{"title":"Mississippi","authors":"Spencer D. Stone","doi":"10.32388/h68sb2","DOIUrl":"https://doi.org/10.32388/h68sb2","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"45 1","pages":"324 - 325"},"PeriodicalIF":0.2,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48920421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-07DOI: 10.4135/9781544354453.n49
Lisa G. Driscoll
EARS [1] (Emergency Awareness & Readiness Services for the Deaf, Hard of Hearing, and Deaf-Blind) Hearing Loss Association of America Tennessee Chapters HLAA, Chattanooga Chapter [2] HLAA, Nashville Chapter [3] Tennessee Association of the Deaf [4] Tennessee Council for the Deaf, Deaf-Blind & Hard of Hearing [5] Tennessee Deaf-Blind Project [6] Tennessee Department of Health Newborn Hearing Screening [7] Tennessee Department of Human Services Deaf, Deaf-Blind & Hard of Hearing Services [8] Tennessee Disability Coalition -PEARS Program [9] TEIS (Tennessee's Early Intervention System) [10] Tennessee Hands & Voices [11] Tennessee Organization of the Deaf-Blind [12] Tennessee Public Utility Commission iCanConnect: The National Deaf-Blind Equipment Distribution Program [13] Telecommunications Devices Access Program (TDAP) [14] Tennessee Registry of Interpreters for the Deaf (TRID) [15] Tennessee Schools for the Deaf [16]: Tennessee School for the Deaf Knoxville [17] Tennessee School for the Deaf Nashville [18] West Tennessee School for the Deaf (Jackson) [19]
{"title":"Tennessee","authors":"Lisa G. Driscoll","doi":"10.4135/9781544354453.n49","DOIUrl":"https://doi.org/10.4135/9781544354453.n49","url":null,"abstract":"EARS [1] (Emergency Awareness & Readiness Services for the Deaf, Hard of Hearing, and Deaf-Blind) Hearing Loss Association of America Tennessee Chapters HLAA, Chattanooga Chapter [2] HLAA, Nashville Chapter [3] Tennessee Association of the Deaf [4] Tennessee Council for the Deaf, Deaf-Blind & Hard of Hearing [5] Tennessee Deaf-Blind Project [6] Tennessee Department of Health Newborn Hearing Screening [7] Tennessee Department of Human Services Deaf, Deaf-Blind & Hard of Hearing Services [8] Tennessee Disability Coalition -PEARS Program [9] TEIS (Tennessee's Early Intervention System) [10] Tennessee Hands & Voices [11] Tennessee Organization of the Deaf-Blind [12] Tennessee Public Utility Commission iCanConnect: The National Deaf-Blind Equipment Distribution Program [13] Telecommunications Devices Access Program (TDAP) [14] Tennessee Registry of Interpreters for the Deaf (TRID) [15] Tennessee Schools for the Deaf [16]: Tennessee School for the Deaf Knoxville [17] Tennessee School for the Deaf Nashville [18] West Tennessee School for the Deaf (Jackson) [19]","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"45 1","pages":"376 - 378"},"PeriodicalIF":0.2,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44893145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-07DOI: 10.4135/9781544354453.n30
N. Alexander
A Minnesota program has received funding to expand its suicide prevention efforts. The Thrive Range program, which provides mental health and substance abuse resources to rural parts of St. Louis County, won the four-year grant from the state department of health. The funding will help the program work with local health care systems to adopt the Zero Suicide model and support the rollout of a mental health and substance abuse program in schools. Thrive Range will also use the grant to provide free access to mental health and substance abuse resources on its website, with a particular focus on preventing suicide among men and veterans.
{"title":"Minnesota","authors":"N. Alexander","doi":"10.4135/9781544354453.n30","DOIUrl":"https://doi.org/10.4135/9781544354453.n30","url":null,"abstract":"A Minnesota program has received funding to expand its suicide prevention efforts. The Thrive Range program, which provides mental health and substance abuse resources to rural parts of St. Louis County, won the four-year grant from the state department of health. The funding will help the program work with local health care systems to adopt the Zero Suicide model and support the rollout of a mental health and substance abuse program in schools. Thrive Range will also use the grant to provide free access to mental health and substance abuse resources on its website, with a particular focus on preventing suicide among men and veterans.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"45 1","pages":"321 - 323"},"PeriodicalIF":0.2,"publicationDate":"2020-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47473573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-24DOI: 10.4135/9781544354453.n34
Barbara Y. Lacost
funding priorities for higher education In 2017, the president of the Nebraska University system, Hank Bounds, brought together faculty, staff and administrators and assigned them to eight budgetresponse teams charged with examining NU processes, especially in the areas of human resources, printing, procurement and travel. These teams identified areas in which savings were thought to be achievable. The goal—to cut $22 million to reduce a $42 million budget gap. Over time, plans to accomplish those savings have been put into place and included the elimination of 118 positions across the NU system. Although progress is on-going, future losses in state aid, or declining tuition revenue, could move the cuts from the areas currently affected into the classroom (Dunker, 2018). NU continues to plan for future needs and deficits. Following two years of declining state aid, the University of Nebraska has requested an increase in its appropriation by the Nebraska Legislature for the next two years. The proposal — for 3% growth in 2019-20 and 3.7% in 2020-21 — recently was shared with the Nebraska University Board of Regents. Much of the requested increase is to be set aside for wages and benefits, as directed by the Department of Administrative Services. Of the proposed $39 million increase in state aid (from $571 million this year to $610 million for 2020-21) more than 85% will go to “adjustments for its 12,000-plus full-time employees across the state” (Guest Opinion, August 13, 2018).
{"title":"Nebraska","authors":"Barbara Y. Lacost","doi":"10.4135/9781544354453.n34","DOIUrl":"https://doi.org/10.4135/9781544354453.n34","url":null,"abstract":"funding priorities for higher education In 2017, the president of the Nebraska University system, Hank Bounds, brought together faculty, staff and administrators and assigned them to eight budgetresponse teams charged with examining NU processes, especially in the areas of human resources, printing, procurement and travel. These teams identified areas in which savings were thought to be achievable. The goal—to cut $22 million to reduce a $42 million budget gap. Over time, plans to accomplish those savings have been put into place and included the elimination of 118 positions across the NU system. Although progress is on-going, future losses in state aid, or declining tuition revenue, could move the cuts from the areas currently affected into the classroom (Dunker, 2018). NU continues to plan for future needs and deficits. Following two years of declining state aid, the University of Nebraska has requested an increase in its appropriation by the Nebraska Legislature for the next two years. The proposal — for 3% growth in 2019-20 and 3.7% in 2020-21 — recently was shared with the Nebraska University Board of Regents. Much of the requested increase is to be set aside for wages and benefits, as directed by the Department of Administrative Services. Of the proposed $39 million increase in state aid (from $571 million this year to $610 million for 2020-21) more than 85% will go to “adjustments for its 12,000-plus full-time employees across the state” (Guest Opinion, August 13, 2018).","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"44 1","pages":"296 - 297"},"PeriodicalIF":0.2,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48737674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
priorities and pressing state issues affecting p–12/higher education 1 As reported by the Georgia Budget and Policy Institute (GBPI), pressing issues impacting the financial condition of Georgia’s K-12 and higher education systems involve the outdated funding formula (i.e. Quality Basic Education (QBE)) designed 32 years ago. Ultimately, GBPI indicates that the outdated scale does not address the growing needs of students, particularly the high academic achievement goals and the increased number of low-income students. In addition, GBPI reports that Georgia is currently investing $1,965 less per student than the national average. Although, the General Assembly added $160 million to the budget in the area of teacher salaries, assuming to avoid issues of teacher strikes (i.e., Oklahoma, West Virginia, Arizona) and excessive turnover (i.e., South Carolina) seen in both Unionized and Right-to-Work states, progress toward reversing the cuts in the state’s formula for public schools has stymied. Since 2003, over $9.2 billion has been collectively cut from public education. Considering inflation and the growing needs of schools in this era of high accountability, schools struggle to provide the necessary support and learning conditions to meet academic goals. Other pressing issues remain in the area of student teacher ratios in Georgia’s Pre-K program; whereby, student to teacher ratios exceed the quality standard of one-to-twenty. Although the general assembly increased funding to GA PreK in the area of teacher salaries, there still remains a high need for resources; for instance in the area of start-up costs for new Pre-K programs to address the number of students on waitlists because of capacity issues. In terms of higher education, although Georgia’s education lottery system is revered for its tuition assistance for students, over the last 10 years there has been a shift in appropriations in which students at large are paying more in tuition and fees, even those who qualify for education lottery scholarship funds.
{"title":"Georgia","authors":"David G. Buckman","doi":"10.30875/2c7ba5ac-es","DOIUrl":"https://doi.org/10.30875/2c7ba5ac-es","url":null,"abstract":"priorities and pressing state issues affecting p–12/higher education 1 As reported by the Georgia Budget and Policy Institute (GBPI), pressing issues impacting the financial condition of Georgia’s K-12 and higher education systems involve the outdated funding formula (i.e. Quality Basic Education (QBE)) designed 32 years ago. Ultimately, GBPI indicates that the outdated scale does not address the growing needs of students, particularly the high academic achievement goals and the increased number of low-income students. In addition, GBPI reports that Georgia is currently investing $1,965 less per student than the national average. Although, the General Assembly added $160 million to the budget in the area of teacher salaries, assuming to avoid issues of teacher strikes (i.e., Oklahoma, West Virginia, Arizona) and excessive turnover (i.e., South Carolina) seen in both Unionized and Right-to-Work states, progress toward reversing the cuts in the state’s formula for public schools has stymied. Since 2003, over $9.2 billion has been collectively cut from public education. Considering inflation and the growing needs of schools in this era of high accountability, schools struggle to provide the necessary support and learning conditions to meet academic goals. Other pressing issues remain in the area of student teacher ratios in Georgia’s Pre-K program; whereby, student to teacher ratios exceed the quality standard of one-to-twenty. Although the general assembly increased funding to GA PreK in the area of teacher salaries, there still remains a high need for resources; for instance in the area of start-up costs for new Pre-K programs to address the number of students on waitlists because of capacity issues. In terms of higher education, although Georgia’s education lottery system is revered for its tuition assistance for students, over the last 10 years there has been a shift in appropriations in which students at large are paying more in tuition and fees, even those who qualify for education lottery scholarship funds.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"44 1","pages":"255 - 257"},"PeriodicalIF":0.2,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45245471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Nevada","authors":"Deborah A. Verstegen, Davíd G. Martínez","doi":"10.32388/w035jg","DOIUrl":"https://doi.org/10.32388/w035jg","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"44 1","pages":"298 - 300"},"PeriodicalIF":0.2,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46896927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-24DOI: 10.1163/1570-6664_iyb_com_state_3249
Walter Hart, Eric A. Houck, Jim R. Watson
Salary Teachers – Additional $11.8 million allocated for an average 6.5% pay increase, which is not evenly distributed. Schedule starts at $35,000 per annum with $1000 annual increase for each year of service until 15 years. Years 15 – 24 will receive salary of $50,000, but are frozen at this level until year 25. Years 25 and beyond receive $52,000 (over 25 years receive $700 annual increase and a $385 bonus for teachers with 23 or 24 years of service who will not receive a salary increase). Eliminated $5 million for veteran teacher bonuses. Merit Pay for Teachers – $22.9 million in recurring funding for up to a $2000 bonus for teachers in grades 4 and 5 who meet growth scores in reading and grades 4 – 8 who meet growth scores in mathematics. The top 25% of teachers statewide and the top 25% within individual LEAs will receive bonuses. Also, increases bonus funds for teachers of Advanced Placement courses and Interna-
{"title":"North Carolina","authors":"Walter Hart, Eric A. Houck, Jim R. Watson","doi":"10.1163/1570-6664_iyb_com_state_3249","DOIUrl":"https://doi.org/10.1163/1570-6664_iyb_com_state_3249","url":null,"abstract":"Salary Teachers – Additional $11.8 million allocated for an average 6.5% pay increase, which is not evenly distributed. Schedule starts at $35,000 per annum with $1000 annual increase for each year of service until 15 years. Years 15 – 24 will receive salary of $50,000, but are frozen at this level until year 25. Years 25 and beyond receive $52,000 (over 25 years receive $700 annual increase and a $385 bonus for teachers with 23 or 24 years of service who will not receive a salary increase). Eliminated $5 million for veteran teacher bonuses. Merit Pay for Teachers – $22.9 million in recurring funding for up to a $2000 bonus for teachers in grades 4 and 5 who meet growth scores in reading and grades 4 – 8 who meet growth scores in mathematics. The top 25% of teachers statewide and the top 25% within individual LEAs will receive bonuses. Also, increases bonus funds for teachers of Advanced Placement courses and Interna-","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"44 1","pages":"309 - 311"},"PeriodicalIF":0.2,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46032798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-24DOI: 10.4135/9781544354453.n53
W. Owings, L. Kaplan
background Nationwide, public and higher education are still recovering from the Great Recession. Virginia is no exception. But over the last few years, its relative position has improved. According to the July 24, 2018 Bureau of Economic Analysis, Virginia’s GDP grew by 2.4%1 – an improvement over last year’s 2.0% growth and 0.6% in 2016.2 Lottery proceeds were projected to increase to $586.7 million in both years of the biennium. Virginia’s 2018 regular legislative session ended without passing a budget mainly due to the Medicaid expansion controversy. Following a special legislative session, Governor Ralph Northam signed the budget into law on June 7, 2018. The 2018-20 budget included an increase of $515.9 million for public education in general fund spending and $352 million for higher education over the FY 2018 base budget. As of late August, one budget surplus issue still remains unresolved – what to do with a $600 million additional revenue from the doubling of the federal standard deduction. The governor wants to make the credit fully refundable to taxpayers, and Republicans see the issue as too divisive and complex to solve without further study.
{"title":"Virginia","authors":"W. Owings, L. Kaplan","doi":"10.4135/9781544354453.n53","DOIUrl":"https://doi.org/10.4135/9781544354453.n53","url":null,"abstract":"background Nationwide, public and higher education are still recovering from the Great Recession. Virginia is no exception. But over the last few years, its relative position has improved. According to the July 24, 2018 Bureau of Economic Analysis, Virginia’s GDP grew by 2.4%1 – an improvement over last year’s 2.0% growth and 0.6% in 2016.2 Lottery proceeds were projected to increase to $586.7 million in both years of the biennium. Virginia’s 2018 regular legislative session ended without passing a budget mainly due to the Medicaid expansion controversy. Following a special legislative session, Governor Ralph Northam signed the budget into law on June 7, 2018. The 2018-20 budget included an increase of $515.9 million for public education in general fund spending and $352 million for higher education over the FY 2018 base budget. As of late August, one budget surplus issue still remains unresolved – what to do with a $600 million additional revenue from the doubling of the federal standard deduction. The governor wants to make the credit fully refundable to taxpayers, and Republicans see the issue as too divisive and complex to solve without further study.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"44 1","pages":"334 - 336"},"PeriodicalIF":0.2,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46653332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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