A Washington Post story reported in January the following:
- For the first time in at least 50 years, a majority of U.S. public school students come from low-income families, according to a new analysis of 2013 federal data, a statistic that has profound implications for the nation.
The article goes on to say:
- It also means that education policy, funding decisions and classroom instruction must adapt to the needy children who arrive at school each day.
Today was the Funding Student Success Working Group meeting at Baltz Elementary School.There were 13 committee members present and 2 members of the public.
Most think that Delaware’s Unit funding system is functional but lacks the necessary funding for Spec. Ed Basic Students kindergarten through 3rd grades, funding for English Language Learners (ELL) and students of poverty. Our system is primarily based on a unit system with some weighted funding for Special Education students, Basic 4th – 12th grades, Intensive K – 12th grades and Complex K – 12th grades, see § 1703 Unit of pupils.
The committee handed out an Analysis of Funding for Poverty Units which provided 10% to 15% of additional units based on a weighted % of poverty in a Red Clay. The group discussed adding bands to the analysis. For example: if a school had 60% of low income students they would receive a higher weighted percentage than a school that had 20% of low income students. They are looking at whether to focus on grade level poverty or focus on schools that have a higher concentration of low income students.
- They are going to put together an additional analysis for Christina School District.
- Connect with the other WEIC sub-committees and coordinate to see what other state agencies could provide to schools with high numbers of low income students.
- Have IPA look at best practices of weighted funding formulas for ELL and low income students.