SSB 5607: Budgets, Salary, and Bargaining

A notable change in SSB 5607, the Senate’s proposal around education funding, involves how money allocations to districts are determined.

As this summary describes, SSB 5607 swaps the prototypical school funding model (based on staff to student ratios, staff salary allocation levels, plus other allocation costs) for a straight per-pupil funding model. Under SSB 5607, per-student funding from all local, state, and federal sources must meet a minimum of $12,500, with augmentations for certain subgroups such as homeless students and special education students.

That then leaves the determination of teacher salaries to local bargaining: Part V, Section 501 of the bill (page 46 here) grants local districts the authority to determine the certificated salary schedules, and explicitly eliminates the statewide salary allocation model starting in 2018-19. There is also a direct prohibition against local salary schedules providing “salary increases based on a master’s or other advanced degree that is not in the subject area in which the individual teaches.” (Which, quite frankly, is ludicrous, as it appears to justify de-recognition of Masters Degrees in education…unless I am reading it incorrectly, which I hope I am.) Also worthy of noticing is the clear designation in Section 503 that no more than 80% of total district expenditures may go to salary and benefits. The same section also sets the minimum salary for full-time teachers at $45,000, a bump from the current bottom tier ($35,700) but well short of Governor Inslee’s proposed budget, which places base pay at over $54,000 once implemented.

In an apparent effort to recognize differences in cost of living throughout the state, Section 504 also creates provisions for a “housing allowance” to be provided, based on a “regional cost factor,” to certificated employees in districts with the assessed value of real-estate property exceeds the state average.

All of this gets accomplished by rolling back local levy authority to a lid of 10% and creating a state-wide property tax levy of $1.80 per $1000 of assessed value.

On the surface, base teacher pay is increased and a regional cost-of-living is ostensibly addressed positively, and collective bargaining of salary at the local level is maintained. Knowing these policymakers’ past positions on teacher compensation and collective bargaining rights, I can’t help but get the sense that I’m missing something…something big and ugly and destructive.

I am concerned that by providing some small details that seem to be positives, we are being distracted from this proposal’s ultimate failure to address the larger picture. The reshuffling of allocation models (back to per-student, which I think Washington abandoned a few decades ago) doesn’t make clear whether there is a net increase in overall school funding. There’s also that $12,500 per-student number, which makes it seem like an increase from the current per-student funding (which hovers shy of 10K), but includes all revenue sources local, state, and federal. To me, that’s a sneaky way of keeping the state-provided funding low, all the while imposing limits on local authority to raise much needed additional revenue.

I also worry that the gesture of locally bargaining salary schedules obscures the fact that locals will be bargaining over what ends up being a much smaller pot of resources, particularly given that hard cap of 80% mentioned above. Sure, we might get to bargain from a higher base ($45,000), but the result is that keeping class sizes reasonable and maintaining key services to kids will mean that while the bottom has been raised, the top of the schedule will likely have to be lowered. My prediction: the real effect will be lower average teacher salaries, higher average class sizes, and overworked education staff assistants who already face caseloads that are unmanageable. Maintaining local bargaining power is a plus, but it feels like a pacifying gesture toward unions, since bargaining over fewer resources is a huge step backward.

This is all incomprehensibly messy and complicated…not to mention political and emotional. There are a few premises that I can get behind, but what keeps me from being in support of this is that the numbers are simply too low and that from what I can find so far there is zero evidence that this proposal actually improves the overall funding climate for students in the state of Washington. In fact, it potentially serves very well to distract us from that larger climate.

Sadly, I have grown to have little faith that our policymakers actually want to build and preserve a high quality education system in our state. Of course they’ll all say they do: But in action via bills and budgets, it seems pretty clear to me that public education…and the stronger economic and social future it helps to lay a foundation for…is not a true priority. SSB 5607 appears to continue the trend of expecting results the state is unwilling to pay for.

Horse’s Mouth Resources un-mediated by any news-outlet or teacher-blogger interpretation:

  • SSB 5607…in it’s full glory. If you’re like me, these can make for challenging reading, but I believe it is important to look directly at the proposed language if we’re going to also use summaries and opinion pieces to help form our positions… kind of like in my classroom: I tell my students I’m okay with them reading the Sparknotes and online reviews, provided they ALSO read the full original text as well.
  • A non-partisan summary of the bill, with definitions of terms, as well as PRO and CON statements.

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