Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Introduction
11
Percent
44.5
33.3
11.1
11.1
100.0
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Data Analysis
All of the nine respondents who had to eliminate professional
positions were Chapter 42. Of these, four eliminated administrative
positions, seven eliminated Teaching: Electives, six eliminated
Teaching: Core Areas, one eliminated athletic coaches and
instructional aides, and one reduced an Elementary Position and
increased class size. The larger schools appeared more apt to
eliminate administrative positions as three of the four eliminated were
from school districts with more than 1000 students while the smaller
schools were more prone to eliminate teaching positions (Table 2).
Eight of the nine superintendents responded that they repurposed and/or re-assigned personnel. Six of these eight repurposed
Administrative: Central/District Based personnel, three repurposed
Administrative: Campus Based personnel, six repurposed Teaching:
Electives personnel, four repurposed Teaching: Core Areas personnel,
and one repurposed Counselors or Librarian personnel.
Superintendents made the following changes respectively to
Student/Teacher Ratios: 13:1 to 16:1; 15:1 to 19:1; Elementary: 14:1
to 18:1, Middle: 14:1 to 23:1, High School 16:1 to 20:1; 15:1 to 16:1;
16:1 to 18:1; Elementary 19:1 to 21:1, Secondary 15:1 to 18:1; 12.9:1
to 14.2:1; and 15:1 to 22:1.
Three of the nine superintendents who responded had to
submit a request to the state for a waiver on its predetermined
student/Teacher Ratio. Four of the nine districts had to resort to
utilizing the districts fund balance to make payroll and necessary
expenditures. Three of the nine stated that based on the current
funding, the district would not need to use the districts fund balance
in subsequent years.
The following programs or initiatives received less funding in
order to meet the financial demands of operating their districts (Table
3):
Professional Positions (6100) by five school districts
Auxiliary/non-instructional Positions (6100) by six school
districts
Student/Teacher Ratio (6100) by six school districts
Curriculum Development: Extra Duty Pay/Stipends (6100) by
three school districts
Extra-Curricular: Extra Duty Pay/Stipends (6100) by four
school districts
Extended Day Student Tutorials (6100) by six school districts
Enrichment Programs (6100) by six school districts
Consultant Contracted Services for Professional Learning
(6200) by six school districts
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17
Conclusions
Many cost cutting strategies were employed to deal with the
current school finance crisis. All nine respondents had to eliminate
professional positions. The larger schools appeared more apt to
eliminate administrative positions while the smaller schools were
more prone to eliminate teaching positions. The majority of the
superintendents re-purposed and/or re-assigned personnel and all the
superintendents increased the Student/Teacher Ratios.
Many programs or initiatives received less funding in order to
meet the financial demands of operating their districts. The strategies
were prioritized in order of the amount of savings, and the top three
were Professional Positions (6100), Auxiliary/non-instructional
Positions (6100), and Student/Teacher Ratio (6100). The least
effective cost cutting strategies were Supplies and Materials (6300),
Extra-Curricular: Extra Duty Pay/Stipends (6100), and Beautification
& Maintenance of Buildings and Grounds (6300) respectively.
The perceptions superintendents held about the future of
school finance was very varied. Three of the superintendents were
optimistic for the future, three were actively involved with school
finance law suits and believed that the courts would rule in their
favor, and three believed that the struggle with school finance would
continue and the courts would not provide any relief.
Finally, it is clear from the findings of this study that the
funding reductions experienced by Texas school districts in recent
years have forced superintendents to initiate significant cuts in
programs and personnel that have direct relationships to instructional
programs, staffing and student/teacher ratios as well as in a variety of
other areas. The question that must arise is what impact will these
cost cutting strategies have on the educational experience and
performance of children enrolled in Texas school districts? Further
research is needed to examine this issue as it relates to the impact of
these funding policies and strategies on student performanc
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