NEASC report on NBHS is online
The New England Association of Schools and Colleges (NEASC) report that details New Britain High School's problems is online at the school's Web site.
Elisa, the co-author of this blog, has reported that the school was recently put on probation by NEASC. This is not been reported in the local media. Prior to that decision, the NEASC prepared a report assessing the school's educational program.
What follows is an excerpt from that report that seemed to summarize what may be a major part of the problem at NBHS:
The community of New Britain and the consolidated school district of New Britain's governing body have not ensured an adequate and dependable source of revenue to provide and maintain appropriate school programs, personnel, services, facilities, equipment, technological support, materials, and supplies for student learning. Over the past five years, funding for the school has been significantly below what was requested to provide these services to the students of NBHS. That request was denied for all five years.
For example, in 2003-4 the board of education's budget request was only 1.57% above the state's required minimum, yet this was still reduced further, resulting in the elimination of 70 positions and the deferment of new and replacement equipment purchases. This past year, a 4.57% reduction in the board's requested budget led to the cutting of 7 teaching positions at NBHS among other things. In addition, the limited funds available are not always spent wisely. For example, because the special education service to students was out of compliance with the state, the school implemented an inclusion model which led to an arbitration hearing that resulted in the payout of $235,000 in extra compensation to special education teachers in the most recent fiscalyear. There is some inefficiency evident in the allocation of resources as well. For example, an evaluation strategy in the technology plan calls for daily classroom observations using PDA computers. The switchboard operator at the front office fields calls from parents about their students, but there is no personal computer available to assist with locating students, receiving e-mail messages, using the TENEX system, or functioning technologically. A paper-based system remains in place. Additionally, massive mailings of 8 annual reports are all stamped manually. There is a postage meter, but, according to the office paraprofessional, it is less expensive to buy stamps at a cost of $30.00 per day. Custodians run bulky mail to the post office when needed.
The budget process itself is as follows: in August, the superintendent is given a tentative budget that includes a three percent increase over the previous year's allocation. According to members of the board of education, this amount is barely enough to cover salary increases and other contractual requirements for current school employees. There is no money left over to make up for previous budget shortfalls or to provide for the enrollment increases experienced over the past few years let alone for program improvements. Funds are then allocated to each department, and the department chairs then ask staff members for input which must take place by December. The principal then meets with the district director of finance and puts forth his budget proposal including his budget rationale. The budget is submitted to the superintendent who then submits it to the common council of the City of New Britain in March.
The final budget is highly dependent grants from outside agencies and on monies appropriated by the state legislature, a process that usually does not take place until July 1. The ability of the City of New Britain itself to pay for high quality education is severely limited as New Britain ranks 168th out of 169 school districts in Connecticut I Adjusted Equalized Net Grand List per Capita. Thus this budget process and timeline inhibit the ability of the school district's executive staff to make proper educational decisions, and the lack of sufficient funding for New Britain High School has had a major impact on the ability of the school to fulfill its mission. (teachers, administrators, self-study, central office personnel, school board members, program of studies)
Elisa, the co-author of this blog, has reported that the school was recently put on probation by NEASC. This is not been reported in the local media. Prior to that decision, the NEASC prepared a report assessing the school's educational program.
What follows is an excerpt from that report that seemed to summarize what may be a major part of the problem at NBHS:
The community of New Britain and the consolidated school district of New Britain's governing body have not ensured an adequate and dependable source of revenue to provide and maintain appropriate school programs, personnel, services, facilities, equipment, technological support, materials, and supplies for student learning. Over the past five years, funding for the school has been significantly below what was requested to provide these services to the students of NBHS. That request was denied for all five years.
For example, in 2003-4 the board of education's budget request was only 1.57% above the state's required minimum, yet this was still reduced further, resulting in the elimination of 70 positions and the deferment of new and replacement equipment purchases. This past year, a 4.57% reduction in the board's requested budget led to the cutting of 7 teaching positions at NBHS among other things. In addition, the limited funds available are not always spent wisely. For example, because the special education service to students was out of compliance with the state, the school implemented an inclusion model which led to an arbitration hearing that resulted in the payout of $235,000 in extra compensation to special education teachers in the most recent fiscalyear. There is some inefficiency evident in the allocation of resources as well. For example, an evaluation strategy in the technology plan calls for daily classroom observations using PDA computers. The switchboard operator at the front office fields calls from parents about their students, but there is no personal computer available to assist with locating students, receiving e-mail messages, using the TENEX system, or functioning technologically. A paper-based system remains in place. Additionally, massive mailings of 8 annual reports are all stamped manually. There is a postage meter, but, according to the office paraprofessional, it is less expensive to buy stamps at a cost of $30.00 per day. Custodians run bulky mail to the post office when needed.
The budget process itself is as follows: in August, the superintendent is given a tentative budget that includes a three percent increase over the previous year's allocation. According to members of the board of education, this amount is barely enough to cover salary increases and other contractual requirements for current school employees. There is no money left over to make up for previous budget shortfalls or to provide for the enrollment increases experienced over the past few years let alone for program improvements. Funds are then allocated to each department, and the department chairs then ask staff members for input which must take place by December. The principal then meets with the district director of finance and puts forth his budget proposal including his budget rationale. The budget is submitted to the superintendent who then submits it to the common council of the City of New Britain in March.
The final budget is highly dependent grants from outside agencies and on monies appropriated by the state legislature, a process that usually does not take place until July 1. The ability of the City of New Britain itself to pay for high quality education is severely limited as New Britain ranks 168th out of 169 school districts in Connecticut I Adjusted Equalized Net Grand List per Capita. Thus this budget process and timeline inhibit the ability of the school district's executive staff to make proper educational decisions, and the lack of sufficient funding for New Britain High School has had a major impact on the ability of the school to fulfill its mission. (teachers, administrators, self-study, central office personnel, school board members, program of studies)
0 Comments:
Post a Comment
<< Home