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School Board News Bulletin
August 1995

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Several recent studies have called into question the fairness and cost- effectiveness of state laws on Tax Increment Financing (TIF). TIF is a redevelopment incentive tool wielded by local governments with growing frequency, often against the wishes of local school districts.

Proponents have long argued that the TIF designation in a "blighted" local redevelopment area generates riches for the entire local tax base, ultimately harming no one. TIF opponents, including a growing number of school districts, say TIFs confiscate their tax base resources, without compensation or consent, for the development of areas that are already thriving.

A February 1994 article in Governing magazine, "Tough Times for TIFS," quoted a Minnesota lawmaker's estimate of the total TIF cost in state aid to schools at $50 million annually.

As in Minnesota, TIFs are common in Illinois, with more than 320 now in existence. What is not clear is whether they are as costly to schools here as in Minnesota.

A Taxpayers' Federation of Illinois study released in May, "Stretching the Limits of Illinois TIFs," showed that the Equalized Assessed Valuation (EAV) of TIF areas totalled more than $1.66 billion through 1992. Thus, the potential for costly abuse is large.

Does abuse exist? Yes, according to the taxpayer organization's report, which was authored by University of Illinois-Springfield Professor Kent D. Redfield, a former legislative analyst who helped draft the Illinois TIF law. Redfield found "data, analysis and examples presented here clearly show abuses of both the letter and intent of the TIF law."

Another recent study, "The Economics and Politics of Tax Increment Financing," by University of Kentucky researchers, examined the theoretical cost of three common abuses. The authors found "it is not uncommon to find TIF programs engaging in controversial activities...that proponents call creative and opponents call abusive."

An abuse cited by the researchers involves permitting TIF sponsors to use tax "increment that would have arisen anyway." Critics say the problem is widespread in Illinois. One suburban municipality recently obligated $1 million in leftover TIF funds to help a developer already engaged in refurbishing a shopping mall. The new TIF target was located across the street from the flourishing Ford City shopping center.

Redfield also cites a case of TIF warfare between two adjacent municipalities. TIF incentives lured a grocery store into one community in 1983, but the store now is being enticed by another community. "It is unclear how inducing a Cub store to move four blocks from one location to another is economic development that contributes to the growth of the region or the state," Redfield wrote.

Redfield proposes several potential solutions to such apparent abuses. One idea advanced by Redfield is for the legislature to shift more of the authority for the designation of TIFs from municipalities to other taxing bodies. "Nine states give each taxing body veto power over their participation in a TIF district...," Redfield notes. Board members who have fought TIF abuses say such a legislative reform of the law in Illinois is long overdue.

What can school boards do to combat the misapplication of TIFs in the meantime? See "Your board can challenge questionable TIF projects," Illinois School Board Journal, March-April 91, page 23. To learn how one district helped redraft a harmful TIF proposal, see "Who you gonna call? TIF Busters," IASB School Board Newsbulletin, December 20, 1991, p. 3.

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Attorneys explain new law on schooling for the homeless

In Illinois, a child is entitled to attend the public school district in which he or she resides. So where does that leave the homeless child?

The legislature has solved the problem by enacting The Education for Homeless Children Act (105 ILCS 45/1-1 et seq.), which provides that the residence of a homeless youngster is wherever he or she registers for school. The rights of homeless children created by the new Act also include transportation (including inter-district) and special flexibility in meeting requirements for school records and immunizations.

The law also makes it a misdemeanor to falsely portray a youngster as homeless in order to gain admission to a school.

These and many other issues are explained in a paper entitled "The Rights of Homeless Students Under the Illinois Education for Homeless Children Act," by Scott F. Uhler and Rinda Y. Allison, attorneys with the firm of Klein, Thorpe and Jenkins, Ltd. The paper defines "homeless," explains options available to the homeless and the duties of the school district. The paper also addresses a number of conflicts between the new law and some existing statutes on matters of residency, tuition, transportation and enrollment provisions.

To obtain a copy of the five-page document, call IASB Publications in Springfield (extension 108) and ask for Document 95-8A.

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District wins emergency referendum to pay for $798,000 gym repair

In what is apparently the first successful emergency referendum to benefit a school district, Kaneland C.U. District 302 voters recently approved the issuance of $798,000 in bonds for urgently needed building repairs. By a vote of 1,358 yes votes to 606 no votes, a referendum was approved for repairs to bulging walls in a high school gym.

The court-ordered election was necessitated when architects recommended closing the gym for safety reasons.

Only a few emergency elections have been obtained by school districts since the Illinois consolidated election law took effect in 1981. Under the law, school boards may petition a circuit court to order an election between regularly scheduled election dates if it is not reasonably feasible to wait. A majority vote of the board is required. For the court to approve the petition it must include election cost estimates and the board must document that a genuine emergency exists.

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Chicago schools ready to open on time

Chicago's public schools are poised to open on time this fall, in sharp contrast with the long delays of recent years.

According to Paul Vallas, the district's chief executive officer, "We've been talking with the teachers union. We've developed a good working relationship with them; it's a collaborative effort. It's not confrontational to look at the issues, narrow them down and get them resolved."

A recent editorial in the Chicago Sun-Times exclaimed: "When Illinois legislators handed over control of the Chicago Public Schools to Mayor Daley, they had two goals: to dump responsibility for the hopelessly ailing system and to watch Daley sink under the weight of trying to fix it. If the first month under Daley's control is any indication, lawmakers will achieve only the first of their goals."

The Sun-Times said state legislation that dissolved the former Chicago school board banned bargaining on issues such as class size, job seniority and layoff policies. But the new board voted to amend board policy to include language agreeable to teachers regarding these issues.

The new contract includes provisions for a 3 percent raise in 1996-97, followed by raises of 3.25 percent in 1998 and 3.4 percent in 1999. The contract also expands the school year by one week, with the added time devoted to teacher planning. The new school board reserved the right to set class size limits.

The Daley management team also claims to have eliminated the school district's projected deficit of $150 million. Management has moved to decentralize supply disbursement amidst discoveries of prolonged warehousing of badly needed classroom supplies.

Plans have since been announced to double the size of the system's inspector general's office, and the budget department. The intent is to ferret out fraud and waste, and to monitor spending more closely. Source: Daily Report Card (July 28, 1995), Education Commission of the States and the National Education Goals Panel.

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Inner city kids get technology

Education technology often serves to widen the gap between affluent students who have access to computers and low-income students who don't. But where schools in poor areas have access to the Internet, that resource can provide a window to a larger world even to the most underprivileged students.

A case in point is DuSable High School on Chicago's south side, where most of the 1,400 students live at the Robert Taylor housing project. Last year the school used state funds and a grant from NASA to connect to the Internet. Technical advice came from the University of Chicago, according to Florrie O'Loughlin, the school's Internet coordinator.

Starting last February, students began using the Internet for a "virtual frog dissection." Students also participated in Project Mali, an interdisciplinary activity in which students learned English, history, and other subjects by conducting research on the west African nation of Mali.

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Teacher finds solution for graffiti

Graffiti may be here-today, gone-tomorrow thanks to a New York City public school chemistry teacher. Disgusted with such vandalism, Bob Black did what he does best and created a chemical concoction to get rid of the problem.

After four years of working on a chemical solution to remove graffiti easily, he came up with G Pro, a substance that reacts to the glue in spray paint. The clear liquid, patented in February, can be applied to surfaces to make spray paint removable with hot water and a high-pressure sprayer.

Black, 50, has been teaching chemistry for 27 years. He is the department coordinator at Brooklyn Technical High School, where each of the school's 5,000 students is required to take a chemistry class.

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Voc ed block grants could lead to less local control

Congressional proposals to convert dozens of vocational education and job training programs into state block grants could lead to loss of funding for local school boards. They might even lead to loss of local public schools' control over vocational education policymaking. So says the National School Boards Association (NSBA).

The bill, introduced by Rep. William F. Goodling (R., Penn.) was approved by a House committee in May and could come up for a vote by the full House soon.

It would convert more than 100 programs into four block grants for youth work force development, adult literacy, vocational rehabilitation, and dislocated workers. It would authorize $4.6 billion for fiscal 1996.

The Senate Labor and Human Resources Committee approved a bill in June introduced by Sen. Nancy Kassebaum (R., Kan.) which would combine nearly 100 programs into a single $7 billion block grant.

Both Goodling and Kassebaum say they want floor votes on their bills before Labor Day. NSBA is unhappy with provisions in both bills but has negotiated changes in the Senate bill that would make it more favorable to local school boards.

Goodling's Careers Act of 1995 (H.R. 1617) would transfer much of the authority for designing and implementing work force training and education programs to the states. Governors would be responsible for assembling a statewide plan and performance measurement system for "work force development."

On the local level, work force development boards would be set up to provide policy guidance, oversee local training systems, and establish local one-step career centers. Education leaders would participate, but the boards would be led by local employers.

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President Clinton says public schools not "religion-free zones"

As Congress gears up to consider a school prayer amendment, President Clinton recently ordered federal guidelines sent to the nation's public schools outlining the kinds of religious expression presently allowed.

"Nothing in the First Amendment converts our public schools into religion- free zones or requires all religious expression to be left behind at the schoolhouse door," the President said. The U.S. Constitution allows a greater degree of religious expression in public schools than many people think, he said.

Guidelines from the Education Department and the attorney general were expected to be distributed to all public schools by the start of the school year.

The guidelines could help school boards determine the best course when threatened with lawsuits by those demanding more religious expression or by those objecting to any mention of religion.

The President said the Constitution already permits students to read their Bibles or other scriptures. Kids can also say grace before lunch, and pray before tests "to the same extent they may engage in comparable non- disruptive activities," he said.

The President added, "students in informal settings, such as cafeterias and hallways, may pray and discuss their religious views with each other, subject to the same rules of order as apply to other student activities and speech."

Students can participate in before- or after-school events with religious content. They can even distribute religious literature to their schoolmates on the same terms as they can distribute other literature not related to the curriculum, Mr. Clinton said.

Yet organized prayer is not permitted, the President said. The Constitution does not provide "the right to have a captive audience listen or to compel other students to participate" in prayer.

Moreover, teachers and school administrators must have an official position of neutrality on religious issues, the President said.

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U.S. House panel approves 18 percent cut in education

Many local school boards could face sharply reduced services next year-- including layoffs, overcrowded classrooms, and elimination of key services- -if Congress continues on its path to slash education funding, NSBA says.

On July 11 the House education appropriations subcommittee voted to cut nearly $4 billion in federal education funding--an unprecedented 18 percent in fiscal 1996.

Virtually no program was spared as the subcommittee voted to cut 17 percent from Title I, 59 percent from Safe and Drug-Free Schools, and 31 percent from vocational education.

The Senate will not begin consideration of an education appropriations bill until early September, although House floor action is already underway.

NSBA President Roberta G. Doering questioned Congressional priorities after the panel vote. "We cannot allow the Congress to balance the budget by devastating public education and destroying the well-being of our children, families, and communities," said Doering, a school board member in Agawam, Massachusetts.

Education is among the hardest-hit areas in this round of budget cutting, she notes, while other less valuable areas, such as military construction, actually received funding increases.

President Clinton also denounced the cuts and threatened a veto. A final bill likely will result from negotiations between the White House and Congress.

Here is how the subcommittee action would affect key education programs:

• The Goals 2000 education reform initiative would be eliminated. Congress had appropriated $403.4 million for fiscal 1995, with more funding expected in 1996.

• The subcommittee would slash $1.1 billion from the $7.1 billion Title I program, a cut of 17 percent.

• The $482 million Safe and Drug-Free Schools program would be cut by roughly $280 million in fiscal 1996.

• Vocational education would be cut by $373 million, from this year's total of $1.2 billion.

Major block grants proposed

The House Education and Economic Opportunities Committee is writing legislation to consolidate federal education programs into two block grants.

The Back to Basics Education Reform Act would eliminate the U.S. Education Department and create a $9 billion elementary and secondary block grant and a $2 billion higher education block grant.

The K-12 grant would include Title I, the Safe and Drug-Free Schools program, Goals 2000, and others. Some programs, including special education and impact aid, would be transferred to other federal departments.

NSBA contact: Laurie Westley, assistant executive director, 703/838-6703.

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Get tract on sexual harassment

A new pamphlet from the Mount Elmore Institute for Diversity, "Sexual Harassment and Teenagers," which is now available in quantity. It describes how sexual harassment occurs in dating, in school and at work, and some of the things teenagers can do about it. The publishers say it may help improve the ability of school leaders to deal with this authentic issue. The 12-page pamphlet is available at $2.25 per copy from: Mount Elmore Institute, P.O. Box 241, Montpelier, VT 05601. For multiple copy orders over $25, please take 10 percent discount.

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Urban school survival guide ready

Large urban school districts can reform without school privatization. Sound reform approaches are working in districts all over the nation, says a report from a compact of urban reform leaders.

"Successful public schools for urban youths can flourish if we dismantle the bureaucracy and give schools control over their budget and program," according to reform group leader Anne Hallett. Hallett is executive director of the Cross City Campaign for Urban School Reform.

Their new report, "Reinventing Central Office," urges a fundamental transfer of power and money from central offices to local schools. "We want schools that are accountable for student achievement," Hallet said.

The guide explains the roles and responsibilities of schools and a lean new central office in urban districts. It includes examples of procedures that have proven successful in urban schools.

The publication lists organizations throughout the nation that are involved in decentralizing school reform efforts.

Copies of "Reinventing Central Office" are available for $6 from the Cross City Campaign for Urban School Reform, 407 S. Dearborn St., Suite 1725, Chicago, IL 60605; phone 312/322-4880; fax 312/322-4885.

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Make schools more inviting

Designing interactive bulletin boards, greeting students as they enter the cafeteria for lunch, and involving parents in clubs are ideas that make a school more inviting. So says a new book, The Inviting School Treasury: 1001 Ways to Invite Student Success.

The more than 200-page book lists public relations and marketing activities by category, and emphasizes the philosophy of creating a positive school environment for everyone. To order the $39 book, contact Scholastic, Inc., 411 Lafayette, New York, NY 10003; 212/505-4926.

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Parent flyer about Internet is free

Parents and educators thinking of obtaining Internet access should send for a new free pamphlet titled "Child Safety on the Information Highway." It tells of the benefits of Internet and on-line services while warning how to avoid the potential pitfalls. The pamphlet is a joint production of the National Center for Missing and Exploited Children (2101 Wilson Boulevard, Suite 550, Arlington, Virginia 22201; phone 703/235-3700) and the Interactive Services Association (8403 Colesville Road, Suite 865, Silver Spring, MD 20910). The first 50 copies are free, additional copies are 10 cents each.

Internet has guide to ED grants

A new publication of the U.S. Department of Education (ED) is now available on the portion of the Internet known as the World Wide Web (WWW). What should I know about ED grants? is the product of a recommendation made by Vice President Al Gore and aims to inform the public more fully about ED's discretionary grants process.

The initial section of the new booklet gives an overview of the entire discretionary grant life-cycle. It addresses such topics as application packages, ED's application review process, grant funding, administering discretionary grants, reporting to the Department, and grant closeout and audit.

The second section, a glossary, presents 60 of the most common words and phrases of grant-making practice as they are used by ED, defining them for the reader.

The last section points the reader to other sources of federal and non-federal information that will help an applicant or recipient in applying for or administering a grant award.

The following universal resource locator is the WWW "address" used for locating the electronic text of the booklet:

http://www.ed.gov/pubs/KnowAbtGrants

For those without Internet access, ED plans to have the electronic text of the booklet available soon in traditional print format. A copy can be obtained by sending a request (a postcard will suffice) to: Office of the Director, Grants Division, U.S. Department of Education, Room 3636, ROB, Washington, DC 20202-4700.

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Internet lists current news on schools

A new resource on the Internet is the Daily Report Card, recently scaled back to publication thrice weekly, it represents a summary of news in K-12 education. This is a service the Education Commission of the States and the National Education Goals Panel. It is available on the Internet's so-called World Wide Web (WWW) via the following universal resource locator:

http://www.utopia.com/mailings/reported/

For more information, contact the National Education Goals Panel, 1850 M Street NW, Washington, DC 20036; or phone 202/632-0952.

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State education & technology confab set

The Illinois Education and Technology Conference, October 5 & 6 at the Holiday Inn East, Springfield, will feature 35 diverse sessions, two challenging keynote speakers, 25 exhibitors, three featured speakers and much more. The conference presents an opportunity to discover how educators can be an active part of the information revolution. It is a time to gain knowledge about how technology impacts education, and to exchange ideas with others interested in meeting the changing needs of schools and students. Board members, teachers, administrators and technology coordinators are urged to attend. For more information, contact Susan Ellen Bacon, Conference Coordinator, 217/422-3900.

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High turnout expected at national technology meeting

Public education's premier conference on technology is expected to draw some 3,000 school leaders to the INFORUM in Atlanta, October 25-27. It is sponsored by the National School Boards Association's Institute for the Transfer of Technology to Education (ITTE) and 23 other leading organizations. This year's three-day Technology + Learning Conference will give educators and administrators valuable information and insights for the future.

"This conference is an invitation to innovation for school decision makers," says ITTE Director Cheryl Williams.

Presenters will tell how to use distance learning, on-line resources, fiber optics, telecommunications, and other technologies to improve learning and streamline management tasks in school districts. More than 200 exhibitors will be on hand with displays, demonstrations and presentations.

For registration information, call 1-800/950-6722.

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Public relations event set

The best in Illinois school publications will be spotlighted at the September 22 meeting of the Illinois chapter of the National School Public Relations Association (INSPRA). The program includes an awards luncheon at which the winning entries in the organization's annual publications contest will be honored, a display area featuring the winning entries and extra copies for participants, and a two-hour publications workshop in the morning titled "How to Make Your Publication a Winner."

Workshop presenters will be Jessica Billings, Director of Communications for the Illinois Association of School Boards, and Tony Majeri, Senior Editor with The Chicago Tribune.

The event is open to members and nonmembers and will take place at the Willowbrook Holiday Inn on I-55 in Willowbrook. Persons interested in attending may register for the entire day for $50 or separately for the publications workshop ($32), which begins at 9:30 a.m., or the luncheon ($28), which begins at 11:45 a.m.

For more information or to register contact Dorothy Foley, INSPRA Administrator, 40625 N. Sunset Dr. Antioch, IL 60002, phone 708/395-9208, FAX 708/395-6922.

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Choice ineffective: Study

A Harvard University study of private and public school choice programs has found they have not led to improved academic performance.

While choice programs tend to be popular among parents, their children don't seem to be doing any better than they were before.

And because few low-income families participate in school choice programs, the study found, such programs actually can have a negative influence on low-income children in public schools.

"The problem is that the more involved, more committed parents will search out the best options...but they will leave other kids behind in schools where there is no competitive pressure to improve quality." So says Harvard associate professor Bruce Fuller, co-director of the research project.

The study was released July 15 at the annual meeting of the National Conference of State Legislators. It examined school choice programs in Detroit, St. Louis, San Antonio, Milwaukee, and Montgomery County, Maryland.

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More teens are smoking

The University of Michigan announced survey results recently that show a dramatic increase in smoking among students in eighth, 10th and 12 grades.

The number of eighth graders who said they smoked at least once a month climbed to nearly 19 percent last year compared to 14 percent in 1993. Last year nearly one in five high school seniors said they smoked every day, as tobacco use rose among teens from all socioeconomic and racial groups.

Lead researcher Lloyd D. Johnston says more teens are smoking for several reasons. Fewer youths think smoking is harmful, peer pressure against smokers has slackened in recent years, tobacco industry advertising sheds a positive light on smoking, and teens find it easy to buy cigarettes, he says.

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Kids face deadly fears

Children share a fear of violence and a majority say they are more likely to die or be abused than to take up smoking or drinking, a new survey shows.

KidsPeace, a child advocacy organization, released the survey in July, along with a program to help parents deal with their children's fears. The group surveyed at random more than 1,000 10- to 13-year-old young people this year, and discovered:

• 47 percent of those responding expect to be unhappy in the future.

• 47 percent said their parents might not "be available" to help them during times of need.

• 65 percent believe their parents might die prematurely.

• 51 percent think they may die prematurely.

• 72 percent said they would ask their parents for advice about alcohol and other drugs.

• 54 percent believe they might get AIDS.

• 38 percent think they might start smoking cigarettes.

• 45 percent fear physical or sexual abuse.

For more information or a copy of the survey, contact KidsPeace National Headquarters in New York, phone 212/605-0153, or fax 212/605-0509.

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Test analysis shows drop in ethnic disparity, gap between sexes remains

Boys dominate both the best and worst scores in academic testing. Yet girls tend to score about the same as boys on average, according to an analysis of 30 years of testing published July 6.

A study in the journal Science says boys dominate girls by a 7-1 ratio at the highest levels of math and science testing. Boys are a 2-1 majority, however, in the bottom ranks of reading and writing scores.

Larry Hedges, a professor of education at the University of Chicago and a co-author of the study, said the research combined the results of six national studies of education performance among American school children dating back to the 1960s.

Though his study did not specifically address race, the data did show that the differences in scores among blacks, Latinos and whites have "improved very dramatically over the last 20 years," Hedges said. "That's something we can be proud of," he added.

Little progress has been made to equalize the educational achievements of boys and girls, Hedges said.

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CD-ROM boosts reading

Students using CD-ROM software versions of books instead of printed texts score higher on reading comprehension exams, according to Ball State University researchers.

Their research involved 31 fourth grade students who were asked six multiple-choice comprehension questions on readings of identical passages from either interactive CD-ROM software or traditional text. On average, students who read from a CD-ROM got five of six answers correct, while those who read from a text got only four of six answers correct.

The difference is statistically significant, according to co-author of the study, Marilyn Moore. Moore said there is no difference in comprehension except when students read long and difficult passages. One reason for the difference may be that kids using CD-ROM were able to get help--definitions or pronunciations, for instance--simply by clicking on a word, she said.

"Kids don't have to raise their hand and admit they don't know a word," Moore said.

The study is valuable because nearly one-half of all schools in the nation use CD-ROM software, and "we need to find out if the technology has any value," she said. Study results were described in The Boston Globe (July 30, 1995). A full report is scheduled to appear in Reading Psychology (January/March 1996).

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Register to win TV/VCR at IASB booth

The 1995 Conference will showcase samples of IASB publications and leadership development awards in the IASB booth downstairs in the Wacker Exhibit Hall. Hosted by knowledgeable IASB staff, the booth will feature free prize drawings at noon on Friday and Saturday, November 17 and 18. Register for daily drawings to win one of two combined TV/VCRs. (Winners names will be listed at the booth, so don't forget to check back later.) You need not be present at the drawing to win, but winners must pick up their prizes by 3:30 p.m. on Saturday.

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Conference refund policy announced

IASB has announced Annual Conference registration fees will be refunded in full to any board member defeated in the November school board election. No service fee will be charged in such circumstances.

Conference registrants who need to cancel their hotel room reservations must do so before November 10. Room cancellations must be arranged directly with the hotel, not with IASB.

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Rosalie Jones featured in Tribune story on educational foundations

Former IASB Director Rosalie M. Jones, President of the Batavia District 101 Board of Education, was recently featured in a Chicago Tribune (July 23, 1995) article about school foundations. The story described how school foundations are being tapped to fill in the gap as school budgets are cut.

Jones helped launch one of the first education foundations in the Chicago region. She explained: "We formed the foundation to provide an avenue of resources and funding for educational programs that enhance and enrich the existing curriculum. And our budgets are such--with tax caps and funding levels of the state--[that] we do well to provide the bare minimum. There were just a lot of things we knew we wanted to do and couldn't."

Glen Gerard, vice-president of Educational Foundation Consultants in Williamston, Michigan, told the Tribune that more than 100 foundations exist in Illinois. He said technology and the arts are most commonly targeted for foundation funds.

The founder of a school foundation in Roselle, Gene Swierczewski, said it is essential for the foundation's board to work closely with the school board. "Even though they are both separate legal entities, you don't want the foundation to go charging off in a direction that's not compatible with the strategic plan that the district has," Swierczewski said.

Foundations are not limited to providing money, said Judy Fornero, a trustee of the school foundation in Mundelein. Fornero told the Tribune: "We're always looking for people who want to get involved, and we'll meet them at their level, whether they want to donate something to the auction or they're interested in teaching a class." Source: Daily Report Card (July 28, 1995), Education Commission of the States and the National Education Goals Panel.

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Spitzer joins Lombard staff

Louise Spitzer joined the Association staff on Monday, July 24 as a secretary in the Lombard office. She will be functioning primarily as additional support for policy and legal services, as well as performing some field service, association and general office duties.

Illinois Association of School Boards
Fall Division Dinner Meetings 1995: