Education Funding Adequacy
Two decades of disinvestment in public education is beginning to erode a system once recognized as among the best in the nation. OEA members have repeatedly called for fundamental change in the level of resources committed to this most vital of enterprises, and concurrently, have worked to change the underlying revenue system that produces those resources. These ambitions have met with mixed results.
Some efforts have led to the creation of modest new resource streams – such as the Oregon lottery – but over time, other interests have laid claim to those revenues or they have been insufficient to address the full measure of the state’s revenue needs. Fundamental efforts to reform what many see as Oregon’s broken tax system have failed to materialize, despite the hard work of many state-sponsored task forces as well as ballot measure initiatives focused on the values of fairness and adequacy to fund essential services (such as the Jan. 2010 Tax Fairness ballot measures), including education.
Meanwhile, demographic changes, heightened expectations of public education, and the rise of professional anti-tax interest groups have conspired to further strain the education system. Too much time and money has been diverted to campaigns to stop tax-cut proposals pushed to the ballot by advocates for a decidedly anti-government agenda). The long history of battles to protect the current insufficient revenue system from further loss has depleted organizational resources, lowered the morale of educators, denied students opportunities for advancement in an increasingly globalized information age, and made some citizens cynical about the ability of the public education system to fully prepare the next generation. That cynicism in turn has led some to turn away from one of the most important elements of a democratic society: universal, free public education for every citizen.
The immediate benefits of education funding aren't just felt in the classroom. Education institutions are the leading employers in most Oregon communities, thus revenue reductions to education have negative effects on both the public and private sectors. The best, most civil way to keep citizens out of poverty and prison is to give them an excellent education. Public school funding is a fiscally responsible investment in Oregon's future.
OEA continues to work to demonstrate how greater public investment in pre-kindergarten through post-secondary education will stimulate the economies of individual communities and increase the prosperity and quality of life for all Oregonians for years to come.
|
OEA's School Finance Objectives
|
|
Short-Term
GOAL 1: Stem the erosion of Oregon's tax base that occurs when legislators grant special exemptions and tax breaks.
GOAL 2: In the name of tax fairness, implement a sound revenue recovery strategy that retains tax dollars lost through evasion, shelters, tax loopholes, and an outdated corporate minimum tax rate.
GOAL 3: Continue a dialogue with Oregonians about the future of our state and its excellent public education system. Build on citizens' reverence for their schools and the trust they have in educators to work wonders every day in classrooms across the state.
GOAL 4: Appropriate resources sufficient to operate community colleges and K-12 schools at a maintenance-of-effort level.
|
Long-Term
GOAL 1: Restore program levels lost in 18 years of disinvestments and recessionary cuts to K-12 and community colleges.
GOAL 2: Reform Oregon's broken tax system to align the state's revenues with the educational and service needs of its citizens.
GOAL 3: Fund K-12 at the Quality Education Model (QEM)recommended level in order to provide excellent educational opportunity for all students.
GOAL 4: Achieve widespread recognition that the most important, fundamental public investment Oregon can make toward its economic well being is sustained, predictable, and sufficient financing of its system of public education.
|
More on Oregon Public Education Funding
- Quality Education Model (QEM)
Created by the Oregon Legislature in 1999, the QEM identifies the elements of high performance schools and the costs. Designed as a tool for state lawmakers to develop the K-12 education budget, the QEM is now overseen by the Quality Education Comission, which includes the OEA President.
- History
Read about how the budget levels rise and fall.
- How You Can Help!
Public education needs your help. Here are some easy ways you can make a difference for public schools.
- Links, Publications, and Resources
Official sites and informational documents.
