The mighty testing juggernaut

“There’s an old saying that weighing a cow doesn’t make it fatter. When it comes to educational testing in Pennsylvania, however, Gov. Corbett may beg to differ. His proposed 2012-13 budget calls for a 43 percent increase in funding for educational assessments, to $52 million, even as it keeps school funding generally flat and cuts spending on state-related universities.

The timing of this increase is interesting. Last year, a forensic audit of the 2009 state exams flagged 38 school districts and 10 charter schools for possible cheating; nearly half of them are still under investigation. This prompted state Education Secretary Ron Tomalis to order audits of the 2010 and 2011 tests and to require the Philadelphia School District, which had 28 schools flagged for suspicious results, to conduct an internal investigation. . . .”

This is an excerpt from my commentary in today’s Philadelphia Inquirer, “The mighty testing juggernaut.”  Please click here to read the entire article.  You can respond or provide feedback by clicking on the comment button below.

Thanks for reading.

–Christopher Paslay

Ending the Myth that U.S. Spends More on Incarceration than Education

by Christopher Paslay

Have you heard the news?  America spends more money on locking-up its citizens than on educating them.  The NAACP’s recent report, “Misplaced Priorities: Over Incarcerate, Under Educate” makes this assertion.  It examines incarceration and education data in six cities, Philadelphia being one of them (click here to read the report).     

My wife, who does clinical counseling for the Philadelphia Prison System, has made this very claim herself.

Hey Chris, she said the other night at the dinner table, did you know that the state spends more money on prisons than on schools?

The idea that Pennsylvania invests more in its jails than in its classrooms is quite alarming.  The only problem is, of course, is that it’s not true.      

An actual look at state financial data reveals that in 2010, Pennsylvania spent 10 times more on education than on prisons.  Ten times more.  According to PA’s 2010-11 Enacted Budget, the Commonwealth spent $1.6 billion on Corrections (which included General Government Operations, Inmate Medical Care, Inmate Education and Training, and State Correctional Institutions), as opposed to $10.1 billion on Education. 

For the record, in 2010-11, PA spent $4.8 billion on Basic Education Funding; another $1 billion on Special Education; $318 million on Penn State University; $214 Million on community colleges; $164 million on Temple University; $160 million on the University of Pittsburgh; plus another $3.6 billion on 75 other educational programs and interventions, such as state libraries, teacher professional development, adult and family literacy, school food services, Head Start, and youth development centers, just to name a few.  

This is just at the state level.  At the local level in 2010, the city of Philadelphia spent 12 times more on schools than jails—$239 million on prisons and $3.2 billion on education.  This ratio is consistent in most cities and states across America.    

But these actual numbers aren’t being reported.  The Philadelphia Inquirer’s recent story headlined “NAACP blasts U.S. trend for spending more on incarceration than education” opened with the following line: “In his 1984 presidential run, the Rev. Jesse Jackson took issue with the nation’s priorities—spending ever more money on imprisoning people than on educating them.”

Both Jackson and the NAACP might want to open the books and take a better look at city and state budgets before suggesting America is scrimping on education.  I say this, of course, as a dedicated Philadelphia public schoolteacher who knows firsthand the value of education. 

America should continue to invest in education, and it must continue to finance those high poverty urban districts most in need; schools are indeed a beacon light of hope for many communities.

Those communities that take advantage of their schools, that is.  Tragically, about 40 percent of Philadelphia public school students pass up a multitude of programs and learning opportunities by dropping out of school every year.  This is a common trend in urban districts throughout the nation. 

Which further weakens the NAACP’s argument that America doesn’t have its priorities straight.  Our nation, in fact, does care about school.  Unfortunately, the same can’t be said of many urban communities; the fact that only 30 percent of Philadelphia public schoolchildren eligible for free breakfasts are currently taking advantage of them is a case in point.

Instead of Jackson and the NAACP railing against the system, as they do so often, a bigger effort must be made to make education a priority in urban areas.  Granted, unemployment, institutional racism and a general feeling of hopelessness undoubtedly plague many blighted neighborhoods, but we can still strive to instill in the poor and disenfranchised core values and principles that ultimately transcend skin color and politics; and organizations such as the NAACP should be leading the charge.

Funding for incarceration might be on the rise in the U.S., but what about the deterioration of family values?  The NAACP might want to address the startling statistics reported in the Educational Testing Service’s 2007 policy report titled “The Family: America’s Smallest School,” authored by Paul E. Barton and Richard J. Coley, which found that 44 percent of births to U.S. women under age 30 are out-of-wedlock; that only 35 percent of Black children live with two parents; that 59 percent of Black eight-graders spend at least four hours watching television a day; and that 20 percent of American schoolchildren misses three or more school days a month.

The reality is, education can’t work if communities don’t invest their own time and take advantage of interventions.  While America should continue to fund public schools, our country must take an honest look at its own attitude toward education, and develop a national resolve to better generate a culture of learning.