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• W347034721 abstract "Usually I begin this column with reports on new research, but two items in the news recently called to mind a two-year-old report that deserves more attention than it has received to date. The first item was that the Cherry Creek (Colorado) School District, in the throes of a long-standing fiscal crisis, had cut costs this year by cutting back on transportation services. Many students who used to get fides on school buses now have to walk or persuade their parents to drive them to school. Crisis or no, a state law forbids the district from raising taxes beyond a certain level. The state has imposed equity in by forbidding districts to raise funds even if the parents in the district are willing and able to pay more. As a consequence of the confluence of the law and the crisis, parents from one school banded together to buy it another bus. Stories abound from California about how parents hold bake sales to raise money for repairs and services previously paid for by school funds but cut off since Proposition 13. The story from Colorado indicates that similar problems are showing up outside of the Golden State. If this is so, it will certainly make per-pupil expenditure hard to calculate in any meaningful way. (Readers who know of similar stories are invited to tell me about them.) The second news item had to do with a way some states have found to solve problems like those facing Cherry Creek. It concerned state lotteries and education and concluded that the former are not the saviors of the latter. A number of news articles with this slant appeared in the late 1980s, but interest seems to have waned of late. Too bad, because it looks as if schools lose out from lotteries. This was the overwhelming conclusion of the underdiscussed report I alluded to .above. It was compiled in 1993 by the Educational Research Service (ERS) and reviewed the evidence with regard to lotteries and education from a variety of sources. ERS found that, while lotteries had often been touted as a means of increasing for education by supplementing existing sources, in fact the lottery funds eventually came to supplant these other sources. One study reported that funding from other sources immediately began to decline following the lottery's inception. Another stated, Where lottery proceeds do increase sharply, legislators tend to reduce the share earmarked for education. The irony, then, is that other functions are often bigger net beneficiaries of a lottery in the long run. This would be bad enough if the lottery were contributing large sums to schools or other agencies in the first place. If that were the case, at least the lottery would be generating lots of revenue for someone. But lotteries do not generate lots of revenue. Not that states don't imply that they do, with such advertisements as Winning for education, More money for education, and Where does lottery money go? …" @default.
• W347034721 created "2016-06-24" @default.
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• W347034721 date "1995-12-01" @default.
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• W347034721 title "States Are Gambling and Losing on Schools" @default.
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