It’s April which means Fairfax County is now coming to the end of the annual school
budget fight civil discussion of priorities between the school district (formerly known as both the overly-large school district and my employer) and the county Board of Supervisors.
The continuing conflict that usually comes to a temporary resolutionÂ every May arises because our local school board has no authority to raise it’s own local money. They get some funding directly from the state and from federal government programs, but most of their budget comes the Fairfax County Board of Supervisors (in something known as the “transfer”).
Early in the budgeting process, the school superintendent starts by laying out the district’s “increasing needs”, tossing out some numbers that will make everything run smoothly, and warning about the programs that couldÂ be cut or canceled without full funding. Soon after the supervisors, working totally independently, announce how much money they can afford transfer to the district (and accuse the superintendent of being irrational).
After a couple of months of back and forth, the school board ignores the supervisors and puts together a budget for the next year based on those “needs” and other priorities. Of course, the amounts don’t match (in the past five years, I don’t remember themÂ even being close) and both sides ramp up the hype.
School supporters take to local news media and social network channels, attempting to build community pressure on the Board to increase their figure. The superintendent talks about larger class sizes and diminished programs (sometimes even threatening to take away the Friday night gladiator matches, aka high school football), which she says will lead to a mediocre education for the kids.
On the other side, Board members make a lot of pronouncements about the county coffers being empty with nothing more to give, and lecturing school administrators on the concept of living within their means (file that under the heading: do as I say, not as I do).
Both sides are right to some degree. And are also full of crap.
The community in which we live is one of the richest in the nation (second or third depending on who you ask). At the same time, the vast majority of people living here don’t have kids in school and so have no direct interest in one side of the fight. Which means the two top priorities, for most residents as well as most Board members, are keeping taxes as low as possible and keeping the value of their property as high as possible.1
Those Board members know very well that raising taxes – any taxes – is likely to cost them their job; at least attract a very strong challenge to unseat them. And, since we already have “good” schools, at least according to the usual statistical measures, the perceived corrolation between that and property values is already assured. At least until the next election. All is good here in Lake Wobegon.
On the superintendent’s side of things, the school population continues to grow at around 4000 to 5000 students each year. And increasing numbers of students in the system are non English speakers, qualify for low income benefits, or require special education services (or combinations of those categories), all of which add to the cost of running the district. Add in the pressures of providing decent pay and the increasing cost of benefits and you get a lot of upward pressures on increasingly tight budgets.
However, even if the school board got all the funds they asked for, the money is largely paying for very conventional educational programs. Although the superintendent promises “innovation”, preparing “global citizens”, and “creative” solutions to the system’s problems, her plans include very little change in the basic structure of the school process – curriculum, instructional practice, standardized test-based student assessment. Nothing different from what it was in more flush times ten years ago.
School administrators and the politicians who allocate the funding for them should be working together to find alternatives to the way things have always been done. Are there alternative models of “school” that work better for kids with differing interests and skills? Are there alternatives to property taxes that make paying for an educated society more reliable and equitable? Can we make schools more valuable than just supporting property values to the general public? Maybe by integrating schools with those communities in ways that benefit even those who have no children in the system?
I don’t have all the answers but it doesn’t seem as if either side in this debate is even asking the questions.
Instead we have school leaders fighting to fully fund the status quo in an education system that is still riding its successes from twenty years ago 2. And community leaders who are satisfied with schools that are “good enough”, as long as the property tax stays the same, and the Friday night football game starts on time.