| Proposals | Pros | Cons | WSSEC Response |
|---|---|---|---|
| 1. Odden & Picus Report recommends continuing with current funding system. Increase special education funds by using the current multiplier applied to a higher basic education allocation.
They also recommend improving the financial reporting of special education program expenditures so that data is consistent and readily accessible. Current system does not provide adequate information to make informed decisions regarding expenditures. |
Provides much needed funding for improvements in education for all students, and has the additional benefit of increasing the funds available to special education students.
This proposal lends credence to the Take the Lead Campaign by acknowledging that the funding for basic education in WA State is too low. Meets the requirements of the Doran Court decision. Consistent and clear accounting for expenditures will clarify the true needs of districts and the students they serve. |
It would require that the legislature take action to improve funding for schools. | The WSSEC is in agreement with the Odden & Picus report. The WSSEC strongly supports improved funding for Basic Education. Any increase in basic education funding will increase special education funding on an average of .9309. Therefore every dollar invested in basic education provides $1.9309 for each special education student.
An improved BEA will provide support to struggling students and prevent additional referrals to special education. It will provide a richer basic education environment that benefits all students, including those with disabilities. |
| 2. Eliminate the 3-4 year olds from the 12.7% calculation and increase funding for 3-4 years olds consistent 1.15 X BEA now provided for birth to 3 year olds.
This proposal would improve funding for approximately 8000 3-4 year old students. Increase the 12.7% back up to 13%. |
This proposal will increase the amount of money districts may access for their K-12 program while providing additional funds for the 3-4 year olds. Those additional funds may improve program availability and increase the likelihood that these students will not require special education later. | The WSSEC supports this proposal as it creates consistency in the funding of special education. Under this proposal, all students who are not eligible for K-12 programs would receive the same funding. | |
| 3. Proposal for using an enhanced BEA figure to drive special education funding. | The proposal would increase money to special education programs. | The Doran Court clarified the right of special education students to the BEA. This proposal creates a lack of clarity regarding the basic education funding to which every special education student is entitled.
“Significant changes now would cloud the legal environment.” (Odden & Picus) This proposal does nothing to address the serious needs of other students who do not currently qualify for special education. When special education funding is enhanced while other programs are left wanting (and basic education is under-funded) studies show an increase in special education. Students who are most likely referred to special education are those who are not making sufficient progress in general education. Student progress is measured on the WASL. Students most likely to fail the WASL are students of color and students living in poverty. This proposal increases the likelihood for discrimination and fails to respond to the needs of students to receive an adequate opportunity to learn. |
The WSSEC does not support this proposal because of its failure to provide improved funding for all students.
As an alternative, the WSSEC would suggest that the funds which would be distributed under this scheme be used to increase basic education funding. This would create an increase of .9309 X new basic education allocation that all students receive. |
