Despite myths, Michigan spends less on schools than it did a generation ago
By Chandra Madafferi, President and CEO, Michigan Education Association
There is a lot of conflicting information out there about our state’s level of support for public schools, with the phrase “record funding” often being used.
The truth is that in inflation-adjusted dollars, Michigan actually spends less per pupil than we did in 2002, and that has — unsurprisingly — contributed to lower student achievement on standardized tests.
Let’s be clear: We have made amazing progress these last seven years in restoring the funding that state government once provided to our neighborhood schools.
But we still have a long way to go.
It’s critical that our state’s leaders work together to reimagine school funding so that every public school has the resources it needs to properly educate every student.
First, let’s look at how we got here.
In 2002, Michigan’s School Aid Fund provided school districts with an average of $13,858 per student, adjusted for inflation, according to a recent report from the Education Policy Innovation Collaborative (EPIC) at Michigan State University. Over the next dozen years, school funding steadily declined before reaching its low point in 2014, the report found.
Recent increases in school funding have made up ground, but inflation has eaten away at them. The current state education budget provides school districts with a $10,050 per-pupil foundation allowance, and the governor is proposing raising that to $10,300 in next year’s budget. That’s a lot better than where we were a decade ago, but it’s still significantly short of the 2002 peak.
It seems like common sense, but it bears repeating: Numerous studies show that investing in our preK-12 schools results in better student outcomes — everything from test scores and graduation rates to future educational attainment and wages. Despite what some may say, that’s not “throwing more money” at schools — it’s investing in our future.
That’s especially true when extra funding is directed to under-resourced districts and used to reduce class sizes, provide additional support to the growing population of at-risk students, and ensure educator quality through higher compensation.
To help address the achievement gap affecting schools and students with extra needs, state leaders have dedicated an increasing share of total state education funding toward “categorical” grants. These restricted funds may only be used for certain purposes, such as extra support for struggling students, mental health resources, school safety, transportation costs, and more.
Proponents argue these grants help level the playing field and increase accountability for school districts that apply for and receive grants. However, this funding is extremely unstable and can swing back and forth every year, depending on the political climate. That makes it nearly impossible for schools to plan for even the near-term future.
For instance, a million-dollar categorical grant awarded to a school district to hire more school social workers and paraprofessionals can be eliminated the very next year. Not only is this a logistical nightmare for school districts, but it also causes upheaval for students who had access to support one year but not the next. That’s not fair to our neighborhood schools, and it’s certainly not fair to our kids.
As many other states are proving, student success is built on providing schools with a clear and predictable long-term funding system. Funding must also be flexible, since every local school district has different characteristics and needs.
Instead of our current funding system, state leaders should gradually implement a research-based weighted formula that assigns a base per-pupil amount to each student, with additional per-pupil funding for students who need more support.
By providing a more robust and predictable state funding stream for local school districts, educators can be better equipped to provide students with much-needed stability and meet their individual needs.
After all, every student deserves an opportunity to succeed in school and in life.
Labor Voices
Labor Voices columns are written on a rotating basis by United Auto Workers President Shawn Fain, Michigan Education Association President & CEO Chandra Madafferi, Michigan Regional Council of Carpenters and Millwrights Executive Secretary-Treasurer Tom Lutz and selected Service Employees International Union members.
