Over at the D&C Greece Blog, Petrena links to an article about Special Education spending in the Greece School District. Petrena, while I’m sure meaning well, has this to say in her post:
I…was wondering how many students are placed in special ed but might not need it.
Too many people think the problem, with everything, is taxes. That’s the underlying premise in Petrena’s question. That is, if some kid is in a special ed program, but doesn’t need it, then we are wasting precious tax dollars.
The problem is NOT taxes; it never was and never will be. The problem, I believe, is the mindset where the number one priority is reducing, or, at least, not raising, the tax rate, without regard to the non-monetary costs. The tax rate should simply be one component of the evaluation process, it should not be the primary component. The primary component of any discussion on spending should revolve around the this question: How does the spending advance the organization’s (or school district, town, etc…) commitment to their mission.
For example, the mission of the Greece School District (GSD) should be to provide every student with a sound, quality education. Under my theory, when the GSD creates their budget, the primary focus must be advancing the quality of the education given to the students. Instead, the focus will surely be how to reduce spending while (hopefully) maintaining the current level of educational benefits.
Obviously, the political forces in Greece won’t allow for this to happen anytime in the near future. But that doesn’t mean all is lost.
Progressive policies, where community benefit, not cost, is the primary focus, are being implemented when and where feasible. Simply take a look at this law, which the Governor signed in August:
Governor Eliot Spitzer today announced that he has signed legislation creating a fair and effective process for parents of children with disabilities who chose to challenge school districts’ decisions about which educational services are appropriate for their children.
This new law puts the burden on the school district to prove that it is satisfying its legal obligation to provide an appropriate individualized education program for a student with a disability.
snip
Under the federal Individuals with Disabilities Education Act (IDEA), every child with a disability is entitled to receive a “free appropriate public education.†To that end, school districts are required to develop a plan to meet the specific needs of each child with a disability. The IDEA protects children’s rights by giving parents and school districts the right to an administrative hearing if they cannot agree on which services the child needs.
For more than 30 years, when these administrative hearings were brought in New York, school districts were required to prove the appropriateness of the individualized education program. A 2005 U.S. Supreme Court ruling put the burden of proof on the party requesting an administrative ruling, most often parents, for all states that did not have a specific law or regulation on this issue. Because New York did not have a law or regulation on this subject, the Supreme Court’s decision effectively reversed the State’s longstanding rule.
Shifting the burden of proof to the School Districts is the morally correct way to proceed. Too many parents, especially those of special education students, will not have the resources to prove their child’s school district isn’t providing a quality education. This law correctly puts the burden on the districts to prove they are providing a meaningful education to the special ed student.
Of course, by placing the burden on districts, they will no doubt have to spend more tax dollars defending their special education programs. But the community benefit gained from giving special education students a meaningful education, while giving their parents the ability to challenge that education, far outweighs any additional cost to the districts.
Now the question: do you think my premise (that taxes shouldn’t be the #1 consideration) is correct?
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