mayoral challenge

Education candidate Josh Thompson challenging de Blasio with long-shot bid for mayor

PHOTO: Courtesy Photo
Josh Thompson, 31, is seeking the Democratic nomination for New York City mayor.

As a teen with an unstable home, Josh Thompson says a private school helped save his life. Now, he wants to make sure more kids have the same opportunity.

Thompson, 31, is seeking the Democratic nomination for New York City mayor. He joins a growing list of long-shot candidates lining up to challenge incumbent Bill de Blasio in the September 2017 primary.

Thompson supports school vouchers, charter schools and merit pay for educators — all contentious issues in New York City, where the teachers union is famously strong. He says he admires former New York City schools Chancellor Joel Klein, who worked with Mayor Michael Bloomberg to overhaul school accountability, but Thompson suggested he wouldn’t go out of his way to antagonize the unions.

“You take what works and you expand it — whether that is vouchers, whether that is a traditional public school,” he said. “We have the resources, we have the buildings and we have the innovation. It’s tapping into those things.”

A top official at New Leaders — a national education nonprofit that trains principals and other school officials — Thompson previously worked for the mayors of Washington, D.C. and Bridgeport, Conn.

He got his first taste of politics as a volunteer for Cory Booker’s mayoral campaign in Newark and considers Booker, now a U.S. senator, a mentor.

Thompson’s support for school vouchers can be traced back to his experience at Saint Benedict’s Preparatory, an all-boys Catholic school in Newark that he credits with turning around his life. Born in North Carolina, Thompson said he spent much of his childhood bouncing around the country as his mother tried to make ends meet. St. Benedict’s, nationally recognized for its work with inner-city youth, offered him housing and picked up the tuition bill.

Thompson wants other low-income students to have access to schools like his, though he’s likely to face obstacles if he tries to launch a voucher program in New York City. If necessary, Thompson said he would create a private fund with the hope of tripling the number of low-income students attending private schools.

“Most of us want choice for everything we do in life,” he said in an interview with Chalkbeat. “But when it comes to black and brown children and inner city education, we lose our backbone when it comes to choice.”

Thompson is also challenging the mayor on charter schools. While de Blasio must, by law, accommodate new charter schools within district school buildings or pay their rent, Thompson and others have accused the mayor of dragging his feet when it comes to making such decisions.

Thompson said de Blasio often waits “until the shot clock goes off” to accommodate charter school co-locations, and that, if elected, he would streamline the process.

Thompson also advocates for incentive pay for educators and more power for principals, concepts Mayor Bloomberg also supported.

New York City has already dabbled in both vouchers and merit pay; research showed that neither venture paid off as hoped. In both cases, student achievement failed to significantly improve.

As of July, Thompson’s campaign was about $23,000 in debt, though he said a new round of campaign finance reports due in January will show significant fundraising. The July report showed many small donations, with contributions from education reform advocates and individuals affiliated with charter school networks such as Achievement First, where his wife, Julia, is the founding dean of a Brooklyn charter school.

Jamaal Bowman, an outspoken principal in the Bronx, gave a $15 donation. He said he plans on giving to other candidates, too, but praised Thompson as “a supporter of public schools.”

“I believe he has a whole-child view of education. He’s not looking at a one-size-fits-all approach,” Bowman said.

De Blasio’s approval ratings slid last spring and summer amid investigations into his fundraising tactics, and they remain mediocre. But the mayor has tallied more than $2 million for his reelection bid and recently scored the early endorsements of some city council members and labor unions.

Though the United Federation of Teachers has yet to officially endorse a candidate, former president Randi Weingarten, now head of the American Federation of Teachers, is reportedly planning a fundraiser for de Blasio in January.

Chalkbeat reporter Monica Disare contributed to this report. 

Clarification (Dec. 21, 2016): This story has been updated to reflect that Thompson said the next round of campaign reports will show significant fundraising.

Colorado Votes 2018

Amendment 73: Understanding the tax increase for education on your Colorado ballot

PHOTO: Erica Meltzer/Chalkbeat
Thousands of Colorado teachers protested for more education funding in April. What will voters say in November?

Colorado voters face an important education decision this November: whether to approve a major statewide tax increase for schools. This request represents the third time in recent years that Colorado voters have been asked to put more money into schools.

The last two times, they gave a resounding no. Amendment 73 comes on the heels of teacher protests here and around the nation that have raised awareness of low pay and other unmet classroom needs.

Proponents of the measure say Colorado schools can’t keep doing more with less and need new revenue to do right by students. Opponents say that raising taxes will hurt the state’s economic prosperity without necessarily improving student outcomes.

Here’s what you need to know to make a decision:

What does Amendment 73 do?

This measure would create a graduated income tax for people earning more than $150,000 a year and would raise the state corporate tax rate. It also would change the assessment rate — the portion of your property value that is taxed — for commercial and residential property.

Altogether, these changes are projected to raise an additional $1.6 billion a year for preschool through 12th-grade education. That’s in addition to the roughly $9.7 billion in federal, state, and local money that Colorado will spend this year on schools.

The amendment raises the base amount Colorado is required to spend on each student, and it also dedicates money to preschool spots, full-day kindergarten, students with disabilities, those learning English, and those identified as gifted and talented.

Why is this on the ballot?

Colorado’s Taxpayer’s Bill of Rights requires that all tax increases be approved by voters. As for this particular tax increase, Colorado funds its schools below the national average, and since the Great Recession, state lawmakers have diverted to other areas billions of dollars constitutionally due to education.

Proponents of the measure believe the only way to adequately fund Colorado schools is to tap into an additional revenue source, like these tax increases.

Opponents counter that administrative spending has grown faster than student population and teacher salaries, and that the state and school districts could free up money for classrooms by setting new priorities.

I see amendments and propositions on my ballot. What’s the difference?

Propositions become laws and can be changed by the legislature. Amendments become part of the state constitution and can only be changed by another vote of the people. Amendments need the approval of 55 percent of voters to pass, a higher bar than propositions that only require a simple majority.

How will the money be spent? What guarantees do we have that it will reach the classroom?

Amendment 73 requires that new money “supplement and not supplant” existing funding. That means the legislature cannot redirect current spending on education and replace it with this new funding source. The amendment says the legislature should adopt a new formula for distributing money to districts that takes into account student and district characteristics, but it doesn’t lay out exactly what that should look like.

In the meantime, Amendment 73 describes specific uses for $866 million in new revenue:

  • Base spending per student will go up from $6,769 to $7,300, a 7.8 percent increase
  • Funding for full-day kindergarten. Right now, districts get a little more than half a student’s worth of funding for each kindergarten student.
  • An 8.3 percent increase for preschoool, bringing the total to $131 million
  • A 6.8 percent increase for special education, bringing the total to $296.1 million
  • An 80 percent increase for gifted and talented programs, bringing the total to $22.5 million
  • A 93 percent increase for English language learners, bringing the total to $41.6 million

The extra money that districts currently receive for students with disabilities, those learning English and those identified as gifted accounts for a fraction of the additional cost of educating them, particularly in the case of students with more significant disabilities. Districts have to use tracking codes to account for this money and ensure it goes to its intended purpose. In some districts, additional money might translate into better services for these students, while others might use the additional dedicated funding to free up other money.

That leaves $738.6 million that can be spent on public education as determined by the legislature. Once that money lands in school district coffers, they have broad discretion over how to spend it. This is by design and part of an effort to get buy-in from around the state. Many school boards have passed non-binding resolutions promising to spend the money on teacher pay, more mental health supports for students, and lower class sizes.

In turn, opponents have criticized the lack of specificity as a blank check that won’t necessarily increase teacher salaries or improve student outcomes.

A recent analysis from EdChoice found that since 1992, teacher salaries in Colorado had fallen even as per-student funding and the number of administrators had increased. Colorado Department of Education records show that instructional staff — teachers, counselors, speech language pathologists, school nurses — increased by 14 percent between 2006 and 2016 while administrative staff increased by 34 percent. School administrators argue these positions are necessary to support the work that teachers do and keep districts in compliance with a host of new state and federal regulations. In smaller districts, administrators often wear multiple hats. When we ask teachers about this issue, some of them share the concern that too much money gets spent on central administration, even as they also believe schools need more money overall

You can look up how much your district spends here.

What does it mean when people say Colorado schools are ‘underfunded’? Compared to what? How underfunded?

There are several different ways to look at this. The National Education Association, the country’s largest teachers union, ranks Colorado 28th in per pupil spending when state, local, and federal money is combined and puts Colorado about $758 per student below the national average. Education Week does a more complex ranking that takes into account regional cost differences and puts Colorado nearly $2,800 below the national average. Colorado teacher salaries are among the least competitive in the nation, making it hard to recruit and retain educators. More than 100 of Colorado’s 178 school districts operate on four-day weeks.

Back in 2000, after previous years of budget cuts, Colorado voters passed a constitutional amendment that requires school funding to increase by population plus inflation. But starting with the Great Recession, Colorado lawmakers have not allocated all the money required by that amendment. Over the past 10 years, Colorado schools have missed out on $7.5 billion the law requires them to receive. The courts have upheld this budget maneuver. Money from Amendment 73 could not be reallocated during the next downturn, protecting schools but potentially creating other budget problems for the state.

Colorado also gets low marks on equity. Colorado spends much less money on education than most states with similar levels of wealth and economic activity. Per-student spending varies widely around the state, with rich districts often getting more state money than poor ones. Some districts have convinced voters to approve local property tax increases, while other have not — or have such low tax bases that voters would need to take on large increases to generate much benefit. The additional funding from these local tax increases varies from $32 to $5,024 per student.

Amendment 73 wouldn’t change these structural problems with school funding. It would give state lawmakers more money with which to level the playing field. Right now, sending more money to some districts would require reducing funding to others, creating a political minefield.

Will I pay more in income taxes if Amendment 73 passes?

People who earn up to $150,000 a year will keep paying the same 4.63 percent state income tax rate they do now. Those earning more will pay a sliding increase starting at 5 percent for income from $150,001 to $200,000 up to 8.25 percent for income over $500,000. Someone with taxable income of $200,000 would pay an extra $185 a year, while someone with $1 million in taxable income would pay an extra $24,395, according to a fiscal analysis by the state.

The increases will affect about 8 percent of individual and joint income tax filers. Amendment 73 does not include a provision to adjust the income threshold for inflation, so it’s possible that more taxpayers will pay these higher rates in the future.

This change would generate most of the new revenue under Amendment 73.

What’s the effect on corporate taxes?

Amendment 73 would raise the corporate income tax rate from 4.63 percent to 6 percent. You can see how that compares to other states’ corporate income tax rates here. The average corporate income taxpayer would owe an additional $14,139, according to state fiscal analysts.

Would Amendment 73 raise my property taxes?

This is a complicated question. Amendment 73 does not raise property tax rates anywhere in the state. But if it passes, residential property owners will pay more in 2019 than they otherwise would have, while owners of non-residential property will pay less.

Amendment 73 fixes the assessment rate at 7 percent for residential and 24 percent for non-residential property. That’s lower than it is now, but other constitutional provisions would have pushed the residential rate even lower in 2019. 

Exactly how much more or less you pay will depend on your property value, real estate trends in your community, and local tax rates.

This represents a partial fix to a complicated fiscal problem that has bedeviled Colorado lawmakers and the administrators of rural taxing entities — school districts, fire protection districts, and others — for years.

In Colorado, your property is assessed at close to market value, but your local tax rate only applies to a portion of that value. That’s the assessment rate. Another constitutional provision known as the Gallagher Amendment ensures that non-residential property owners always pay a larger share of property taxes than homeowners. Since 1982, when the Gallagher Amendment was approved by voters, property values along Colorado’s developed Front Range have skyrocketed, putting the assessment ratios between residential and other property seriously out of whack. Those ratios apply statewide, and many rural communities have seen their already sparse tax base hollowed out.

In the case of schools, that’s meant the state government has had to backfill more and more money that used to be generated by local taxes. Amendment 73 includes a provision to hold the assessment rates steady just for schools for two reasons. One is that it provides property tax relief to ranchers and farmers, which the measure’s backers hope bolsters support in parts of the state that are traditionally more hostile to tax increases. The other is that it ensures the new tax revenue generated by the amendment doesn’t just backfill an ever-deepening hole in rural districts.

Residential assessment rates will continue to drop for other taxing entities, creating an even more complex system, unless the state succeeds in a more comprehensive Gallagher fix.

Don’t schools get a lot of marijuana money already?

The bulk of marijuana tax revenue for education goes to a program that helps schools pay for buildings and construction repairs. Districts apply and compete for grant money from the program, and in most cases have to put up some portion of the project’s cost. 

Starting this year, 12.59 percent of marijuana tax revenue is also set aside for the regular education budget. That’s about $20 million a year at current rates. Marijuana money is also set aside for various grant programs including one that schools can use to help pay for health professionals such as counselors or nurses. As the state collects more marijuana revenue, the amounts set aside for the grant programs has increased.

However, the marijuana money available to schools represents a tiny fraction of total education spending, and most of it can’t be spent on basic needs like teacher salaries or classroom materials.

 

Why not Michigan?

As Michigan’s poorest 4-year-olds wait for classroom seats, free pre-K for all kids seems elusive

PHOTO: Christina Veiga
All New York City four year-olds — including these kids who attend school is in the city's education department headquarters — are guaranteed a spot in a city-funded pre-K. In Michigan, far fewer students have access to free preschool.

Michigan is the home to America’s most famous study on the benefits of early childhood education.

But when it comes to providing free prekindergarten for all children, other states and cities are leading the way.

Vermont, Florida, Washington, and the District of Columbia have public programs for all 4-year-olds, regardless of income. Seven more states have greatly expanded their pre-K programs, too, including Wisconsin, where free voluntary pre-K is in the state’s 1848 constitution.

But not Michigan. Not yet, at least.

The pioneering Perry Preschool Study began in Ypsilanti in 1962 and followed 123 study participants starting at age 3 through the age of 40. Among the study’s  findings: Those who went to pre-K were more likely to graduate from high school and less likely to repeat grades. They were also less likely to use drugs or commit crimes.

As they grew older, they were more likely to be employed and to have stable homes, savings accounts, significantly higher incomes, and report good relations with their families.

Skills such as cooperative play lay the groundwork for children to get along with others. In addition, learning to use fine motor skills and mastering shapes, colors, numbers, and the alphabet, contribute to future growth.

Further research has underscored the worth of pre-K, making it a rare realm of bipartisan support. In fact, funding for early childhood education has risen under the past three governors.

“I’ve been around long enough to see Democrats and Republicans in office, and early childhood education continues to be on the radar as a positive,” said Lena Montgomery, director of the Wayne County branch of the Great Start Readiness Program, a state funded initiative for 4-year-olds from low-income families.

But even though the governor’s own 21st Century Education Commission recommended that Michigan expand pre-K with $390 million in new investment, he chose instead to further study the impact of Great Start. In his most recent budget, he allocated $300,000 to do that research, and kept spending for Great Start flat at $245.6 million.

Momentum toward providing publicly funded pre-K, often called universal preschool, has been slowed by cost, teacher shortages, and family resistance, advocates say. They also note that there is no incentive for different institutions to pool their money to pay for a more comprehensive pre-K program in the state.  

Other states and cities have navigated similar challenges. But Michigan families face a patchwork of options. They may keep young children at home, pay for private childcare or pre-K, or, if they meet income or disability requirements, they can enroll them in Great Start or federally funded Head Start. Both are designed to support vulnerable children, including families with low-incomes.

But there aren’t enough seats, even for every child in need. Great Start’s Montgomery said she has 27 programs with qualified families on wait lists. It’s common, she said, for policymakers to say they support children. But some families are still falling into the gaps because more money is needed, she said.

About 133,000 Michigan children are not enrolled in any early childhood program.

Half of Wayne County’s 3- and 4-year-olds are enrolled in various pre-K programs, said Iheoma Iruka of Highscope, though she added that “we can’t vouch for the quality of these programs.”

The education plan of Gretchen Whitmer, the Democratic nominee for governor, advocates for a universal program that expands Great Start until all 4-year-olds are eligible, similar to what the 21st Century Education Commission recommended. It would be paid for, according to her campaign staff, with anticipated increases in the School Aid Fund, which is mostly made up of sales, income, and property taxes. It would also use tax revenue from, among other things, the marijuana ballot initiative that’s expected to pass in November. Tax hikes shouldn’t be necessary, her staff said.

Bill Schuette, the Republican nominee, has an education plan that emphasizes third-grade literacy over pre-K. It mentions need-based transportation scholarships for preschoolers, and he said in a recent interview that universal pre-K was an option that he’d consider.

Hope Starts Here, the $50 million initiative created by the Kellogg and Kresge foundations to improve Detroit’s early childhood systems, has a number of suggestions to pay for universal pre-K. Among them: a dedicated tax proposal, a local sales tax on alcohol, coordinated philanthropic and corporate giving, and leveraging all federal grant money.

States and cities around the nation have experimented with other strategies. Georgia tied pre-K funding to the state lottery. New York City’s new universal program for all 3- and 4-year-olds comes from a mix of city, state and federal funding. Oklahoma, a pioneer in the field, discovered that school districts with half-day kindergartens were receiving state money meant for full-day programs. Lawmakers reformed the state aid formula so that those resources went into pre-K. (The districts had been spending the extra money on sports.)

Others have expanded access by combining different sources of money. North Carolina integrated pre-K with its K-12 schools and contributed part of the Title 1 money that’s allocated to school districts. Chicago is moving toward universal pre-K with a mix of state and district budget increases, and block grants. Washington, D.C. blends Head Start and local funding into its education formula.

A pilot model for blended funding in Michigan can be found in Flint, where the state’s only Educare program is based on the grounds of a former elementary school. The national Educare Early Learning Network draws from multiple revenue sources, including federal, state, and philanthropic dollars.

But regardless of where the money is coming from, opportunities to expand pre-K programs may be missed because of the statewide teacher shortage. In addition,  salaries are not as high as they are in K-12 schools. The median salary for Head Start teachers is $27,613, and for lead Great Start teachers, $37,440, according to a statewide advocacy organization.

To recruit and retain more teachers at all levels, including pre-K,  a new public-private initiative called Teach 313 launched in Detroit in August. Other places facing shortages or high turnover for its preschool teachers have turned to Teach for America to fill gaps, or provided scholarships for early childhood educators to obtain degrees that would raise their wages.

But before Michigan can explore other strategies and expand into universal pre-K, it needs to make the program it already has available to more families.

If you ask Montgomery from Great Start about her wish list, it begins with providing pre-K to all the children who are sitting on waitlists.

“It would be wonderful to to say to parents, ‘We have a spot for your child,’” Montgomery said. “ ‘You don’t have to wait for someone to drop out or leave.’ It would be wonderful to say to the people who want to run programs, or to expand their programs in their communities, ‘We have the funds for you set up and run a high quality program.’ ”