Rethinking Our Education System

By the LEV Policy Team

Children standing in front of a chalkboard - League of Education VotersIn the 2017 legislative session, Washington state is poised to make historic investments in basic education. But what will those dollars buy? The current program of “basic education” is not robust enough to meet our “paramount duty” and ensure that all students have the knowledge and skills to compete in today’s economy and participate in our state’s democracy. The upcoming investment provides an unprecedented opportunity to rethink our system of education and the resources and tools at our disposal to provide Washington students with the education promised by our Constitution.

What is required of our educational system will continue to change over time. We need to develop a program of basic education that can evolve based on current and future student needs and a funding mechanism that is flexible enough to support that shifting program. Let’s envision a program of basic education that is aspirational and that creates a new path forward for Washington state. The vision should include best practices, teaching and instruction that closes achievement gaps, supports that allow students to be the best learners, a program that doesn’t start with kindergarten and end with high school, but consists of the full education continuum—early learning through postsecondary.

Ample and equitable funding is necessary to build a robust education system that works for all children. However, money is a tool, not a solution. New dollars should be seen as a tool to improve our system for all students. We believe that this can be done by rethinking how we:

  • compensate teachers and staff
  • leverage funding and human resources according to meet student needs
  • recruit, retain, and train teachers
  • provide additional student supports
  • measure the effectiveness of our investments and improve practice

How should we redefine basic education? Well, we don’t have to look far. There are programs and practices across our state that are working but need the proper investments in order to be sustained and spread to other schools and districts. Over the next few months, we’ll share how money can be used as a tool to fix teacher compensation; recruit, retain, and train qualified teachers; and add necessary student supports that yield positive outcomes and close achievement gaps. We’ll also share stories from around the state on how districts, community-based organizations, and citizens are closing gaps and subsidizing “basic education” with local resources. Asking the paramount question: How can money be used to go beyond our current basic education?

#BeyondBasic

Read Part 2 of our McCleary blog series, Teachers: The Most Important Part of Our Education System

Education Advocate August 2016

ED Advocate, League of Education Voters Newsletter, August 2016

Greetings

Chris Korsmo
Chris Korsmo, CEO

It’s hard to believe that summer is already halfway over and the Packers play the Hall of Fame Game this Sunday.  If you’re not watching football or the Olympics, hopefully you’ll be able to get out and about with your family.  Meanwhile in the education world, our Washington Supreme Court has scheduled the next hearing on the McCleary education funding lawsuit.  LEV has created a McCleary resources page here so you can follow the action.

Coming up on August 23rd, don’t miss our free Lunchtime LEVinar on the Opportunity Gap Bill and how it can transform basic education, presented by Rep. Sharon Tomiko Santos, chair of the House Education Committee. Join us to learn about next steps for this landmark legislation.

And we’re paying close attention to the race for Superintendent of Public Instruction.  As of now, it looks like Erin Jones and Rep. Chris Reykdal will advance to the general election in November.  LEV will continue to list candidate forums here.

May you and your family enjoy the second half of summer.

And thank you for all you do for kids.

Chris Korsmo signature

 

 

Chris Korsmo

Lunchtime LEVinar August 23 on The Opportunity Gap Bill: Next Steps

Lunchtime LEVinar on The Opportunity Gap Bill August 23rdHouse Bill 1541, which went into effect June 9, will soon play out in schools. Under the new law, students will no longer be suspended or expelled for discretionary offenses and better statewide data on student demographics will ensure that the system is working to keep all students on track and in school. All students suspended or expelled will receive educational services and school staff will be provided with new trainings that are sensitive to culture and positively support all students’ growth.

Learn more from Rep. Sharon Tomiko Santos, who chairs the House Education committee.  Moderated by our State Field Director, Kelly Munn. Register here

LEV‘s Activist of the Month

Vanessa Hernandez is LEV's August 2016 Activist of the Month

The work that we do to improve public education is only possible thanks to the support of our activists and advocates – the parents, community members, students, and teachers who stand up and speak up.

Congratulations to Vanessa Hernandez, Youth Policy Director at the ACLU Washington, who is working to end the overuse of suspension and expulsion in schools and to eliminate disparities in rates of suspension and expulsion of students of color and students with disabilities. Read more

Resources on the McCleary Lawsuit

Learn more about the McCleary education funding lawsuitIn McCleary v. State of Washington, the Washington state Supreme Court ruled that the State of Washington is violating the constitutional rights of students by failing to amply fund basic education. The Court ordered the Legislature to make “steady, real, and measurable” progress each year to fully fund K-12 public education by 2018.  LEV has gathered resources that will help clarify the debate over education funding. Learn more

Get Involved

COMING UP

LUNCHTIME LEVINAR

August 23, 2016 | The Opportunity Gap Bill: Next Steps, Online webinar


HELP SUPPORT THE LEAGUE OF EDUCATION VOTERS
| Donate online


League of Education Voters

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Seattle, WA 98109
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McCleary Resources

Children standing in front of a chalkboard - League of Education VotersIn McCleary v. State of Washington, the Washington Supreme Court ruled that because the state government is not providing sufficient education funding, it is violating the state’s constitution. Further, the Court found that inadequate funding from the state is leading to inequalities and disparities between wealthy and poor school districts, because some districts are only able to raise a fraction of the money through local levies as other districts, despite having a higher local levy tax rate.

The Court has ordered the state to address this issue by increasing education funding and reducing reliance on local levies to pay for teacher salaries and other basic education essentials. Estimates say that complying with the Court’s decision will require the state to spend an additional 1.5 – 2 billion dollars more per year on public education.

2017 Legislative Scorecard

Resources that will help clarify the debate over education funding:

What You Need to Know about the 2017 McCleary School Funding Agreement (blog)

What You Need to Know about the 2017 McCleary School Funding Agreement (webinar)

McCleary Explained

Glossary of Key Education Terms

Definition of Basic Education

See how much Washington state spends per student in your district

Side-by-Side of Education Funding Proposals

Local Levy FAQ

LEV’s Perspective on the Latest Supreme Court McCleary Response

Our view on McCleary opportunities:

Rethinking Our Education System

Teachers: The Most Important Part of Our Education System

Every Student Needs an Effective Teacher

Great Teachers Need Great Preparation

Student Supports, an Integral Component of Basic Education

 

Presentations on education funding by the LEV Policy Team:

TVW: League of Education Voters McCleary Presentation (November 18, 2016)

  1. I Can See McClear-ly Now: A look at the education funding debate in Washington, gives you an in-depth look at how we got where we are today.
  2. We Can Work it Out: A long and winding road to funding basic education, covers whether our current education funding structure is fair and whether the system benefits all kids.

 

Other resources:

LEVinar on The McCleary Task Force: What to Expect Archived Recording | Presentation Slides

McCleary Education Funding Task Force Duties and Responsibilities

Senate Bill 6195, which created the Education Funding Task Force

Our view on NPR Education’s School Money series: Part 1 | Part 2 | Part 3

A summary of our November 2016 field trip to California, Education Funding Takeaways from California

What Is Basic Education?

Classroom Students

By the LEV Policy Team

In Washington state, it is the state’s “paramount duty” to fund a program of basic education for all students. It is the Legislature’s responsibility to define that program of basic education. The Legislature has established goals for the education system, as well as a program intended to achieve those goals. The program of basic education can be changed and added to. It may only be reduced for educational reasons, not financial reasons. The instructional program of basic education is provided through the K-12 system, as well as in juvenile detention facilities, residential facilities, and adult correctional facilities (RCW 28A.150.200).

The Goals of Basic Education (RCW 28A.150.210)

  1. Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;
  2. Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;
  3. Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; and
  4. Understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.

The Program of Basic Education (RCW 28A.150.220)

The program of basic education is the legislatively defined basic education that the state must fully fund. Districts must use state funding to provide all of the following components to students.

Time:

•   1,000 hours of instruction for full-day Kindergarten (being phased in)

•   1,000 hours of instruction for grades 1-8 (districtwide average)*

•   1,080 hours of instruction for grades 9-12 (districtwide average)*

•   At least 180 school days

*Can be calculated as districtwide average of 1,027 hours grades 1-12

Academics:

•    Instruction in the Essential Academic Learning Requirements (adopted by Office of the Superintendent of Public Instruction)

o The Arts

o English Language Arts (Common Core)

o English Language Proficiency

o Early Learning

o Math (Common Core)

o Science

o Social Studies

o Educational Technology

o Health and Physical Education

o Integrated Environment and Sustainability

o World Languages

•    The opportunity to complete 24 credits for a high school diploma

Supports:

•   Learning Assistance Program—supplemental instruction for “underachieving” students

•   Transitional Bilingual Instructional Program—supplemental instruction for English Language Learners

•   Special Education—appropriate education and supports for students with disabilities

•   Highly Capable Program—programs for highly capable students

•   Transportation (RCW 28A.150.200)

Components provided in the prototypical school funding formula (RCW 28A.150.260), such as Materials, Supplies, and Operating Costs (MSOC) or specific staffing ratio­­s do not constitute the program of basic education. They represent the Legislature’s assumptions of what resources are required to provide the program of basic education, but districts may choose to deliver the program in a different way.

Basic Education Compliance

Each district must certify to the State Board of Education that it is providing students with the minimum requirements of the basic education act. Districts must report that they provide:

  • K-12 students with 180 days of instruction
  • Kindergarten students with either 450 or 1,000 instructional hours, depending on full-day Kindergarten phase-in
  • Grades 1-8 students with a districtwide average of 1,000 instructional hours and grades 9-12 students with a districtwide average of 1,080 instructional hours, OR a districtwide average of 1,027 hours across grades 1-12
  • The opportunity to complete a 24-credit high school diploma

Instructional Hours: the definition of instructional hour is time in the school day from the beginning of the first period class to the end of the last period class, except for time spent on meals. Passing time and recess are counted as instructional time.

View / Download PDF

Glossary of Key Education Terms

L01ARU5MZike most professions, the education landscape is full of acronyms and jargon.  As we gear up for the 2017 state legislative session which will focus on education funding, the LEV Policy Team has created this glossary of key terms you will likely hear:

  • Allocation: an amount of money determined by the state and given out to districts.
  • Basic Education: goals established by the Legislature for Washington’s education system, as well as a program to achieve those goals.  See details here
  • Biennium: a period of two years usually used for budgets.
  • Bond: a method used by a public school district to finance the purchase of land or buildings or pay for school construction costs (like getting a loan for a project). Bond measures are placed on the ballot by district school boards to be approved or defeated by the voting public and must be paid back by the local taxpayers. Bonds require a supermajority (2/3) of the vote to pass.
  • ELL (English language learner): a student whose primary language is a language other than English and who have English language skills that are sufficiently lacking or absent resulting in a delay of learning.
  • FRL (free and reduced lunch): a term used to describe students who qualify for participation in the federal school nutrition program that provides free or reduced price school lunches for students from low-income households.
  • Full-day kindergarten: state funded kindergarten that requires a total of 1000 instructional hours and 180 days of instruction.
  • HB: House Bill
  • Initiative: a law proposed by citizens and placed on the ballot in an election. This process bypasses the state legislature and allows citizens to pass laws.
  • Instructional hours: the number of hours districts are required to provide students. Instructional hours include all time in the school day from the beginning of the first period class to the end of the last period class, except for time spent on meals.
  • LAP (learning assistance program): a program to serve eligible students who need academic support for reading, writing, and math, or who need readiness skills to learn these core subjects. Money for the LAP program is provided by the state based on a district’s low-income students.
  • Levy cliff: a reduction, in current law, in the amount of money school districts can collect through local property tax levies that takes effect in January 2018.
  • Levy: a request by a school district of voters to raise or continue local property taxes for a limited number of years for operations costs or capital improvements such as computers or other equipment.
  • McCleary: The Washington State Supreme Court case which ruled that the State of Washington is violating the constitutional rights of students by failing to amply fund basic education. The Court ordered the Legislature to make “steady, real, and measurable” progress each year to fully fund K-12 public education by 2018.
  • MSOC (materials, supplies, and operating cost): the cost to a school district or education entity for materials and supplies used in the classroom (e.g.: white boards, pencils, and printer paper) and operating costs like building maintenance and utility bills.
  • National Board Certification: a voluntary, advanced teaching credential that goes beyond state licensure. National Board Certification has national standards for what accomplished teachers should know and be able to do.
  • Professional Certification: an advanced level teaching certificate, issued to holders of a Residency Certification who complete a ProTeach Portfolio.
  • Prototypical school: a school design used in the state funding formula to determine the number of teachers, principals, and other school staff that are needed to provide a basic education. The size and staffing levels in a prototypical school differ for elementary, middle, and high schools. Districts are not required to staff their schools in the same way as the prototypical schools.
  • QEC (quality education council): created by the legislature in ESHB 2261. The purpose of the QEC was to develop strategic recommendations for implementation of a new definition of Basic Education and the financing necessary to support it. During the 2016 legislative session, HB 2360 eliminated the QEC.
  • Residency Certification: the initial license issued by the state for a teacher to be allowed to teach in a school. Teachers in Washington must attempt to earn the Professional Certificate after teaching for three years.
  • SB: Senate Bill
  • SPED (special education): specifically designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability.
  • Staff mix: a part of the state funding formula for schools used to capture the average teaching experience and education level of teachers in a district. Teachers’ salaries go up with each year of experience and level of education. Staff mix (a number between 1 and 1.9) is multiplied by a district’s base teacher salary to determine the salary amount the state provides for teachers.
  • TBIP (transitional bilingual instructional program): a state supported program that funds districts to provide a two-language system of instruction. Students learn language concepts and knowledge in their primary language at the same time they receive instruction in English.

Education Advocate June 2016

ED Advocate, League of Education Voters Newsletter, June 2016

Greetings

Chris Korsmo
Chris Korsmo, CEO

As yet another school year ends with blinding speed, work is heating up for team LEV.  The new Every Student Succeeds Act (ESSA), replacing No Child Left Behind, gives states more leeway in a wide range of areas.  Our state is figuring out how to modify our accountability system and fully implement other parts of the law.  If you’re curious how ESSA will work here in Washington, the Office of the Superintendent of Public Instruction is holding forums around the state.  Get all the info here.

And speaking of the state Superintendent, watch for OSPI candidate forums from now until the November election.  LEV is keeping track of upcoming forums here.

Looking ahead, we’re taking a hard look at how to best fund our state education system as the McCleary debate will be front and center in the next Legislative session.  If you would like more info on what the McCleary Task Force is up to, check out our recent Lunchtime LEVinar on the topic here.

May you and your family enjoy a glorious summer.

Thank you, and thanks for all you do for kids.
Chris Korsmo signature

 

 

Chris Korsmo

ESSA Regional Community Forums

ESSA regional community forums are scheduled around the stateBeginning June 14, the Office of the Superintendent of Public Instruction (OSPI) is holding forums across the state to provide an overview of the Every Student Succeeds Act (ESSA) implementation in Washington. Each forum is open to the public and there is no registration required.

LEV’s Activist of the Month

Mary Fertakis is LEV's June 2016 Activist of the MonthThe work that we do to improve public education is only possible thanks to the support of our activists and advocates – the parents, community members, students, and teachers who stand up and speak up.

Congratulations to longtime Tukwila School Board Member Mary Fertakis, June 2016 Activist of the Month, who has spent more than two decades fighting for people who have been marginalized – denied opportunity by race, place of birth, or government. Read more

State Superintendent of Public Instruction Candidate Forums

OSPI candidate forums are happening now until the November electionCandidates who want to lead Washington’s school system as its next Superintendent will speak at forums around the state. Current OSPI candidates include: Robin Fleming, Ron Higgins, Erin Jones, Chris Reykdal and David Spring. Learn more

The McCleary Task Force: What to Expect

LEVinar: The McCleary Task ForceThe Washington Supreme Court is fining the Legislature $100,000 a day for not fully funding public education. During this year’s session in Olympia, the Legislature passed a bill that created a task force to determine how to end the state’s over-reliance on local levies to pay teacher salaries and other components on basic education. But will the Court be satisfied? Watch here

Get Involved

COMING UP

July 19 and 21 | Every Student Succeeds Act: What You Need to Know, Online webinar

HELP SUPPORT THE LEAGUE OF EDUCATION VOTERS FOUNDATION | Donate online


League of Education Voters

League of Education Voters2734 Westlake Ave N
Seattle, WA 98109
206.728.6448
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Our View on NPR’s School Money Education Funding Series, Part 3

By the LEV Policy TeamNPR School Money series part 2

The third and final installment of NPR’s School Money series asks the question, “is there a better way to pay for schools?” The piece explores some of the challenges states have faced in school funding, such as the Taxpayer Bill of Rights in Colorado, and three potential areas to change funding systems: property taxes, local control, and federal funding. The article is wide-ranging and does not offer specific proposals for reform. Ultimately readers are encouraged to engage in a dialogue, looking at the different needs of students in schools, and take a common view of students in their states and across the nation to address disparities in school funding.

The property tax section tells the story of Wyoming. In response to a court decision that ordered the legislature to “treat the wealth of the state as a whole,” the state increased and redistributed funding for schools, taking property tax revenue from districts with high property values and using it in districts with lower property values. However, while this system provides more funding for districts that cannot generate the same amount of money as wealthier districts, it does not take into consideration student need. This may be one of the reasons that the increase in funding has not resulted in an increase in student achievement. Increased investments need to be targeted to students if additional funding is to impact student outcomes, as we saw here. In Washington, we must be intentional about how we invest the new dollars for McCleary. We cannot simply put more money into a system that is not meeting the needs of so many of Washington’s students, particularly students of color and students living in poverty. Systems change and investment need to happen at the same time.

The California local control story offers an example of how resources can be targeted to the students that need them most. California provides additional resources based on student needs at the school level. The principal and the school community, including parents, then decide how to best spend those additional dollars. With this flexibility and local control also comes increased accountability—the principal is evaluated on student achievement, parent engagement, and school climate to ensure that the increased investments are being spent in ways that improve student outcomes. While it is very early in the implementation of California’s new funding model, the principles of student-focused investments, school level accountability according to multiple measures, and transparency in the budgeting process are all important considerations as we invest new resources into Washington’s schools.

While the NPR series has highlighted that money matters, and more importantly, how we use money matters, it has also illuminated that there is no single fix to the school funding issues plaguing most states. We may learn from the experiences of other states, but as we move forward to address our own inadequate and inequitable funding systems we will have to engage each other to find our own way. We need to view every student in Washington as our own student, not just the student that lives in our district. We must also understand that different students will require different levels of resources to access the same educational opportunities. Increased funding is not by definition equitable funding. We need to invest in every student with the intention of providing equal opportunity to learn, which will require viewing money as a tool, not an end in itself. If we keep the student at the center of our work, we have the potential to leverage the McCleary investments to provide equitable resources based on student needs and to begin to close opportunity gaps.

Education Advocate May 2016

ED Advocate, League of Education Voters Newsletter, May 2016

Greetings

Chris Korsmo
Chris Korsmo, CEO

It’s a glorious spring week and we’re busy gearing up for next year’s big discussion about how to address funding basic education across the state.  First, we’re exploring what should be included in the definition of basic education.  We welcome your input on what you think should be prioritized.  To that end, we’ll be hosting a series of FREE Lunchtime LEVinars throughout the spring and summer to highlight this meaty topic.

Our first LEVinar happens next Tuesday, May 17 at 12:30pm.  Our Policy team will share what we can expect from the Legislature’s McCleary Task Force, moderated by State Field Director Kelly Munn.  Register HERE.

Thank you to everyone who participated in GiveBIG last week!  Although there were some technical glitches that impacted the day, we still raised important funds that will help us ensure that our kids who need more support get the resources they need.

Thanks for all you do for kids. We couldn’t do it without you.

Chris Korsmo signature

 

 

Chris Korsmo

Thank You for Giving BIG!

Seattle Foundation's GiveBIG Day, 05.03.16 and 05.04.16We’d like to give a special shout-out to the Aurora Lilac Fund, Anonymous, Lisa Jaret, Betsy Johnson, Erin Kahn, Arik Korman, Amy Liu, Kelly Norton, Laurel Preston and Sharon Rodgers!

Any amount was appreciated and no gift was too small!

Thank you for giving big to LEV!

LEV’s Activist of the Month

Nancy Chamberlain (L) and Wendy Reynolds are May Activists of the Month
Nancy Chamberlain (L) and Wendy Reynolds

At the League of Education Voters (LEV), we recognize all of the hard work that you do toward improving public education across Washington state. We are pleased to announce our Activists of the Month for May: Nancy Chamberlain and Wendy Reynolds.

Read about how Nancy and Wendy harnessed the power of social media as an advocacy tool in their community. Read more

FREE Lunchtime LEVinar Tuesday, May 17

FREE Lunchtime LEVinar May 17, 2016LEV Policy Team members Julia Warth and Jake Vela will answer your questions on what the McCleary Task Force will do and what it won’t do.  Moderated by our State Field Director, Kelly Munn. 

When: Tuesday, May 17, 2016 at 12:30 pm.
Register here

Get Involved

COMING UP

May 17 | Lunchtime LEVinar on the McCleary Task Force


HELP SUPPORT THE LEAGUE OF EDUCATION VOTERS FOUNDATION
| Donate online


League of Education Voters

League of Education Voters2734 Westlake Ave N
Seattle, WA 98109
206.728.6448
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Our View on NPR’s School Money Education Funding Series, Part 2

By the LEV Policy TeamNPR School Money series part 2

On Monday, NPR published the second installment of the “School Money” series. The series aims to illustrate the complexity of the school funding system and examines how money matters to educational outcomes.

The second installment focuses on one essential question: What difference can a dollar make in our schools? Through examples of various education reform efforts across the country, the article attempts to shed light on the ongoing debate of what matters more—the amount of money spent on education or how the money is spent.

The education funding stories of Camden, New Jersey and Revere, Massachusetts are two examples featured. The article highlights the large amount of money that has been invested in Camden’s educational system with limited improvements s in student outcomes. The district’s per pupil spending is nearly double the national average, with the majority of the additional funds going towards combating poverty and educational necessities that have been historically underfunded. In comparison, Revere, MA received additional funding and invested the funds in people—teacher recruitment, professional development, new teaching materials and a technology team. And the results? Massachusetts has moved from ranking in the middle of the pack for student achievement to the top.

The objective of these two examples and the other cases that were sprinkled throughout the piece (early learning and investments in English Learner programs), is to demonstrate that while the amount of money does matter, how that money is spent is equally as important. How effective the investment strategies are also depends greatly on the challenges, political landscapes, and needs in each state, district, and school.  It’s important to remember that whenever tracking the effectiveness of investments we must start at the beginning and not the end (outcomes). Years of systemic discrimination and oppression become more apparent when we begin to invest in schools and districts that have been underfunded for years. To that point, a couple of years or even decades of more investments, even if they are intentional and targeted, will not fix hundreds of years of inequality overnight. But money matters, especially for low income students. The investments need to be stable and sustained and reflective of community needs.

Our View on NPR’s School Money Education Funding Series

NPR School Money series

By the LEV Policy Team

On Monday, NPR launched the first installment of a three week series on education funding. The series is highlighting disparities between states and between districts within the same state. This story shows that Washington is one of many states working towards adequately funding schools and ensuring students who need more support get more support.

This article brings attention to how the local and state share of education funding is generated and why different schools generate different levels of funding support. This point rings especially true for Washington, as it is the over-reliance on school district levies to provide basic education that was a key element of the McCleary Supreme Court ruling in 2012.

According to the article, Washington ranks behind 38 states in the level of funding support for K-12 schools at $9,383 per student. One challenge in comparing per-student spending across states is that the most recent data available is often three years old, making even new ranking lists not reflective of recent changes in education funding. The data used in this analysis is from the 2012-13 school year. For Washington, this means that it does not include any of the $3.2 billion of new investments dedicated to basic education over the last two budget cycles. Including the recent enhancements will boost per-pupil funding amounts in Washington by more than 10% over the per-student amount included in this article.

Washington still has substantial progress to make in fully funding basic education, but it has made significant strides in recent years that are not reflected in the per-student funding ranking of states in the NPR article. It is important to both acknowledge the progress Washington has made in funding education and continue to strongly advocate for equitable and ample education funding.