Equity of funding (along with equitable access to other resources such as experienced teachers, adequate resources and modern facilities) is a broad topic that has implications for policy at different levels. There are some aspects of inequitable funding that are rooted in state policy, some in Baltimore City policy, and some in City Schools policy. Specifically, we try to keep track of:
How Baltimore is funded and managed (held “accountable”) by the state relative to the needs of its population, and in comparison to other wealthier parts of the state
How Baltimore City apportions its funding (for instance funds spent on the police department as compared to schools)
How City Schools addresses short and long-term inequities across its schools
How charter school funding compares to traditional school funding
How City Schools as a district and individual schools make their budget open and responsive to public discussion, with a full disclosure of the principles behind the budgets.
State Funding Levels for City Schools
20 YEARS OF FORGOTTEN HISTORY: WHY ORGANIZING IS OUR ONLY CHANCE AT ADEQUATE SCHOOL FUNDING IN MARYLAND
This is a resource page with charts, powerpoints and more about Maryland’s historical failure to fulfill its constitutional obligation to adequately and equitably fund public education - by Corey Gaber
Article in Medium on the Meaning of Racially Equitable Funding
In this post by Lawrence Brown, he makes the connection between the history of disinvestment in Black neighborhoods (in Baltimore’s Black Butterfly) and current school funding needs: https://medium.com/@BmoreDoc/black-public-schools-need-racially-equitable-funding-in-baltimore-366a0d5580a2
Step-By-Step: The School Budget Making Process
The whole process for school budget making starts around the end of January each year and is finalized sometime in May.
The following description of how budgets are assigned to schools is taken from the “City Schools Inside” website: https://www.baltimorecityschools.org/Page/18398
There are also links on this website to sample agendas and a process for the principal to use in sharing the projected budget with the school community: https://www.baltimorecityschools.org/Page/18374
Engaging Families and Communities in Building Your School's Budget
Keeping the school community informed about budget priorities and involved in the budget making is critical to ensuring the success of the process. Here are some resources to help you share information and enlist the help and support of families, partners and stakeholders.
School community budget forum
School leaders must schedule a budget forum to gather input from their school communities in advance of preparing their budgets for the upcoming year and must inform your FCE specialist of the date. Below are sample documents, in Word format, to assist in planning, publicizing and gathering information for your forum. Please download the documents you require and customize them for your school (you will be required to submit these customized documents when you submit your budget for approval).
To receive copies of the above documents in Arabic, French, or other languages, please contact Marc Laveau.
Community budget review
After your budget is submitted, you must hold a Community Budget Review to share the submitted budget with families, partners, staff, and your school community. Additional information and resources will be available shortly.Below are sample documents to download to assist in planning and organizing your review.
Sample agenda: English | Spanish
School Family Council and parent feedback
After your initial budget is submitted and within three days of your required Community Budget Review, the chair of your School Family Council and a member of your Advisory Team must submit feedback using the budget feedback survey.
Impact of Charters on Equity of Funding
The fight against the expansion of charter schools in Baltimore had two iterations. First was the fight in the legislature in spring 2014. We were working alongside other groups, attending hearings and generally helping to get the word out in opposition to legislation that would have given charters more funding and the ability to take teachers out of the union. There were just a few of us doing this work at that time. The legislation was successfully defeated and all the fellows became much more attuned to the issue. Then in September 2015, the charter coalition filed a lawsuit against city schools, demanding more funding. This again led to some intensive organizing. In October 2015 TDP held a large public forum where we released our first professionally produced video in an effort to bring awareness to the disparity in funding between traditional and charter schools. This effort was partially responsible for the formation of an independent group called People for Public Schools, a group that has since carried the banner for equitable funding in Baltimore and with whom we still have strong ties. As we move into the new Trump era, in light of the current budget deficit in City Schools ($129,000,000), and following a recently published two-year study of the state’s school finances, it is clear that this issue will resurface and will require continued advocacy.
Charters were initially designed to be laboratories to bring innovation to public schools. The challenge is that instead of spreading the learning gained to all schools, they have become an institution that functions as an escape hatch for a small population of kids. TDP believes we instead need to fight for equity and adequacy of funding for every child.
Charters are not a silver bullet. They only work better if they have more money and serve an easier population—either by locating in a middle class neighborhood and attracting middle class families, or by pushing harder to teach children out of the school.
Charters are often justified on the basis that they find better ways to educate students. In fact good charters do the same things that good schools of any type do—they provide relative stability and predictability; they manage finances well over time; they make good teachers want to stay; they give teachers autonomy to manage their own curriculum and professional development; and they maintain excellent relationship with their parents and communities. This is not new or innovative. There is no evidence that existing neighborhood schools would be unable to achieve these same results with the same set of advantages that charters receive.
Though we do acknowledge the frustrations of large schools and the need to do something different in education, we have to take into account the impact that the charter schools are having on other schools near by. At a certain level of saturation, charters start to contribute to the closing of neighborhood schools that ought to be supported and shored up. For example the Henderson Hopkins opening coincides with the closing of Raynor Brown. Closing Langston Hughes coincides with the opening of Creative City and KIP. Though these charters promise to make better options available, at Henderson Hopkins the school is not open to all in the same way Raynor was and Langston is actually a stronger school than any other in the community.