Unfortunately, some people like to work my nerves with foolishness. Parents are crying for more educational options and when someone like myself defends the position of families we still hear ignorance and fear.
The entire education debate is coming into full swing here in Detroit and the rest of Michigan. In Detroit alone there is a fierce debate ongoing over the expansion of charter schools. We STILL have people spreading ignorance on charters so let's take a class on Charter 101.
Charter schools are publicly funded elementary or secondary schools in the U.S. that have been freed from some of the rules, regulations, and statutes that apply to other public schools in exchange for some type of accountability for producing certain results, which are set forth in each school's charter.
In Michigan three kinds are allowed: 1) Public School Academies (PSAs) chartered under Part 6A of the revised school code, 2) Urban High School Academies (UHSAs) chartered under part 6C of the revised school code to operate within Detroit, and 3) Strict Discipline Academies (SDAs) chartered under Public Act 23 of 1999 to serve suspended, expelled or incarcerated young people.
Charter schools may include grades K-12 or any combination of those grades. They may not charge tuition, and must serve anyone who applies to attend; that is they may not screen out students based on race, religion, sex, or test scores. Students are selected randomly for admission if the number of students applying exceeds the school's enrollment capacity. Charter teachers must be certified and highly qualified; charter students are assessed annually as part of the Michigan Education Assessment Program (MEAP). Charter schools cannot be religiously affiliated.Any parent, group or entity may apply for a public school academy charter, which are governed by publicly appointed boards. A PSA is funded through the State School Aid Act. A PSA receives funding through the per-pupil base foundation. By law, this amount may not exceed the per-pupil base foundation received by the local school district where the PSA is geographically located.
Now why I am bringing all of this up? Read the comments below:
This brother (Akindele) is well intentioned. But, he is misguided. You should take some time to check out the rest of his blogs/websites. His dominant issue, educational choice, is ripping our school district apart. It is because of Akindele, John Engler and others of their ilk that DPS will no longer be a Class A school district. By siphoning off thousands of our students, and millions of our dollars, these "educational choices" have sent an already struggling district prematurely spiraling towards a financial disaster.
This comment came from the President of the Michigan Young Democrats Khari Wheeler who urged some of the grassroots activists to stop with the so-called "Akindele Love Fest." He is trying to make this education debate a Democrat vs Republican thing when I am concerned about the gross immorality that has taken root in Detroit Public Schools, charter schools and even in the home. All of us should be outraged at the repeated failures of public education in general regardless of our party affiliation.
First, no one is ripping Detroit Public Schools apart. I will demonstrate 31 ways how DPS is destroying itself without the aid of schools of choice.
"High school kids are coming into the school to jump on the children, and those incidents are not being reported," said concerned parent Andrea Tellis.
Assistant Vice Principal Ivan Branson confirmed the problem; however, he downplayed the parents' concerns and said it's a safe school.
After reading this why would you put your children in a system that was never designed to work. It is based on a factory model not a technology model.
Mr. Wheeler continues his tirade:
"Has anyone stopped to ask Mr. A what happens to the children that will be invariably left in the DPS once the charter schools have reduced the district to a shadow of its former self? What happens to all of the Highly Qualified Teachers and high standards for qualification? What happens to all of the learning disabled children who the charter schools conveniently don't address because it doesn't fit their bottom line. What happens to the coordination of standards? What happens to JROTC?"
Let's take a look at what is going on in charters:
To earn a charter — or operating contract — a potential public school academy must gain the approval of an authorizer, which itself has been authorized for this purpose by state law. In Michigan, authorizers include public universities, community colleges, K-12 school districts and intermediate school districts. In exchange for greater freedom from all of the regulatory burdens facing conventional public schools, authorized public school academies generally agree to meet stricter performance standards. Since charter public schools operate at public expense and are in the business of caring for children, it is reasonable to argue that they should go through a formal approval process before opening their doors. Thus, the first line of defense against particularly poor potential public school academies is that they must meet the standards of the authorizers. This process cannot be unduly restrictive, however, as innovative schools need the opportunity to enter the market.
The second and most important check on charter public school quality is parental choice. For parental choice to operate as a quality control mechanism over public school academies, we must assume two things. First, we must operate under the assumption that parents tend to know what is best for their children. Next, we must ensure that parents have information about the performance and attributes of the available schools. By helping to ensure the proper public reporting of charter and conventional public school characteristics, the MDE can play a role in supporting informed parental choices.
Parental choice operates as a quality control mechanism against public school academies of inferior quality because such institutions will ultimately go out of business if they are not providing quality educational programs. Supplied with information about school performance, the same parents, who had chosen a given charter public school as an alternative to the conventional public school, will no longer send their children to a low-quality school. Without students, inferior public school academies will fail, but it is this freedom for public school academies to fail which is precisely what drives them to perform and to respond to parental input.
Some state Board of Education members have stated that we cannot trust the authorizers to monitor everything about public school academies; fortunately, we don’t have to. According to the Center for Education Reform, 25 unsuccessful charters have closed in Michigan since 1993, when the movement began here. Whether it is because of the oversight of the authorizers or because of schools’ inability to meet parental standards, quality controls over public school academies appear to be operating with relative success.
What I find strange is the fact that all of these people who are against charter schools in Detroit received the benefit of an excellent education themselves. In fact, Mr. Wheeler attended Renaissance High School in Detroit while many of us went to other schools such as Mumford and Central High Schools. You have to take an entrance examination to get into Renaissance. Show me one charter high school where you have to take a test? It's illegal in Michigan for any charter high school to adminster entrance examinations. Therefore, a charter high school success is based on leadership, accountability, integrity and trust of both students and parents. The curriculum and discipile must be strong in order for that school to work.
Charters can implement JROTC or military-style schools.
Now let's go deeper than what Mr. Wheeler has accused me of (which is fine).
The other reason why charter schools are needed in Detroit because charter schools are making an impact on community economic development. Community-based organizations are starting their own schools, and charter schools are expanding their services, growing into comprehensive community organizations. As neighborhood schools improve, fewer urban families are moving to the suburbs in search of quality public education. Charter schools are purchasing or leasing and renovating vacant and dilapidated properties.
The impact of charter schools on community economic development is visible in three major ways. CBOs view charter schools as a means to expand their current services and provide one-stop shopping for their target population. Second, as neighborhood schools improve, fewer young, urban, middle-income parents are fleeing cities in search of quality education. As a result, classrooms become more diverse and the economic base remains steady. Finally, because charter schools are not provided with a building, they are purchasing or leasing vacant, dilapidated properties, and renovating them into spectacular new schools and even community centers.
Now, Mr. Wheeer did not even mention to the public how the absence of competition is why a government monopoly on education is failing our children. Due to compulsory attendance, DPS schools rarely need to worry about attracting students, operating efficiently, or being accountable to the public. As long as taxes are being paid, school bureaucracies can count on a constant cash flow. With little accountability, it is no wonder that a significant portion of the budget government school districts spend has little to do with teaching students and a lot to do with bureaucratic administration.
Education markets can only lead to quality educational opportunities when there is both choice and competition. In order for there to be choice, parents must have quality alternatives available. For competition to be legitimate, excessive barriers to entry into the market cannot interfere with supply.
Opening up competition for private and other schools will help remedy this problem. All schools will be forced to become more attractive to students, more cost-efficient, and more accountable if they are to remain competitive. If a school fails to accomplish these goals, students will leave that school and attend competing institutions that provide a better education. This creates the incentive for a school to offer innovative services, quality facilities, and excellent academics, for if it does not, its competitor a few blocks away will certainly land more students. The market has ways of ensuring superior products are rewarded and inferior products weeded out. A competitive marketplace for education would be no different.
DPS enrollment is expected to drop to about 98,300 students when classes resume in the fall. That is down from 167,000 students in 1999-2000. The number of teachers during that time span has fallen from 8,600 to 6,300. About 800 teachers could be included in any staff reductions.
Mr. Wheeler also failed to mention how Michigan businesses and institutions of higher learning spend more than $600 million per year to make up for the lack of basic reading, writing, and arithmetic skills among high school graduates and employees. Assuming that other states had comparable experiences, the national cost due to the lack of basic skills is conservatively estimated to be $16.6 billion each year.
Mr. Wheeler fails to mention how Detroit Public schools are the most segregated school system in Southeast Michigan. The current system—whereby government assigns students to schools based on the neighborhoods in which they live—already has created a stratified school environment. Government schools are stratified by race and income because students are assigned to schools according to where they live. School choice removes or reduces the importance of geographic and political boundaries, thereby encouraging greater social, racial, and economic integration of students.
Every poll that has been taken on the issue of charter schools locally and regionally over 85% of young families support educational choices. Yet, Mr. Wheeler takes the direct opposite position of this.
What is embarassing to see is a young brother such as Mr. Wheeler fall for many lies in a leadership position. For example, he said this.
"What happens to all of the Highly Qualified Teachers and high standards for qualification?"
The "anti-teacher" argument against school choice seems to assume that the government school system is nothing more than a big jobs program with education ranking second in importance. School choice makes the education of children the top priority by allowing parents to choose the best school for their children. There is nothing inherently "anti-teacher" about choice: Many government school teachers themselves choose to place their children in private schools. As long as demand for education exists, there will always be jobs for teachers.
Government schooling in the United States has become increasingly expensive to taxpayers. In the 1969-70 school year, every man, woman, and child in the United States contributed $850 (in 1996-97 dollars) to support government schools. By the 1996-97 school year, expenditures grew to $1,181 per citizen, or more than $313 billion per year. Some put the expenditures on education at a much higher level. According to research by Merill Lynch, a global investment firm, the United States annually spends $740 billion on education, or nearly 10 percent of the nation's gross domestic product. That amount is more than the nation spends on defense and Social Security combined.
According to Janet Detloff, the former chair of the Math and Sciences Division at Wayne County Community College:
The Detroit Public Schools are terrible. Most of the students who come to us not only lack math and English skills, but they lack basic academic skills. They have no idea what is expected of them at the college level. They don't know how to take notes. They don't read the assigned material. And many of them don't even come to class. How did they get through high school without these skills? Many of them were promoted for social reasons—they were getting too old; they had repeated the grade three times; they would otherwise fail-out. So they graduate without the skills they need to succeed, not only in academics, but in the workplace. Local employers often find the same problems with their employees that we are addressing here—truancy, lack of attention to detail, inability to complete tasks. I remember one student who called me complaining that she had received an 'F' in a course even though she had attended every day. She didn't understand that she actually had to master the basic course material. That was foreign to her.
On a personal note I can relate to this. I, too have attended Wayne County Commuinity College at the Downtown Detroit campus and saw first hand what Ms. Detloff is talking about. I had students in my English class that could not read, write or comprehend information. So, I cannot understand why Mr. Wheeler would try to target my position on education when he himself have blinders on.
The following report is what the Detroit Public Schools's budget for 2006-2007.
Source: Michigan Department of Education
|Description||Detroit City School District|
|Per Pupil||Statewide Total|
|Average Daily Attendance: As Defined by State Law||105,590.61||1.00||1,574,023.09||1.00|
|Revenue: Local Property Tax||197,160,174.69||1,867.21||5,103,408,554.25||3,242.27|
|Revenue: Non-Local Property Tax||0.00||0.00||8,402,770.51||5.34|
|Revenue: Other Local Government Units- Property Tax||0.00||0.00||1,583,432.60||1.01|
|Revenue: Other Local Government Units- Non-Property Tax||0.00||0.00||8,417,155.37||5.35|
|Revenue: Tuition From Individuals||1,079,098.94||10.22||32,581,288.91||20.70|
|Revenue: Tuition From Other LEAs Within the State||0.00||0.00||48,915,073.06||31.08|
|Revenue: Transportation Fees From Individuals||0.00||0.00||10,435,017.65||6.63|
|Revenue: Transportation Fees From Other LEAs Within the State||0.00||0.00||72,470,365.57||46.04|
|Revenue: Earnings on Investments||15,085,754.56||142.87||249,397,404.83||158.45|
|Revenue: Food Service (excluding federal reimbursements)||6,510,291.35||61.66||233,864,393.33||148.58|
|Revenue: District Activities||0.00||0.00||62,070,212.26||39.43|
|Revenue: Other Revenue from Local Sources||16,004,969.84||151.58||435,838,540.06||276.89|
|Revenue: Textbook Revenue||0.00||0.00||0.00||0.00|
|Revenue: Summer School Revenue||0.00||0.00||2,133,522.73||1.36|
|Revenue: Local Sources of Revenue Subtotal||235,840,289.38||2,233.53||6,148,132,292.50||3,906.00|
|Revenue: Revenue From Intermediate Sources||0.00||0.00||10,806,223.99||6.87|
|Revenue: Revenue From State Sources||918,069,419.36||8,694.58||11,259,665,575.26||7,153.43|
|Revenue: Grants-in-Aid Direct From the Federal Government||11,203,300.00||106.10||53,403,142.50||33.93|
|Revenue: Grants-in-Aid From the Federal Government Through the State||254,713,656.40||2,412.27||1,386,959,727.43||881.16|
|Revenue: Grants-in-Aid From the Federal Government Through Other Intermediate Agencies||3,669,681.00||34.75||77,749,777.14||49.40|
|Revenue: Other Revenue From Federal Sources||2,209,560.00||20.93||42,405,522.38||26.94|
|Revenue: Federal Sources of Revenue Subtotal||271,796,197.40||2,574.05||1,560,518,169.45||991.42|
|Revenue: Other Sources of Revenue||0.00||0.00||2,868,270,253.94||1,822.25|
|Revenue: Total Revenue From All Sources||1,425,705,906.14||13,502.15||18,979,122,261.20||12,057.72|
|Expenditures: Instruction: Salaries||477,592,430.44||4,523.04||5,968,872,406.36||3,792.11|
|Expenditures: Instruction: Employee Benefits||208,869,191.15||1,978.10||2,744,178,730.27||1,743.42|
|Expenditures: Instruction: Purchased Services||35,182,437.96||333.20||426,490,836.00||270.96|
|Expenditures: Instruction: Tuition Payments Outside the State, and to Private Schools||0.00||0.00||0.00||0.00|
|Expenditures: Instruction: Tuition and Voucher Payments to Other LEAs and Charter Schools Within the State||0.00||0.00||23,303,682.84||14.81|
|Expenditures: Instruction: Supplies||43,034,051.01||407.55||280,225,934.55||178.03|
|Expenditures: Instruction: Property||2,602,724.81||24.65||52,011,471.66||33.04|
|Expenditures: Instruction: Other||102,261.42||0.97||23,178,534.64||14.73|
|Expenditures: Instruction: Subtotal||764,780,371.98||7,242.86||9,442,946,441.82||5,999.24|
|Expenditures: Instruction: Special Exhibit Items: Salaries Paid to Teachers in Regular Education Programs||278,092,139.00||2,633.67||4,136,847,803.65||2,628.20|
|Expenditures: Instruction: Special Exhibit Items: Salaries Paid to Special Education Teachers||87,104,512.14||824.92||774,870,653.31||492.29|
|Expenditures: Instruction: Special Exhibit Items: Salaries Paid to Vocational Education Teachers||15,073,197.16||142.75||133,593,062.19||84.87|
|Expenditures: Instruction: Special Exhibit Items: Salaries Paid to Teachers in Other Programs for Pre-K-12 and Un-graded||47,933,500.19||453.95||214,664,467.41||136.38|
|Expenditures: Instruction: Textbook Expenditures For Classroom Instruction||15,549,704.65||147.26||70,878,391.55||45.03|
|Expenditures: Support Services: Students: Salaries||66,875,362.99||633.34||784,407,055.24||498.35|
|Expenditures: Support Services: Students: Employee Benefits||28,991,248.08||274.56||340,186,835.22||216.13|
|Expenditures: Support Services: Students: Purchased Services||4,817,588.60||45.62||70,624,987.18||44.87|
|Expenditures: Support Services: Students: Supplies||1,042,176.03||9.87||12,376,610.93||7.86|
|Expenditures: Support Services: Students: Property||23,531.37||0.22||1,660,179.91||1.05|
|Expenditures: Support Services: Students: Other||27,480.05||0.26||2,633,820.92||1.67|
|Expenditures: Support Services: Students: Subtotal||101,753,855.75||963.66||1,210,229,309.49||768.88|
|Expenditures: Support Services: Instruction: Salaries||36,022,273.43||341.15||435,620,681.99||276.76|
|Expenditures: Support Services: Instruction: Employee Benefits||14,013,128.70||132.71||189,800,252.55||120.58|
|Expenditures: Support Services: Instruction: Purchased Services||9,351,035.00||88.56||141,262,369.20||89.75|
|Expenditures: Support Services: Instruction: Supplies||8,542,939.00||80.91||55,811,966.28||35.46|
|Expenditures: Support Services: Instruction: Property||551,291.00||5.22||11,481,462.88||7.29|
|Expenditures: Support Services: Instruction: Other||1,007,118.23||9.54||4,902,621.97||3.11|
|Expenditures: Support Services: Instruction: Subtotal||68,936,494.36||652.86||827,397,891.99||525.66|
|Expenditures: Support Services: General Administration: Salaries||3,802,003.18||36.01||130,861,727.00||83.14|
|Expenditures: Support Services: General Administration: Employee Benefits||1,497,729.31||14.18||58,643,175.16||37.26|
|Expenditures; Support Services: General Administration: Purchased Services||3,725,267.35||35.28||134,535,622.19||85.47|
|Expenditures: Support Services: General Administration: Supplies||158,073.17||1.50||6,590,024.25||4.19|
|Expenditures: Support Services: General Administration: Property||74,937.89||0.71||1,873,855.34||1.19|
|Expenditures: Support Services: General Administration: Other||59,333.40||0.56||11,194,537.51||7.11|
|Expenditures: Support Services: General Administration: Subtotal||9,242,406.41||87.53||341,825,086.11||217.17|
|Expenditures: Support Services: School Administration: Salaries||64,287,368.95||608.83||616,862,512.68||391.90|
|Expenditures: Support Services: School Administration: Employee Benefits||28,128,934.70||266.40||278,220,975.99||176.76|
|Expenditures: Support Services: School Administration: Purchased Services||4,832,505.12||45.77||87,294,065.14||55.46|
|Expenditures: Support Services: School Administration: Supplies||404,425.50||3.83||14,271,225.22||9.07|
|Expenditures: Support Services: School Administration: Property||37,709.06||0.36||2,426,902.35||1.54|
|Expenditures: Support Services: School Administration: Other||0.00||0.00||3,632,438.94||2.31|
|Expenditures: Support Services: School Administration: Subtotal||97,653,234.27||924.83||1,000,281,217.97||635.49|
|Expenditures: Support Services: Operations and Maintenance: Salaries||73,606,052.95||697.09||580,979,518.23||369.10|
|Expenditures: Support Services: Operations and Maintenance: Employee Benefits||40,044,954.03||379.25||317,005,256.28||201.40|
|Expenditures: Support Services: Operations and Maintenance: Purchased Services||31,865,530.51||301.78||435,760,333.63||276.84|
|Expenditures: Support Services: Operations and Maintenance: Supplies||37,104,303.15||351.40||476,158,462.14||302.51|
|Expenditures: Support Services: Operations and Maintenance: Property||1,446,540.98||13.70||43,026,738.11||27.34|
|Expenditures: Support Services: Operations and Maintenance: Other||180,672.42||1.71||4,485,135.38||2.85|
|Expenditures: Support Services: Operations and Maintenance: Subtotal||182,801,513.06||1,731.22||1,814,388,705.66||1,152.71|
|Expenditures: Support Services: Student Transportation: Salaries||15,746,724.90||149.13||321,440,326.05||204.22|
|Expenditures: Support Services: Student Transportation: Employee Benefits||11,761,167.96||111.38||177,589,531.08||112.83|
|Expenditures: Support Services: Student Transportation: Purchased Services||24,722,695.51||234.14||150,643,055.20||95.71|
|Expenditures: Support Services: Student Transportation: Supplies||2,333,845.02||22.10||87,017,062.11||55.28|
|Expenditures: Support Services: Student Transportation: Property||171,205.40||1.62||60,421,592.46||38.39|
|Expenditures: Support Services: Student Transportation: Other||0.00||0.00||1,738,767.80||1.10|
|Expenditures: Support Services: Student Transportation: Subtotal||54,564,433.39||516.75||738,428,742.24||469.13|
|Expenditures: Support Services: Other Support Services: Salaries||16,737,333.21||158.51||312,797,298.23||198.72|
|Expenditures: Support Services: Other Support Services: Employee Benefits||12,897,795.54||122.15||152,762,300.07||97.05|
|Expenditures: Support Services: Other Support Services: Purchased Services||45,389,145.22||429.86||201,610,511.08||128.09|
|Expenditures: Support Services: Other Support Services: Supplies||1,041,760.00||9.87||24,346,874.97||15.47|
|Expenditures: Support Services: Other Support Services: Property||70,905.44||0.67||37,955,253.07||24.11|
|Expenditures: Support Services: Other Support Services: Other||7,775,121.48||73.63||94,675,695.22||60.15|
|Expenditures: Support Services: Other Support Services: Subtotal||83,841,155.45||794.02||786,192,679.57||499.48|
|Expenditures: Support Services: Total by Object: Salaries||277,077,119.61||2,624.06||3,182,969,119.42||2,022.19|
|Expenditures: Support Services: Total By Object: Employee Benefits||137,334,958.32||1,300.63||1,514,208,326.35||962.00|
|Expenditures: Support Services: Total By Object: Purchased Services||124,703,767.31||1,181.01||1,221,730,943.62||776.18|
|Expenditures: Support Services: Total By Object: Supplies||50,627,521.87||479.47||676,572,225.90||429.84|
|Expenditures: Support Services: Total By Object: Property||2,376,121.14||22.50||158,845,984.12||100.92|
|Expenditures: Support Services: Total By Object: Other||9,049,725.58||85.71||123,263,017.74||78.31|
|Expenditures: Support Services: Total By Object: Subtotal All Support Services||598,793,092.69||5,670.87||6,718,743,633.03||4,268.52|
|Expenditures: Non-Instructional Services: Food Services Operations: Salaries||10,764,617.58||101.95||144,803,257.43||92.00|
|Expenditures: Non-Instructional Services: Food Services Operations: Employee Benefits||6,227,329.50||58.98||67,201,600.06||42.69|
|Expenditures: Non-Instructional Services: Food Services Operations: Purchased Services||21,406,090.58||202.73||93,786,769.82||59.58|
|Expenditures: Non-Instructional Services: Food Services Operations: Supplies||2,234,248.72||21.16||214,195,914.92||136.08|
|Expenditures: Non-Instructional Services: Food Services Operations: Property||131,119.93||1.24||8,776,812.94||5.58|
|Expenditures: Non-Instructional Services: Food Services Operations: Other||0.00||0.00||4,382,865.74||2.78|
|Expenditures: Non-Instructional Services: Food Services Operations: Subtotal||40,632,286.38||384.81||524,370,407.97||333.14|
|Expenditures: Non-Instructional Services: Enterprise Operations: Salaries||0.00||0.00||0.00||0.00|
|Expenditures: Non-Instructional Services: Enterprise Operations: Employee Benefits||0.00||0.00||0.00||0.00|
|Expenditures: Non-Instructional Services: Enterprise Operations: Purchased Services||0.00||0.00||0.00||0.00|
|Expenditures: Non-Instructional Services: Enterprise Operations: Supplies||0.00||0.00||0.00||0.00|
|Expenditures: Non-Instructional Services: Enterprise Operations: Property||0.00||0.00||0.00||0.00|
|Expenditures: Non-Instructional Services: Enterprise Operations: Other||0.00||0.00||0.00||0.00|
|Expenditures: Non-Instructional Services: Enterprise Operations: Subtotal||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Textbooks for Public School Children: NOT including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Textbooks for Public School Children: Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Transportation for Public School Children: NOT Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Transportation for Public School Students: Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Employee Benefits for Public School Employees: NOT Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Employee Benefits for Public School Employees: Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Direct Program Support for Private School Students||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Direct Program Support for Public School Students: NOT Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Direct Program Support for Public School Students: Including Property||0.00||0.00||0.00||0.00|
|Expenditures: Direct Program Support: Direct Support Subtotal||0.00||0.00||0.00||0.00|
|Current Total Expenditures||1,404,205,751.05||13,298.54||16,686,060,482.82||10,600.90|
|Expenditures: Facilities Acquisition and Construction Services: Non-Property Expenditures (Construction)||0.00||0.00||145,912,325.47||92.70|
|Expenditures: Facilities Acquisition and Construction Services: Property Expenditures||25,875,352.99||245.05||1,427,689,091.08||907.03|
|Expenditures: Facilities Acquisition and Construction Services: Equipment||2,449,242.61||23.20||197,775,271.17||125.65|
|Expenditures: Community Services: NOT Including Property||8,388,182.81||79.44||265,706,730.82||168.81|
|Expenditures: Community Services: Including Property||22,080.82||0.21||1,840,356.74||1.17|
|Expenditures: Direct cost Programs: Non-Public School Programs||0.00||0.00||0.00||0.00|
|Expenditures: Direct cost Programs: Adult Education||12,438,577.11||117.80||86,049,944.28||54.67|
|Expenditures: Direct cost Programs: Community College||0.00||0.00||0.00||0.00|
|Expenditures: Direct Cost Programs: Other||0.00||0.00||0.00||0.00|
|Expenditures: Direct Cost Programs: Property||0.00||0.00||373,112.89||0.24|
|Expenditures: Direct Cost Programs: Direct Cost Programs Subtotal||12,438,577.11||117.80||86,049,944.28||54.67|
|Expenditures: Total Expenditures For Education||1,458,555,037.73||13,813.25||19,031,041,583.99||12,090.70|
|Expenditures: Other Uses: Debt Services: Interest||78,146,946.23||740.09||848,168,592.94||538.85|
|Expenditures: Other Uses: Redemption of Principal||58,059,846.69||549.86||1,034,510,289.78||657.24|
|Expenditures: Other Uses: Other Uses Subtotal||136,206,792.92||1,289.95||1,882,678,882.72||1,196.09|
|Exclusions From Current Expenditures For State Per Pupil Expenditure: Title 1 Expenditures||135,065,163.56||1,279.14||359,577,105.33||228.44|
|Exclusions From Current Expenditures For State Per Pupil Expenditure: Title 1 Carryover Expenditures||42,948,660.44||406.75||47,257,945.65||30.02|
|Exclusions From Current Expenditures For State Per Pupil Expenditure: Funds, Part A,Title V, Amended NCLB Act of 2001||1,378,283.00||13.05||4,857,786.14||3.09|
|Exclusions From Current Expenditures For State Per Pupil Expenditure: Title V, Part A Carryover Expenditures||76,386.00||0.72||1,669,574.74||1.06|
|Average Daily Attendance: As Defined by NCES||0.00||0.00||0.00||0.00|
If Detroit Public Schools are spending a whopping $764,780,371.98 on instruction in the district how come our children are not graduating on time? How come our schools are failing in the district? In fact, DPS spends $1,404,205,751.05 (or $1.4 billion) on running the district? Charters are clearly NOT the problem but mismanagement of money is the problem.
Detroit Public Schools receive $7,557.00 per pupil from the Department of Education. But DPS needs more money to run the district. A school system that operates off of $1.4 billion dollars does not need anymore money. Again, charter schools are NOT the issue here. Too many people have been lied and deceived. This is why we need a Covenant for Detroit TODAY.
Let's go deeper into the lies that Mr. Wheeler is telling you about charter schools. Let's take a look at the June 2008 state aid report that Detroit Public Schools received.
SUMMARY OF REGULAR PAYMENTS
CURRENT YEAR ALLOWANCES Current Amt
22a PROP A OBLIGATION $45,395,985.73
51c SPEC ED HEADLEE OBLIGATION $7,973,534.43
26a RENAISSANCE ZONE $473,298.35
22b DISCRETIONARY PAYMENT $12,605,324.70
29 DECLINING ENROLLMENT $661,844.02
31A AT RISK $ $5,020,603.60
31d SCHOOL LUNCH $163,754.30
32d MICH SCHOOL READINESS $1,443,310.20
41 BILINGUAL EDUCATION $648,571.96
61a.1 VOCATIONAL EDUCATION $127,136.42
64 HEALTH/SCIENCE MIDDLE COLLEGE $36,360.00
61a.2 VOC. ED. ADMINISTRATION $1,090.80
99.1 MATH AND SCIENCE $10,078.81
99c MIDDLE SCHOOL MATH $0.00
107.1 ADULT EDUCATION PARTICIPANTS $429,928.04
Total spent: $74,990,821.36
This is money speant JUST IN JUNE alone in DPS. If we look at how much charter schools receive per pupil we will see they only receive $7,475.00 and operate far less than any Detroit Public School. So how can charters be of ANY threat if DPS generates $1.4 billion annually? The only threat that Mr. Wheeler fails to mention is the threat of competiton.
To sum it all up The Covenant for Detroit is all about progress. Proponents of the Covenant are not interested in beating a dead horse with old and outdated ideas. The core reason why DPS has failed its students is because they still use a factory model form of schooling instead of a technology based model. Clearly, I just showed you how much money DPS has so what is the excuse?
The Covenant for Detroit is all about movement. We do not care if you vote Democrat or Republican or Independent we need to reestablish morality in our communities. It's sad that we have young men breaking into foreclosed houses only to conduct sexual origies with each other and go back to their girlfirends and wives. Immorality is out of control in our communities and politicians are getting greedier with their sick lifestyles. We must bring back core principles in order to restore order in our homes and schools.
Mr. Wheeler should not waste time trying to debate me on an issue such as charters vs DPS. DPS authorizes charters schools in the district so this is a baseless argument. Instead, I am concerend about moving our children into competiting globally to help them understand the importance of a 21st century workforce. Michigan has an unemployment rate of 8.5% and while 80,000 jobs exist currently in the state too many of us are not prepared to work because of the lack of basic skills. Parents should not be forced to send their children to failing public schools because they could not get into Renaissance or Cass Tech. That is not fair. We should, as a team and community, promote more educational choices for our children to give them a safe environment.
Let's not work against each other but work towards a goal of educating our children the correct way. I urge those who want to see change to join in the Covenant for Detroit.