WA State Education Reform:

A Program Summary

by Former Washington State Governor Booth Gardner

Washington ranks tenth in the nation in per capita income and our growth rate is the nation’s third fastest. However, our state’s public schools rank 48^th in class size, and our state’s per pupil spending has dropped from seventh best in 1969-70 to below the national average in recent years. Washington now ranks 43^rd in the nation in school spending per $1,000 of per capita income. Yet, the people of Washington have demonstrated their support for public schools through their overwhelming support of Initiatives 728 and 732, and they expect more resources from their decision makers. Many are beginning to ask if the current level of financial support is adequate for Washington’s schools. What will it take to fund an adequate education for all Washington students?

The adequacy of funding for public school systems is being studied by states throughout the country. In Washington state, the landmark court decisions on school funding directed that the funding formula for public schools is not “cast in concrete” and that it is the ongoing obligation of the Legislature to review the formula as the education system evolves and changes. However, the current basic education allocation formula has not been substantially changed since 1977.

In 1993, House Bill 1209 created education reform in Washington. The state devised student learning goals with performance expectations for all students set at internationally competitive, world class levels. While the legislation captured the educational intent and higher expectations of the Governor’s Council on Education Reform and Funding, it did not address the resources and funding that would be necessary for successful implementation of these reforms.

Washington’s schools have made tremendous changes in the past eight years and progressed substantially with student achievement as indicated by improved Washington Assessment of Student Learning (WASL) scores. However, based on the experience of other states, schools will begin to stall in their advancement. This phenomenon has already started to emerge in the seventh grade WASL scores. Without a significant increase in resources to support essential changes, schools and students are being set up for failure.

Our southern neighbor Oregon has addressed the resource adequacy question through their development of the Quality Education Model (QEM).Simply put, the QEM determines the level of statewide resources needed for schools and students to meet the educational goals established in law and provides a policy tool for decision-makers to use for developing educational budgets.

As educational reform progresses in Washington, three major issues have evolved. The first concerns an examination of the role of the tenth grade WASL in graduation requirements. Second, as education reform moves forward to full implementation by 2008, it becomes increasingly clear that success will require full and active participation with post secondary education in the state.

The third issue is having the resources in the school buildings to support the reform effort and move it toward success. This is the issue to be addressed by the “What Will it Take” project. This project’s goal is to determine the resources that must exist in the schools if they are going to fulfill the expectations of HB 1209, with a total dollar amount attached. At a minimum, class size, extended learning opportunities for students, closing the achievement gap, professional development for educators and teacher compensation will be considered.

We intend to provide a yardstick for the investments the state must make to ensure student and school success through the following steps:

1. Build on the funding adequacy work already undertaken in Oregon and other states;
2. Outline the resource needs dictated by the learning expectations of HB 1209, legal requirements, and research into most effective education practices;
3. Cost out the identified resources; and
4. Complete the work by September 2002.

This effort will be undertaken by the Rainier Institute in coordination with numerous education and other groups interested in ensuring student success. The project will convene a steering committee representing a broad cross-section of education stakeholders, a work group to develop cost assumptions and guide the work product, and contracts with fiscal and educational specialists for best practices and cost modeling.