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Sure, "we can all debate what needed funding means," as long as we agree that the school board has the precise figure calculated correctly for us. With logic like that, who needs irrationality?

"With logic like that, who needs irrationality?"

Well since the second half of the statement is your logic, Brian, you tell us!

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I will disagree with the LTE about this: "Denying requested funds means that students lose out." I do not see how that can be universally true. There are surely ways to improve the situation besides throwing money ... throwing parents into mix would be one improvement.

I will agree with the LTE about this: "It is always students who pay for the loss." .. ONLY if that means when the students become society, because it of the rest of us that are paying the price for students failing to learn.

"Excellent education is not possible without needed funding."

Yes, it is. Show that you can achieve excellence with the massive amounts that you now have, and we'll consider giving you more. Ms. McCarthy, you have no idea what is in that budget request, because the school board members do not know.

This letter gives the alert....It's for the children! Who asked all of you parents to write this avalanche of letters?

Do the free stuff I've suggested before asking for more money. Cut the silly, useless classes like Freshman Orientation (Do they need that every day? Why does it take that long? Orientation at my job took one day. ) and replace them with "Read an Actual Book!" or "Let's Learn the Arithmetic We Didn't Teach You in Elementary School!"

I suggest using our coliseum to solve the problem. Each school could send 5 students to fight in annual ruthless battles with the understanding that each winner would be worth X% of all total regional dollars and given some sort of GED replacement certificate. Losers, of course, get nothing.

We could make participation voluntary or essay-based, with the pool of participants drawn from <16 year olds (pre-drop out age) who can't fill a blue book with a coherent report on the Colosseum. Or just the ones who can't identify Italy on a map. Or spell "Rome" correctly.

It stands to reason that the schools with the most problems would be able to secure needed funds by smart application of existing, er, resources.

Roger

PS- Zero-based budgeting is another less exciting option.
http://www.ventureline.com/glossary_Z.asp
(scroll down)

Roger, a good thought there! Let the fights be in the Colessum rather than the school house!

Shalom

Why not start teaching the basics first. When a student masters the basics, the student can then move on to more advanced classes and perhaps select some electives. Students should be placed in classes at their own level, not "mainstreamed" to make parents or students feel better. The practice of teaching to the slowest student is unwise, foolish and official policy.
Each of us learns at a different pace. That does not mean less intelligence. I am slow to learn math, but have finished college calculus, linear algebra and finite mathematics all with A+ grades, but I had to space my classes out and get a tutor for some classes. I am SLOWER at mathematics just like some students are slower at their own subjects.
The insistence by teachers and others that everyone should be in the same class is harmful to all children. Misguided intentions should not be indulged.