By Clyde Noel
Speaking before the Los Altos Rotary recently, Michael W. Kirst, director of the Stanford School of Education, offered a legion of reasons why the state of California is a late arrival to the modern accountability movement for K-12 schools.
“During the 1970s, school districts relied on an ad valorem tax based on property values and the state contributed approximately 30 percent to 40 percent of the district’s revenue,” Kirst said. “Now that has changed to a centralized state system where the state controls 85 percent of the local property tax, which leaves schools looking for help with parcel taxes.”
Among the reasons Kirst cited for California’s slide in achievement is the steady leaching of resources from schools. In 1972 the California Supreme Court declared unconstitutional the financing of schools using the property tax. The property tax revolt led by Howard Jarvis during the 1970s added further burdens.
“When you mention parcel taxes, Howard Jarvis is rolling over in his grave,” Kirst said. “Our state budget won’t help because it is financed with smoke and mirrors. The day after election, all this will become evident.”
In addition to the reduction in the use of property taxes by K-12 school districts, there was a long period of economic woes caused by layoffs in the defense industry, curriculum experiments with reading instruction and a massive influx of new students and non-English speaking immigrants that depressed test scores.
“The outlook in Sacramento is grim. California is running out of money again,” Kirst said. “The recent energy crisis drained the state’s surplus generated by the technology boom of 1995-2000.”
When Gray Davis ran for governor in 1998, he said education was his top priority. He proclaimed, “Local control of California education is a disaster.”
His theory of change relied on rewards and sanctions for schools. After his election he delivered on his promise to centralize accountability at the state level by persuading the legislature to pass legislation incorporating four basic elements: an academic performance index that measured each school based on its year-to-year changes; an intervention program for under-performing schools; monetary rewards for schools making gains and college scholarships for high-scoring students; and an exit exam required for graduation.
The state surplus helped to expand standards-based professional development programs, but now Governor Davis has cut programs and the state is forecasting a $12.5 billion deficit in 2002.
Kirst said the options for local schools are few - lower the approval rate for a parcel tax from two-thirds to 55 percent; levy a county sales tax with an approval rate of 55 percent or two-thirds; add a surcharge on the state income tax; or amend Prop. 13 to a tax on the value of the property.
The state grows by 4 million to 6 million new residents every decade. That growth absorbs some of the budget.
Other states have a local property tax, not administered by the state, to support their educational system.
As an example, in New Jersey the state pays $14,000 per student per year. In Los Altos the schools receive $7,000 per student per year.
