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Calhoun Superintendent of Schools Timothy L. Woodward is appealing to
to officials that the state's school funding formula has left Calhoun behind, with an enrollment of slightly over 1,000 students, unable to provide basic education for Calhoun children.
Woodward says he is trying to speak before the Education Finance Committee of the West Virginia legislature.
Delegate Roger Hanshaw
Room 229E, Building 1
State Capitol Complex
Charleston, WV 25305
Dear Delegate Hanshaw,
The purpose of this letter is to follow-up our conversation on May 20, 2015 concerning the West Virginia School Aid Formula. As I stated to you during that meeting it is my belief that the law requires this formula to be changed in a manner that creates more equity among rural and urban school systems.
As I am sure you are aware Article XII of the Constitution of West Virginia states that, "Education is a fundamental right in this state" (Keith D. v. Ball). Further, I want to explain in more detail the reasons many of the eight elements of the definitions that determine equity in education are far from being attainable with the current funding formula. Therefore, it is my belief that the formula must be changed because it is, in fact, unconstitutional.
The WV Constitution lists eight key fundamental definitions. These are statements that must be met in every system to ensure that every child is receiving his or her right to an education.
The following are the eight criterion in which the Constitution of West Virginia holds true as the efficacy of meeting this definition: (1) Literacy, (2) Ability to add, subtract, multiply, and divide numbers, (3) Knowledge of government that will allow each child the basic knowledge needed to make informed decisions in order to participate in his or her own government, (4) Self Knowledge and Knowledge of his or her own environment in order that a child may make an informed decision to intelligently choose his or her life's work (5) Work training and Advanced Academic Training, (6) recreational pursuits, (7) interest in all creative arts such as music, theatre, literature, and the visual arts, (8), Social Ethics, both behavioral and abstract so as a child will know how to interact in collaborative way with his or her peers.
It is essential to note that implied in the definition of a fundamental education is support services. Support services includes (1) good facilities, and instructional materials and personnel (2) careful state and local supervision to prevent waste and to monitor pupil, teacher and administrative competency. It is clear that an argument can be made that the funding formula in its current state does not allow for equity among and any of the 8 criteria or the definitions implied within. However, it is my feeling that there are areas that these inequities are seen more plainly than others.
It is essential to begin this discussion with what I feel is the absolute most fundamental to an equitable education and that is personnel.
As you are aware the formula we currently use relies heavily on the changes in student population in Pocahontas County. Since it is the most sparsely populated over the largest amount of square miles, their changes in student enrollment have a direct impact on the other eight counties that are below the 1400 student population threshold.
Since Pocahontas is the most sparsely populated over the largest amount of square miles the decision was made in the 1989 adoption of the funding formula that Pocahontas would always be funded as though they had 1400 students.
The remaining counties that do not have 1400 students are funded at a percentage lesser than Pocahontas based on their sparse population.
While I do not claim to be an expert on how this formula works mathematically, I can attest to how it does not work academically. For example, data shows that the Pocahontas student population declined by approximately 38 students. This takes Pocahontas County's actual student in enrollment to 1074 students. However, their funding continues to calculate as though they have 1400 students.
Their net change in state funding as it pertains to student population is a net change of $0.00. Calhoun County on the other hand, had a decline of only three students, but are funded for ten less students than the prior year which correlates to a net change in funding of (170,000) unrestricted state aid.
Another example of how the current formula affects state aid to counties would be Tucker County. Tucker had a reduction in actual student enrollment of only five students. Tucker was funded as though they had a reduction of 8 students which correlated into a (225,000) reduction in unrestricted state aid.
The problems here are obvious. The population in Pocahontas County has a direct impact on the funding of other counties. Around 85% of our state aid is salaries and related personnel cost. Therefore, as Pocahontas loses students Calhoun County lose teachers and other related personnel.
Again, the Constitution of West Virginia is clear that fundamental to a quality education is support services which includes personnel, facilities, and instructional materials. This formula creates a system where larger counties can provide more personnel, better student to teacher ratios, better salaries to recruit better instructors, and a large variety of other essential components to an equitable education.
One of these inequities created by this current formula is a student's opportunities in Advanced Academic Training. While students in rural counties do well academically, the opportunities they are afforded fall short in comparison to more urban counties. The Constitution of West Virginia clearly states that an equitable education means all students are afforded the right to have advanced academic training.
While students in rural counties may have the opportunity to seek advanced academic training in two or three courses, counties that are better funded can offer double these opportunities. This affects rural students in multiple ways. First, the competition to get into higher education is strong. The more advanced academic training a student has the more likely he or she is to receive slots in institutions of higher learning. Also, this rule holds true when competing for academic scholarships and awards. Finally, the higher the academic training of a student, the more likely a student is to transition in higher education without needed remediation at the university level. The funding formula in its current form does not allow rural counties to have the personnel to offer these advanced academic opportunities.
Good facilities are essential to a fair and equitable education. Good facilities does not just include the construction of new buildings but the preventative maintenance of the current facilities.
It requires the infrastructure to upgrade to a level of technology that is required in a twenty first century academic nation and world. Rural counties cannot meet this growing demand. There are times in Calhoun County where air conditioning units cannot operate due to mechanical failures that must be put on hold to be repaired due to financial constraints. Temperatures in the different seasons are often maintained at a level that is not optimum for student learning in order to meet the financial requirements of utility fees. Usable technology placed in the hands of students in rural counties, is not sufficient to meet the demands of the technological world. This is not just due to the lack of funds to buy the technology but the inability to upgrade the infrastructure to support that technology.
Facilities also encompass transportation issues. Maintaining a bus fleet is essential to an equitable education. There have been times during this school year that Calhoun County has had to borrow buses from neighboring counties because we do not have enough working and safe buses to transport our students to school. The demands of buying bus parts and pieces overtake rural counties. Further, having enough support personnel to maintain this fleet is not possible under the current structure of the funding formula. In order for a child to have an equitable education they must be able to attend school. The ability of parents to transport student in a county where the low socioeconomic status tops 70% of the county is difficult if not impossible.
Finally, the Constitution requires that children have a well-rounded education. The focus of every school system should be on educating the whole child. Evidence is sound in the fact that a young adult who enters the work force with great knowledge but an inability to perform as a member of a team, is not as successful or as valuable as an employee.
One of the many ways we focus on building this whole child, in education, is the use of extra-curricular activities. These activities include band, choir, FFA, Athletics, and various clubs and teams. We know these activities give children a hands-on laboratory that we cannot always simulate in the classroom.
Rural counties across the state continue to lose the ability to offer these opportunities. I have worked in two counties below the "Pocahontas line". In both cases I saw the Arts programs hit the hardest. Children did not have the opportunity to begin art, chorus, and other valuable learning labs that is available in more urban counties. We were unable to sufficiently give the teaching and learning to those students who excelled in these areas because we simply could not afford to hire a teacher. This extra personnel would put us outside the budgetary constraints of the funding formula in its current state. Rural counties continue to lose band and choral programs especially at the early childhood level, which is the most critical time in a child's educational development.
While athletics at times bring a negative connotation to many; those of us in education see the benefits. There are many cases where it is athletics that maintains a child's interest in school and prevent higher drop-out rates. It provides a lab where children learn the meaning of team work, handling controversial moments, and communication. It builds culture and climate in the entire school and community.
It is the one area where we see the greatest participation from our community. Many of us who are in leadership in rural counties have cut or are considering cutting athletics at some level. Because of the $170,000 reduction in the funding formula this year, cutting athletic programs is on the table for consideration for myself and the board. This will have a most drastic impact on the community, but more importantly on the children which rely on these programs for their identity, sense of family, and motivation.
The examples of the negative impact the funding formula currently has on rural school systems are numerous. I could continue to demonstrate others that I personally see on a daily basis as the Superintendent of Calhoun County Schools. It simply does not meet the definition of "Education is a fundamental Right of Every child." There are solutions that I know we as educators and legislators can work together as a team to put into place. The children of West Virginia are the future of West Virginia. However, every child requires special skills, higher academic achievement, social skills, and facilities and infrastructure that support the fundamental needs. We know from statistical data from the State CFO that in order for counties to provide teachers and children with the same opportunities every county has to be funded as though they have 1,400 pupils. Those that fall below that expenditure level are not receiving the opportunities of other children.
I would be most pleased to work hand in hand with members of the legislators in any way I can to begin to look for solutions to our problems. Education is a fundamental concern for all of us involved. We are products of the educational foundation which we had access to, and I ask that you help me to make certain that all children in West Virginia have those same experiences.
Sincerely,
Timothy L. Woodward
Superintendent
Calhoun County Schools
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