Issue Position: Education

Issue Position

Fairfax County's schools and her taxpayers are not treated fairly in the distribution of state public school support. Fairfax schools have larger average class sizes at every grade level than three-quarters of the rest of Virginia's school districts. Smaller maximum class sizes are critical to meeting the needs of mainstream students as well as students with special needs and to retaining teachers in the face of growing teacher shortage.

When my children were in Fairfax schools, I was a local PTA president. I also served as the Chair of a countywide School Bond Campaign. I remain just as dedicated to quality education for all children. Together, we can equip our children to take their place in building the American dream.

I've always believed that smaller class sizes are important. However, after seeing the difference that smaller classes are making in targeted Project Excel schools within the 39th District, I now believe smaller class sizes are critical. Academic performance definitely improves. Perhaps equally important, smaller classes make it possible to actively involve all the kids. By the time they reach adolescence these kids will have a well-established sense of belonging and acceptance, under-cutting much of the initial appeal of gangs.

STATE FUNDING
In 2004, I successfully negotiated a permanent increase in state school funds that will come to Fairfax as part of the hard fought budget compromise. This increase equals almost a penny on the real estate tax rate, or $14 million in FY2005. Most importantly, it is the first time the formula has been changed in over 30 years to give Fairfax more money based purely on the number of school children we have...not on how wealthy we are.

The gross unfairness of more and more state school funds being adjusted for the locality's wealth is well-illustrated right here in Northern Virginia. Fairfax County has 3 times as many students as Prince William County. We both gained about 5,000 new students between 2003 and 2005. And, yet, Prince William got $45 million MORE in state funds while Fairfax got $29 million LESS under the equalization formula. This is a link to my effort to layout Fairfax County's school funding needs as simply as possible for other legislators.

Every year since 2002, I've introduced a bill to change the State School Funding Formula. Typically, my formula change bill is politely heard in an early morning House subcommittee and tabled. However, in 2009 for the first time, HB 2198 was one of two bills sent on for further consideration to a special House Senate Committee. On September 14, 2009 I was allowed to make a full statement on the serious problems and inequities of the State Education Funding Formula. If you look at this link, you'll get some idea of how complex the formula is. I had the feeling that several members of the Joint Committee were considering some of the issues for the first time. Staff was directed to calculate what my formula change would mean to the amount of state funds each school division would receive.

In a nutshell, even though as a county Fairfax must rely on the real estate tax to fund our schools, we are being penalized because our high average personal income drives 50% of the formula. Many of you know first hand that the assessed value of the house you've lived in for 25+ years does not reflect your current income and ability to pay. Real estate values are 40% of the formula calculation but, since the local sales tax base only accounts for the remaining 10%, tourist areas -- like Virginia Beach -- get large school subsides from the state, despite all the local revenue they get from hotel, restaurant, a 50-cent per pack cigarette tax and general sales taxes.

TEACHERS
Each teacher deserves an opportunity to teach, not just manage. I will continue to work hard to ensure a top-quality, sound academic and vocational education by attracting and keeping quality teachers and raising teacher salaries, which are currently $3,000 less than the national average.

TESTING
While students, teachers, and schools must be held accountable, being able to use rapidly-changing technology throughout life will depend upon a student's ability to engage in structured thinking and analysis. Higher standards must not stop with rote memory.

Regarding the proper role of testing, Virginia SOL tests should target remedial help and not be the sole measure used to deny school accreditation or to fail a student. I fully support the bi-partisan appeal of my General Assembly colleagues throughout the state to restructure the Federal No Child Left Behind program. Specifically, the federal program should honor state tests that are more demanding; special education students should be tested based on their Individual Education Program; non-English speaking students should be enrolled for two years before their scores are included in measuring a school's performance, and tutoring should be the first option offered to students in failing schools. Modifications also are needed to reduce excessive paperwork.

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