Also, I second Baker’s comments.

– Any efforts to simplify education funding would make sense. The local officials. I spoke to a few years ago like Gov. Sanford’s ideas about streamlining the funding system so they’d have more flexibility.

– I’m not an expert on school funding. It’s really complicated. But my understanding is that at least some of the complexity has to do with all the various specific mandates from the state legislature. This isn’t to say that the state DOE doesn’t find way to muddle things further, but I don’t think it would be accurate to place the blame entirely on the DOE (much as the GOP likes to slam Jim Rex and Inez Tenenbaum).

– It’s interesting to note that Randy Page and others are touting flexibility for local school administrators. Don’t the SCRG and other folks usually derisively call those people “educrats”? My guess is that any attention Page is giving to funding mechanisms — especially the idea of a per-pupil “back-packing” — is ultimately aimed at putting that per-pupil tax allotment toward private school choice.

– Here we go again with the oft-cited claim that less than 50% of the money makes it to the classroom. Will uses it this time. As I and others have pointed out, the Policy Council’s claim is awfully shaky….The “study” they released a few years ago counted guidance counselors (required by law) and librarians (required by law, and obviously important as educators) against the public schools.

They also counted one-time building projects that were in some cases paid for by the state legislature. In other words, the GOP-majority legislature was helping schools put money toward improving their facilities, but then the Policy Council characterized this spending as waste on the part of public school — and then GOP legislators began citing the Policy Council’s report. Strange. So, technically, sure, they pointed to non-classroom spending. But if you looked at the whole picture, it was pretty shoddy work on the Policy Council’s part.

Rolling up the funding and having it follow the child won’t accomplish anything unless the General Assembly also eliminates the programs they require districts to offer and the Department to administer.

This study outlines exactly how to fix this problem. It rolls up all the categories into a formula with a few weights, including for poverty and gifted and talented. There are some excellent recommendations in here on how to address specific problems. This study should serve as a model for legislators who really want substantive change. Good for Jeff Duncan and others who are taking on this complex issue….