New Mexico Public Education: Funding, Sufficiency, and - PowerPoint PPT Presentation

New Mexico Public Education: Funding, Sufficiency, and Evidence-Based Interventions Charles Sallee, Deputy Director for Program Evaluation January 17, 2019 1

Presentation Overview  Summary of How New Mexico Public Schools are Funded  Description of the New Mexico Education Sufficiency Lawsuit  Review of Evidence-Based Programs 2

New Mexico’s Fiscal Stability: Recurring General Fund Year-Over-Year Revenue and Appropriations Growth 20% 15% 10% 5% 0% -5% -10% -15% FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 FY19 FY20 est. est. Appropriations Growth Revenue Growth Source: LFC Files 3

New Mexico General Fund Appropriations Recommendation for FY20: $7 Billion Total (in Millions) Medicaid, Other, $989.8 , 14% $1,527.5 , 22% Public Safety, $443.5 , 6% Higher Education, $824.5 , 12% Public Schools, $3,217.8 , 46% Source: LFC (2019) LFC Recommendation for FY20. Vol. I. p.1 4

State Funding for Public Schools, FY20 Recommendation Operational (“Above -the- Line”) Funding : $3.0  Allocated by a funding formula called the State Equalization Guarantee (SEG) formula. Billion  School districts and charter schools have discretion over how to spend operational funds. Categorical (“Middle -of-the-Line ”) Funding : $96.7  Allocated by formulae for specific programs, e.g. transportation or instructional materials. Million  School districts and charter schools must use categorical funds for categorical programs. PED Initiative (“Below -the-Line ”) Funding : $58.1  Allocated by the Public Education Department (PED) for initiatives and pilot projects. Million  School districts and charter schools generally apply for competitive grants from the PED. Source: LFC (2019) LFC Recommendation for FY20. Vol. II. p.351-52 5

SEG Funding Formula Components  The formula uses 28 distinct components to generate formula units and allocate billions in operational funds to public schools.  Formula units are the product of the number of students enrolled in a given program multiplied by the cost differential assigned to a program in statute. 6

Final FY18 Public School Operational Funding Allocated by SEG Formula Components (in Millions) Basic Program Special Education Enrollment Components, Program Cost Percent of Formula Components Components, $447.3, 18% Funding Total $1,615.8, 63% Basic Program Enrollment Components $1,615.8 63% Teacher Training & Special Education Components $447.3 18% Experience Index, $167.4, 7% Teacher Training & Experience Index $167.4 7% Size Adjustment Size Adjustment Components $114.0 4% Components, $114.0, 4% At-Risk Index $100.3 4% At-Risk Index, Other Components $109.2 4% $100.3, 4% $2,554.0 100% Total Other Components, Source: LFC files. $109.2, 4% Source: LFC analysis of PED data. 7

Historical New Mexico Public School Operational SEG Funding $3.0 $2.5 $2.0 $1.5 $1.0 $0.5 $0.0 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 Program Cost ARRA Funds Source: LFC Files. Note: ARRA refers to the federal American Recovery and Reinvestment Act of 2009. 8

Distribution of Increased Funding in the SEG Formula FY18 School District and Charter School Formula Funding Change from FY08 to FY18 Student Enrollment (in Millions) $160 350,000 304,413 300,000 $122.3 $120 $107.2 250,000 200,000 $80 150,000 100,000 $40 50,000 24,627 $0 0 School Districts Charter Schools School Districts Charter Schools Source: LFC analysis of PED data. Source: LFC analysis of PED data. Note: Formula funding measured as program cost. Note: Enrollment measured as student membership (MEM) 9

Percent Increases in Public School Operational Spending: $370 Million (16 Percent) Total Increase from FY07 to FY17 40% 34% 30% 20% 17% 16% 16% 10% 4% 0% General and Central Instruction All Other Categories Instruction and School Administration Administration (+$231M) (+$50M) Student Support (+$6M) (+$38M) (+$45M) Source: LFC analysis of PED data 10

Federal Funding in New Mexico Public Schools Largest New Mexico Federal Education Programs (in millions) $600 $557 $538 $530 $514 $516 $500 $482 $125 $136 $119 $106 $116 $105 $400 $135 $119 $126 $116 $134 $123 $300 $85 $88 $90 $98 $94 $75 $200 $90 $83 $85 $88 $80 $69 $100 $122 $118 $111 $99 $99 $103 $0 FY12 FY13 FY14 FY15 FY16 FY17 Other IDEA Impact Aid Food Services ESSA Title I Source: LFC analysis of PED data 11

New Mexico Public Education: Academic Performance is Well Below Targets. Source: LFC FY18 Fourth Quarter PED Report Card p.2 12

New Mexico Education Sufficiency Lawsuit: Yazzie and Martinez v. State of New Mexico  The plaintiffs alleged that New Mexico is not meeting its constitutional obligation to provide sufficient funding and programming for at-risk public school students.  In July and December, the District Court ruled that: 1) Outputs are “dismal” and therefore… 2) Inputs (funding/programming) must be insufficient; and 3) Oversight over public education should be enhanced. 13

National Student Average Test Scores, Grades 3-8, 2009-2013 (Green = Positive, Purple = Negative) Source: Stanford Education Data Archive. 14

National Student Average Test Score Growth, Grades 3-8, 2009-2013 (Green = Positive, Purple = Negative) Source: Stanford Education Data Archive. 15

Findings from NM Longitudinal Data: Students Generally G ain a Year’s Worth of Learning Each Year Grade Level Proficiency in State Reading Exam from Third through Eighth Grade, SY08-SY13 (N = 20,210 Students) 9 Grade Level Proficiency 8 7 6 5 4 3 2 SY08 SY09 SY10 SY11 SY12 SY13 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Grade Level Proficiency Statewide Average Source: LFC (2017) Longitudinal Student Performance Analysis, p.8 Note: Average state reading scores for each year were divided by 40 (the proficiency threshold score) and then multiplied by the grade level number. A score of 40 in third grade would be a value of three in this chart. 16

New Mexico Achievement Gaps: Low Income Students Start Off Academically Behind Average Reading SBA Scores from Third through Eighth Grade, SY08-SY13 (N = 20,210 Students) 46 standards-based assessment score 44 42 40 38 36 34 32 30 SY08 SY09 SY10 SY11 SY12 SY13 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Source: LFC (2017) Longitudinal Student Non-Low-Income Grade Level Proficiency Low-Income Performance Analysis. p.8 17

What Works in Public Education: Eight Characteristics of High-Performing Schools. Source: LFC (2014) Performance and Improvement Trends: A Case Study of Elementary Schools in New Mexico. p.12 18

What Works in Public Education: Targeting Resources to Evidence-Based Practices .  New Mexico should systemically prioritize implementing programs and education interventions proven through rigorous research to improve student outcomes and that are cost beneficial.  Targeting increased spending on certain populations of students with evidence-based interventions yields better and more cost-beneficial results than simply increasing funding.  Results First report focuses on evidence-base for the following school interventions:  Teacher Quality – Page 14.  Extended Learning Time – Page 17.  Non-Academic Supports – Page 19.  Teaching and Instructional Practices – Page 21.  College and Career Readiness – Page 23.  Class Size – Page 25.  Charter Schools – Page 28. 19

What Works in Public Education: Targeting Resources to Evidence-Based Practices . While there is no silver bullet for improving outcomes, analysis can help identify evidence-based practices to improve student and teacher success.  Class size reduction can have modest positive effects on student outcomes in early grades, but is less cost- beneficial in later grades.  Teacher professional development on data-driven instruction has greater cost-benefit impact than other types of professional development.  Creating more time for student learning and enrichment can improve outcomes, but additional time must be high quality. Source: LFC (2019) Results First: Education Initiatives. p.1, 17, 25, and 31. 20

What Works in Public Education: Summary of Teacher Quality Interventions . Source: LFC (2019) Results First: Education Initiatives. p.15 21

Low-income schools tend to have lower student proficiency, but many low-income schools can have high proficiency Relationship between Elementary Schools' PARCC 3rd Grade Reading Proficiency and Percent of Students with Low Income, SY17 (N = 399 New Mexico Elementary Schools) Percent of Students Proficient 90% 80% in PARCC Reading 70% 60% 50% 40% 30% 20% 10% 0% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percent Low-Income Students (Free/Reduced Lunch Eligible) Source: LFC analysis of PED data. 22

Longitudinal Data: Student Mobility affects Student Academic Achievement Percent of Students Proficient on SY16 PARCC by Number of School Changes, SY13-SY16 60% 50% 40% 30% 20% 10% 0% Reading Math Reading Math Reading Math Third Graders Sixth Graders Tenth Graders No Moves One Move Two Moves Three Moves Four Moves Source: LFC (2017) Longitudinal Student Performance Analysis. p.14 23