 3.0 73 Reduce instrumental small group lessons in middle School to alternate weeks 267,120 4.0 74 Reduce small group instrumental lessons in high school to alternate weeks 200,340 3.0 75 Eliminate all instrumental lessons or band groups to alternate days gr. 6-8 267,120 4.0 76 Chorus to meet on alternate days in middle schools instead of daily 100,170 1.5 77 Reduce middle school hall monitors 42,745 1.5 79 Eliminate all sports program at middle schools 157,810 80 Eliminate all intramural program at middle schools 30,000 81 Reduce sports and co – curricular activities at high school 56,236 82 Reduce AHS house assistant principal work year from 12 to 10 months 65,582 partials 83 Eliminate two AHS house assistant principals 157,800 2.0 86 Eliminate one district supervisor 111,919 1.0 87 Teaching assistants Tier Three Gr. K-12 1,167,388 47.0 88 Eliminate all remaining busses after school grades 6-12 94,298 hours New Equipment (required by State law) 107,754
This budget is being sold to the voters by targeting those items the voters actually care about: sports and music. NONE of the sports line items result in a staff reduction. These are stipends being paid to the teachers and coaches for their time. The coaches will still be employed. The music teachers on the other hand, will not be. A couple of years ago, the Mahopac School District was in a similar situation, and a second defeat at the polls resulted in cutting the sports programs. The Mahopac Sports Association picked up the cost. In the detailed description of the line item, the District notes:
The following criteria were used to establish these potential cuts …. Activities that have significant financial parental support which might be available to assist in funding recovery.
But of even more interest is that none of these cuts resulted in a reduction of administrative staff or salary.
The bulk of the cost of running a school is labor, primarily teachers but also administrative staff, cooks, mechanics, drivers, and custodians. The bulk of the cost is not textbooks. It is not sports equipment. It is not heating and cooling. It is salaries and benefits.
And the District, in comparison to others in New York, does fairly well at keeping those costs down. The challenge is in slowing or halting the rate of increase, and in doing so to find a way to avoid increasing taxes. Without understanding where the costs are, and without facing those costs head on, we will — as we have been for each year in recent memory — be faced once again with the same difficult choices year after year.
This year’s budget does not directly address these costs in a systematic fashion. It eliminates staff positions instead. That adjustment changes future budget projections, but only because those staff are no longer employed. The factors which caused this year’s budget to increase by $5 million are still there. Next year’s will as well.
To quote again from the Superintendent’s report,
The credibility and trustworthiness of the Superintendent of Schools and the Board of Education will hang in the balance and will impact the School District long into the future.
p.s. The district consistently uses the alternate spelling of buses, which drives me nuts.
Nate Silver has an interesting, if partial, analysis of statistics comparing modes of transportation based on the National Household Travel Survey. He wonders why Americans prefer to drive long distances than fly, and calculates the costs to be generally cheaper if one flies.
Today the Poughkeepsie Journal did the same thing for the costs of commuting by car or rail. (Unfortunately the website doesn’t include the charts.) Rail is cheaper, but the comparison leaves out the cost of time.
Both comparisons depend on a variety of factors, including, among other things, the number of passengers, the length of the trip, whether you’ll need a car to get around at your destination, the bulk and mass of your cargo, and so forth, none of which are really taken into account. For us, trips generally involve six passengers and gear. This rapidly decreases the value proposition of plane or train travel since we’re dividing the total cost by six, making our own personal mass transit more affordable.
It doesn’t help that Amtrak’s prices this year are the same as last year’s, while JetBlue’s have gone down.
I’m presently working on remodeling the upstairs bathroom, and have been for some time. In order to do this on the cheap, I planned to replace the doors and trim on the existing cabinets. However, the cabinets were not symmetrical. In order to fix that glaring flaw, I removed the cabinets, disassembled them, cut them to match, and then reassembled them. I waited until that was done before ordering the counter and the doors.
That procrastination seems to have paid off. When we went to place the order for the doors at Home Depot, we ran across vanity and top sets which cost less than ordering the doors and top, and would give us better-looking cabinets.
Now we just need to agree on which one.
Health care as an employer-provided benefit arose in response to salary caps and payroll taxes . It was a way to compete for employees by increasing the employee’s effective salary without having to pay all of the cost. Employee benefits, as part of the total compensation package, are still used to compete for quality workers. Compare, for example, the descriptions of the benefits offered to work for these three companies. Two are fast-rising stars. Two are publicly-traded. One ranks seventh among the most profitable companies in America.
For which would you wish to work?
As a former employee of The Associated Press, it’s been somewhat embarrassing to watch their plodding attempts to control data which has already escaped from their control. I recall some discussions with graphics and photo editors in 1996 or so about the feasibility of preventing unauthorized copying of images, while still allowing authorized copies. We were in the business of distributing the news, after all. The discussion eventually shifted to watermarking in order to identify material from the A.P.
(While you can make copies extremely expensive to produce, that itself is expensive — and thus not feasible for most. In case anyone is still wondering, not only is it not feasible to prevent copies, it’s not possible.)
The Associated Press began in the cooperation of several publishers in the task of quickly delivering news dispatches from the Mexican War:
an 1846 arrangement whereby Mexican war reports arriving at Mobile, Ala., by boat were rushed by special pony express to Montgomery, then 700 miles by U.S. mail stagecoach to the southern terminus of the telegraph near Richmond, Va. That express gave the [New York] Sun an edge of 24 hours or more on papers using the regular mail.
But Moses Yale Beach relinquished that advantage by inviting other New York publishers to join the Sun in a cooperative venture. Five papers joined in the agreement: the Sun, the Journal of Commerce, the Courier and Enquirer, the Herald and the Express.
Moses Yale Beach’s decision to share news with rivals was “neither altruistic nor cost-driven,” but recognized that “nothing could compete with the telegraph for speed, and all newspapers, rich or poor, would now be on a par,” historian Menahem Blondheim [author of News Over the Wires: the telegraph and the flow of public information in America, 1844-1897] said. [emphasis mine]
There are two aspects to the A.P.: gathering the news, and distributing it. The gathering of news involves the collection and analysis of data as well as the direct observation of events. For example, election returns are publicly available, but broadly distributed, disjointed, and officially slow. After the news is gathered, it is distributed. News gathering can be done by everybody, but there’s some sifting to be done to separate the wheat from the chaff. It is distributing the news that is most disrupted by the Internet.
When you can go directly to the source, what need is there for someone to bring the news to you?
The advantage of wire services has been time. The speedy delivery of information to a third-party, whether television, radio, or print, who can then bring it to you. That advantage is lost when the whole world is connected.
When you can find out now, why wait until tomorrow?
The Internet shortens time and shrinks space. And in that environment, any business that relies on the scarcity of either must find some other means to survive.
It is not that the cooperative did not recognize the threat and the promise of the Internet. Many of us there did. But like many long-lived organizations, there’s an institutional bias in favor of the status quo. How would A.P. serve its member organizations if it adapted to the changed environment?
Certain laws and regulations, and policies related to those, have a non-trivial impact on statistics which are not normally thought of in concert with those laws. For example, mandatory sentencing increases incarceration rates, which in turn will decrease the employable population. Child labor laws directly impact the employable population, but so do mandatory attendance requirements for high school.
How does the unemployment rate of the United States compare to other nations when differences in incarceration rates and school attendance are taken into account?
Or, where do these people find the time to riot?
Why is it that banks can create money out of thin air but I can’t?
I recently subscribed to a number of podcasts in an effort to drown out the unbearable background noise in the Fishkill office: Fox News. One of them was a program from WNYC and Public Radio International, The Takeaway. They’re running a series on debt. On November 17th (podcast, November 21, but hey) they interviewed Ronald Wilcox on the why Americans don’t save, and how we got to this predicament. The general explanation is that we’re optimists, and optimists, because they think tomorrow will be better, tend to live for today.
Savings is a somewhat interesting topic currently because we’re on the downturn of an business cycle because of a collapse in aggregate spending (because the cheap money has become more dear). So there was some discussion in the interview of whether or not saving helps or harms the economy. It was granted that in the short-term saving hurts, while in the long-term saving helps. That is, saving, or deferred consumption, reduces aggregate demand and thus causes an excess of supply, an excess of labor, and contraction in industry as workers are laid-off and factories closed in order to remove the excess, thus causing a decrease in aggregate demand which causes …. and so on.
Today there’s a story on a reduction in the amount of debt we hold: Saving Too Much (for once)?
(The take-away? The Takeaway needs transcripts.)
For those of you not paying attention, fuel costs are up. This change in circumstances changes the calculation of which mode of operation is optimal. In the case of transportation, the cost of long-haul packet shipping over railroads has dropped below that of trucks.
Commenting on this drop, Matthew Yglesias remarks,
Clearly trucks have a massive inherent advantage as a method of doing the last-mile of shipping, but for long-haul stuff a more rational federal policy environment in terms of carbon pricing and road/rail funding balance would give further momentum to this boom.
I think anyone who has bought wheat recently might suggest that Federal subsidies perturb the market substantially, frequently with severe unintended consequences. I highly doubt that Congress expected the price of pizza to rise because they were throwing buckets of money at corn ethanol. In light of the all-too-frequent confirmation that government intervention is a crude implement, perhaps a rational Federal policy environment would stop poking the economy with that stick. Perhaps we might remove subsidies for both highways and railroads, instead of increasing funding for the latter.
We live about five miles, 11 minutes, by car from the Kindergarten, but the Big Sister rides the bus for 30 minutes or more.
Last night residents in the Mahopac Central School District voted on a bond proposition. The question before the people was whether the district could raise funds to purchase six new buses by issuing a five-year bond not to exceed $500,000. The proposition was approved, by 502 to 309. The rest of the population abstained, and accepts the majority decision.
The Journal News asked a couple of voters what they thought.
Kevin Dunn, however, voted against the plan because he feels the cost of running the district has grown out of control.
“They need to cut, not increase spending,” said Dunn, a business analyst, whose three elder children graduated and whose youngest is a second-grader at Lakeview Elementary School. “I want to see cuts. They can do plenty on the administrative side, I’m sure.”
I voted for the proposition because it was the lesser of two evils. Were the bond to be denied, the district would have leased the same number of buses, and the tax burden would have been higher. We could not tell the district administration to find the money elsewhere, but only how much they could remove from our pockets. I expect the district to retire the oldest buses, those with less efficient engines and which generate more pollutants, and replace them with the new equipment. But I wouldn’t be surprised if they don’t.
If the citizens do not want to support a large fleet of buses, then school buildings need to be built near the students, and the towns must be laid out so that the children can safely walk to school.