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Cee Exec Summary

Cee Exec Summary

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Published by: cara12345 on Dec 10, 2012
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December 2012
Theforfor
Campaign
 
EducationalEquity
The
 An Analysis of the Availability of BasicEducational Resources in High-Needs Schoolsin Eight New York State School Districts
 
December 2012
DEFICIENT RESOURCES
Executive Summary
 
 1
The Campaign for Educational Equity is a nonprofit research and policy center at Teachers College thatchampions the right of all children to meaningful educational opportunity and works to define andsecure the full range of resources, supports, and services necessary to provide this opportunity todisadvantaged children.We believe that all children, whatever their family background, wherever they live, and whatever thecurrent political and economic climate, are entitled to a meaningful opportunity to graduate from highschool prepared for college success and/or competitive employment. We promote a comprehensiveapproach to educational opportunity that would provide disadvantaged students the full spectrum of resources, services, and supports most critical for school success because we believe their right tomeaningful educational opportunity entails access to these essential resources.Founded in 2005 by educational law scholar and advocate Michael A. Rebell, who successfully litigatedthe landmark school funding lawsuit,
CFE v. State of New York,
the Campaign pursues systems changethrough a dynamic, interrelated program of research, legal analysis, policy development, coalitionbuilding, curriculum development, and advocacy dedicated to developing the evidence, policy models,curricula, leadership, and collaborations necessary to advance this agenda at the federal, state, and locallevels.This report was written by Michael A. Rebell, Jessica R. Wolff, and Joseph R. Rogers, Jr., with researchsupport from Susanna Hamilton, Jessica Hills, Gilana Keller,
 
Ian Nahmias, Nikki Nielson, Matthew Saleh,
 
and Violet Wanta. The school visits upon which the report is based were undertaken by Jessica R. Wolff,Joseph R. Rogers, Jr., Jaunelle Pratt, Sophie Guplo, and Valerie Marsh. The authors are grateful to EricOldsman and Carolyn Riehl for their advice on methodology issues. This research was made possiblethanks to support from the Booth Ferris Foundation and the Robert Sterling Clark Foundation. Thereport reflects the perspective of the Campaign for Educational Equity and does not necessarily reflectthe views of Teachers College, its trustees, administrators or faculty, or of any advisors or fundersassociated with this study.
The Campaign for Educational EquityTeachers College, Columbia University525 W. 120
th
Street, Box 219New York, NY 10027Phone: 646-745-8282www.equitycampaign.org
 
 
 2
INTRODUCTION
In today’s hard economic times, New York State, like most states around the country, has
substantially reduced funding for public education. While the realities of fiscal constraint mayrequire the state to ferret out waste and promote cost-effectiveness, what it cannot do isreduce essential educational services to public school students. The New York Court of Appeals,
the state’s highest court, made clear in
CFE v. State of New York 
,
1
that Article I, § 1 of the NewYork State Constitution entitles all stu
dents to a “meaningful high school education,” one that
prepares them to be capable citizens and competitive workers. These constitutional rights arenot conditional, and they cannot be put on hold because there is a recession or a state budgetdeficit.
2
 In 2011, the Campaign for Educational Equity established the Safeguarding Sound BasicEducation Project. One of the major components of this project has been to gather and analyzedata about the availability of resources and services in high-needs schools both in New YorkCity and around the state. A number of groups have issued statistical reports on the numbers of teachers laid off, increases in class size, and overall reduction in certain services that have
resulted from the state’s cutbacks in education
al funding since 2009. (A summary of thesesurveys is set forth in Appendix A.) We believe that it is also necessary to complement this
information with a detailed analysis of the impact of budget reductions on students’
educational opportunities at the school level and to investigate the extent to which the
reduction in resources and services compromises students’ constitutional rights.
To do this, we conducted an in-depth study of the current availability of basic educationalresources in 12 high-needs schools in New York City and in 21 additional schools in 7 other highneeds school districts around the state (Rochester, 2 small city, 2 suburban, and 2 ruraldistricts). (A description of the methodology we used for the study is set forth in Appendix B.)The rubrics we used for our extensive interviews and analyses were based on the legalrequirements set forth in
Essential Resources: The Constitutional Requirements for Providing All Students in New York State the Opportunity for a Sound Basic Education,
a report of theCampaign for Educational Equity that is being released as a companion document to this report(for a summary of these requirements see Appendix C). Our analysis focuses on 8 specific areasof constitutional entitlement: qualified teachers, principals
 ,
and other personnel; suitable
curricula; an expanded platform of services for “at
-
risk” students; adequate resources for
students with extraordinary needs; class sizes; instrumentalities of learning; a safe and orderlyenvironment; and facilities.Many of the findings in this report are shocking and disturbing.
 
Of the 33 high needs schools inour study, 13 reported that they were not providing students with sufficient instruction to meet
the state’s minimum curricular requirements in science
; 3 New York City high schools were notproviding any instruction in chemistry or physics. Fourteen schools were not able to provide
1
100 N.Y. 893 (2003)
2
For a discussion of the applicable constitutional law principles, see, Michael A. Rebell,
Safeguarding the Right to aSound Basic Education in Times of Fiscal Constraint 
, 75 Alb. L.Rev.1855, 1869-1885 (2012)

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