PreK-12 Education

Released October 10, 2017

On Thursday, August 31, 2017, the people of Illinois woke up in the state that had the worst—as in least equitable—K-12 public education funding formula in the country. That night they went to bed in the state that had the best.

Released August 14, 2017

While the Illinois Senate voted on Sunday to override the Governor's amendatory veto (AV) of SB1, the Evidence-Based Model for education funding reform, a new CTBA analysis has identified at least six aspects of the AV that would each threaten the ability of Illinois school districts to reach ade

Released August 7, 2017

CTBA analysis shows that school districts around the state would see their funding threatened by Governor Bruce Rauner's amendatory veto of Senate Bill 1, the Evidence Based Model for School Funding Reform.

Released June 30, 2017

This report analyzes some of the major differences between SB1, the "Evidence-Based Funding for Student Success Act" that passed both chambers of the General Assembly; and SB1124, an alternative education funding reform bill sponsored by Senator Jason Barickman.

Released June 23, 2017

Governor Bruce Rauner has made a property tax freeze a centerpiece of his demands for a full state budget, and the Illinois Senate passed a bill (SB484) that would enact a two-year freeze in May.

Released June 23, 2017

Every school district in Illinois except for the Chicago Public Schools has its teacher pension payments made by the state as a consolidated payment to the Teachers Retirement System.

Released June 20, 2017

The Evidence-Based Funding for Student Success Act, or Senate Bill (SB) 1, was approved by the Illinois General Assembly on June 11, 2017.

Released July 13, 2016

To address both its inadequate and inequitable approach to school funding, Illinois should move to a funding system based on the Evidenced Based Model. Designed to identify the level of funding needed to deliver an adequate education to every student in a state and sensitive to each child’s needs, the Evidenced Based Model ensures that the distribution of education funding is equitable, and accounts for the cost of overcoming “at risk” factors.

The Evidenced Based Model determines per-pupil expenditures by identifying how much research-based “best practices” cost, given a state’s overall and regional labor market and other cost factors. Finally, the Evidenced Based Model identifies and costs-out those educational practices which the research shows to boost student achievement.

Released April 16, 2015

Recently, a number of states and cities across America have incorporated elements of school choice into their education systems in the hopes of improving student achievement. Starting in 2011 and expanded in 2013, Indiana joined this movement by enacting three bills—House Enrolled Act (HEA) 1001, HEA 1002 and HEA 1003—which, when taken together, create one of the more comprehensive school choice programs in the nation (collectively the “Indiana Choice Legislation”).  At its core, the Indiana Choice Legislation utilizes public tax dollars to subsidize school choice. These subsidies come in the form of vouchers, state income tax deductions and state income tax credits.

Indiana’s goal of enhancing student achievement is laudable.  It also directly coincides with growing national concern over the academic performance of America’s school children as measured under respected, international benchmarks like the Organization for Economic Co-operation and Development’s (OECD) “Programme for International Student Assessment” (PISA) exam.  Indeed, in the most recent PISA exams, the performance of America’s children (considered as a whole) came in at just 27th in math, 20th in science, and 17th in reading.

The question for policy makers in Indiana then, is can Indiana expect its school choice program to enhance student performance or help build a better public education system statewide?

This paper will not utilize in its analysis studies conducted by organizations with a clear bias, be it pro-voucher or anti-voucher. It instead draws on objective, peer-reviewed analyses. The goal is to answer two key questions about the Indiana Choice Legislation as objectively as possible.

First, does the actual documented track record of existing voucher programs demonstrate that those programs in fact achieved the desired goal of enhancing student achievement? Here, the short and clear answer is no.

Second, can voucher programs be expected to enhance student performance or improve public education systems, based on the education reforms implemented in the nations that currently rank in the top five in the world in reading, math, and science under PISA? Again, based on the evidence, the answer is no.

Released February 13, 2013

Independently Authored Materials by Equity and  Excellence Commission Members

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