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NEGATIVE: SECURE RURAL SCHOOLS


By Katherine Baker

Resolved: The United States federal government should substantially increase its funding and/or regulation of elementary and/or secondary education in the United States.

National forests, being federally owned, do not pay local property taxes to the states or counties in which they are located. In 1908, Congress realized that this reduction in the tax base was harming local schools (and other local functions that rely on the property tax base), so they passed a law allocating some of the timber harvesting revenues in national forests to be sent back to the States to support school budgets in counties that would otherwise be deprived. But forest revenues went down dramatically in the 1980s, leading back to the same problems of 1908, with forest counties deprived of revenue. So in 2000, Congress modified the policy with new funding known as "Secure Rural Schools," to provide extra money to make up for the lost timber revenues. SRS expired in 2017 and Congress has not renewed it, meaning rural county schools in areas near national forests are taking a substantial funding hit. AFF plan provides guaranteed funding for Secure Rural Schools. This Negative brief argues that there are other options in the Status Quo and that funding isn't that important anyway. SRS actively blocks solutions to lagging forest region economies by keeping them on the federal dole, and counties don't use the money to get long-term solutions they just spend it or waste it. And the existence of the free money allows Congress to postpone reforming its burdensome forest management policies that are causing the problems in the first place. Plus, SRS is extra-topical, since its scope goes into lots of things that don't involve schools (like roads and forest conservation). Most SRS money isn't even spent on schools.

Negative Brief: Secure Rural Schools....................................................................................................................3BACKGROUND....................................................................................................................................................................3

SRS backround......................................................................................................................................................................................3When SRS is not extended, payments are done via original revenue-sharing programs......................................................................3

TOPICALITY........................................................................................................................................................................4Standard: Only education reform..........................................................................................................................................................4Violation: SRS is more than a school policy. On top of schools, it deals with many other things not under this year’s debate resolution............................................................................................................................................................................................... 4Impact: No Affirmative Team...............................................................................................................................................................4

MINOR REPAIR – Use the Tech Network...........................................................................................................................4New Tech Network solves poor rural school problems........................................................................................................................4New Tech’s reason for success..............................................................................................................................................................5New Tech Network creates system of suport........................................................................................................................................5

INHERENCY.........................................................................................................................................................................5

1. States and counties can solve – with existing revenues or new taxes...............................................................................5Forest counties have super-low property taxes because of the free federal money. They could easily raise them back.....................5Most states have plenty of money for schools – the rest can raise taxes...............................................................................................6Georgia may expand sales tax to pay for schools..................................................................................................................................6Local sales tax works for rural schools.................................................................................................................................................6Sales tax gaining traction in Georgia.....................................................................................................................................................6

2. Technology programs in multiple states solve for rural school issues..............................................................................7Access to tech can close gap for rural schools......................................................................................................................................7ADEC: American Distance Education Consortium is solving for rural school isolation and resources.............................................7Alaska received funding for rural schools.............................................................................................................................................7Califonia Rural schools used tech tools.................................................................................................................................................8

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Colorado Edison School district laptops...............................................................................................................................................8Nebraska success...................................................................................................................................................................................9North Caralina Coopertive Extentsion service brought internet access................................................................................................9Ohio’s Straight A Fund.........................................................................................................................................................................9Technology can help connect rural students.......................................................................................................................................10

3. PILT solves.....................................................................................................................................................................10Payment In Lieu of Taxes (PILT) is federal compensation to counties that have federally owned lands..........................................10

SIGNIFICANCE..................................................................................................................................................................1070% of "Secure Rural Schools" money doesn't go to schools, only 30% does...................................................................................10Rural counties don't benefit much from SRS: they cut taxes to offset the funding, and then spent a lot of the money on other stuff besides schools............................................................................................................................................................................11Largest recipient of SRS funding in Idaho wants SRS, but admits it's only 10% of their budget......................................................11Arizona’s rural schools did well on standardized tests.......................................................................................................................11Low ranks not because of poor student achievement..........................................................................................................................11Rural schools can do well despite challenges......................................................................................................................................11Despite challenges, Arizona rural schools still score well..................................................................................................................12Rural schools have advantages............................................................................................................................................................12Rural schools have more technology access.......................................................................................................................................12Rural schools score in top 5% of access..............................................................................................................................................12Poor students scored lower in general.................................................................................................................................................13Tech allows rural students learning oppertunities...............................................................................................................................13School received laptops from federal grant.........................................................................................................................................13E-rate grant subsidizes internet access................................................................................................................................................13More class options with online courses...............................................................................................................................................14

SOLVENCY.........................................................................................................................................................................14Wisconsin Study: Increased spending didn’t improve student performance.....................................................................................14Inceased school spending doesn’t equal improved student outcomes.................................................................................................14No correlation between spending and student achievement................................................................................................................15School spending skyrocked while test scores flatlined.......................................................................................................................15US spends more than other nations, but does worse...........................................................................................................................16

DISADVANTAGE..............................................................................................................................................................16

1. Masking the poverty problem..........................................................................................................................................16Link: Real problem is poverty. Low-income students do worse then better-off peers.......................................................................16Link: High-income kids do better than low-income............................................................................................................................16Link: Decoupling forest county revenues from timber harvesting (i.e. the AFF plan) reduces incentives to solve the declining timber industry.....................................................................................................................................................................................16Link: More logging would solve the need for SRS by solving for poverty.......................................................................................17Link: SRS makes it harder for Congress to find solutions to the timber industry economic decline................................................17Link: SRS postpones the day when forest county economies will get real solutions........................................................................17Reverse Advocacy: Oregon forest county leaders say, The faster SRS ends, the sooner we can solve the timber industry.............17Brink: Better solutions. Money spent on education could be better used to reduce poverty..............................................................18Impact: Generations left in poverty.....................................................................................................................................................18

Works Cited............................................................................................................................................................19




NEGATIVE BRIEF: SECURE RURAL SCHOOLS

BACKGROUND

SRS backround

Joseph Taylor III, Erik Steiner, Krista Fryauff, Celena Allen, Alex Sherman and Prof. Zephyr Frank 2015. (Taylor – History Dept., Simon Fraser Univ. Steiner – Creative Director, Spatial History Project/CESTA, Stanford Univ. Allen – Project Manager, SHP/CESTA. Fryauff and Sherman, Student Research Assistants, SHP/CESTA. Frank - Professor of History and the Director of the Program on Urban Studies, Stanford U.) "Follow the Money – A Spatial History of In-Lieu Programs for Western Federal Lands" http://followthemoney.stanford.edu/pages/SRS.html

SRS’s roots lay in the late-1980s timber battles of western Oregon. Logging plummeted as the forests became embroiled in lawsuits to protect habitat for spotted owls (Strix occidentalis), Pacific salmon (Oncorhyncus spp.), and marbled murrelets (Brachyramphus marmoratus). The fiscal impact on timber counties was severe, so in 1993 Congress extended relief to the eighteen Oregon & California Railroad Lands counties. The ten-year relief was dubbed “owl payments.” These were intended to shrink annually until 2003, but in 2000 Congress instead expanded and extended the program with the Secure Rural Schools and Community Self-Determination Act of 2000, which compensated rural counties nationwide for declining transfer payments due to changes in natural resource management on federal lands.

When SRS is not extended, payments are done via original revenue-sharing programs


Congress did not extend SRS in 2014, so federal resource agencies had to revert to paying states and counties via the original revenue-sharing programs, including the 1908 Forest Service 25 percent program, 1920 Federal Mineral Leasing Act, the 1934 Taylor Grazing Act, the 1937 Oregon & California Lands Act, the 1937 Bankhead-Jones Farm Tenancy Act, and 1947 BLM Materials Act. Put another way, after a quarter century of legislative experimentation with alternative in-lieu payments and federally-sponsored economic diversification, the American West and federal agencies had circled back to where they were in 1991. The suspension of SRS lasted exactly one year, and in spring 2015 Congress once more temporarily extended the payments (PL 114-10) for two more years.



http://followthemoney.stanford.edu/pages/SRS.html



TOPICALITY

Standard: Only education reform

Plan must be a policy to increase its funding and/or regulation of elementary and/or secondary education, as the resolution says. It cannot do anything else.

Violation: SRS is more than a school policy. On top of schools, it deals with many other things not under this year’s debate resolution

Priest River Times, 2017. (Local Idaho news source for 102 years.)“IDAHO POLS LOBBY FOR RURAL SCHOOLS FUNDING” December 20, 2017. http://www.priestrivertimes.com/local_news/20171220/idaho_pols_lobby_for_rural_schools_funding

Idaho Senators Mike Crapo and Jim Risch joined a bipartisan group of 32 senators Dec. 7 in sending a letter to Majority Leader Mitch McConnell (R-KY) and Minority Leader Chuck Schumer (D-NY), urging them to include a reauthorization of the Secure Rural Schools (SRS) Program in any end-of-year legislation. SRS supports public schools, public roads, forest health projects, emergency services, and many other essential county services for more than 775 counties across the country.

Impact: No Affirmative Team.

Since the Affirmative team is trying to pass a policy beyond the scope of this resolution, we need to incentivize them not to do this in the future with a Negative ballot.

MINOR REPAIR – Use the Tech Network

New Tech Network solves poor rural school problems

Lydia Dobyns, 2017. (President & CEO of New Tech Network, contributer to Huffington Post) “Success in rural, high-poverty public high schools: path to equity?” 12/11/2017 https://www.huffingtonpost.com/entry/success-in-rural-high-poverty-public-high-schools_us_5a05cf3de4b0cc46c52e69de

There is no getting around the hard work it takes to change schools, and the even harder amount of work required to sustain that change. It is as if there is some magnetic pull “back” to the way it has always been: a one-size-fits all classroom approach to teaching and learning. And yet, despite decades of failing to provide effective and compelling education to some of South Carolina’s most under-served high poverty rural communities, a partnership that started six years ago serves as beacon of hope. Perhaps even a turning point. Scott’s Branch High School in tiny Summerton, S.C., a historic school that was the focus of a 1950’s court case that led directly to the Brown v. Board of Education decision, has partnered with New Tech Network and has lifted itself out of state sanctions. By implementing the New Tech school model, classroom learning is now relevant to students’ lives and preparing its graduates for college and career opportunities. The school is now earning good ratings on state report cards for the first time. Starting transformation efforts at the same time was Colleton County High School, in the larger town of Walterboro. It launched Cougar New Tech, a career academy. In 2017, in its first graduating class, 100% of the seniors graduated. Based on this success, the Health Careers Academy began implementing the New Tech model this year. The school district also expanded New Tech into Bells Elementary School in the tiny Ruffin community.



https://www.huffingtonpost.com/entry/success-in-rural-high-poverty-public-high-schools_us_5a05cf3de4b0cc46c52e69de


http://www.priestrivertimes.com/local_news/20171220/idaho_pols_lobby_for_rural_schools_funding


New Tech’s reason for success


The success at both schools can be attributed to three things: 1) implementation of the New Tech school model; 2) the benefits of joining a school network and 3) the multi-year commitment of district leaders, principals and classroom educators to make deep and lasting changes in every aspect of their schools. The New Tech model was developed to prepare students for the demands of college and the workplace and to anchor students’ learning to their community through Project Based Learning (PBL). New Tech Network provides a robust set of supports that include teacher professional development, leadership development, coaching and online resources.

New Tech Network creates system of suport


The teachers and principals in these rural communities also can tap into the knowledge of a small army of colleagues from outside their school and district: They regularly join colleagues from across the internet and in person for meaningful workshops and discussion groups. This has helped them to overcome the isolation so common in many rural schools and to find new skills and knowledge. New Tech Network provides a research-based and guided model for school growth that is being constantly refined. These rural educators benefit from our 15+ years of supporting hundreds of schools. Our model works in part because each school can use it in their own way, adapting it to their own students’ and community’s circumstances. All is for naught without local community support. New Tech’s school model requires in-depth local conversations to decide we’re a good fit for the school. Pushing new school models onto a community doesn’t work.

INHERENCY

1. States and counties can solve – with existing revenues or new taxes

Forest counties have super-low property taxes because of the free federal money. They could easily raise them back

Jeff Mapes 2016 (journalist) As Aid Dries Up, Some Oregon Counties Glad To Be Off 'The Federal Dole' 21 Dec 2016 https://www.opb.org/news/article/oregon-timber-federal-aid-program-ends/

Commissioner Simon Hare said he wants the federal aid program reauthorized. But he admits all those years of federal payments helped keep voters from stepping up to the plate themselves. They saw new rounds of federal aid after being warned it was going away. “We’re made out to be fibbers from the standpoint you said it wasn’t coming and then it did,” Hare said. Voters rejected a string of tax levies and Josephine County still has the lowest property tax rate in the state – 58 cents per $1,000 of value. In Multnomah County, by contrast, the rate is about $5 per $1,000.



https://www.opb.org/news/article/oregon-timber-federal-aid-program-ends/






Most states have plenty of money for schools – the rest can raise taxes

Elizabeth McNichol 2017 (Senior Fellow, Center for Budget & Policy Priorities; former Assistant Research Director of the Service Employees International Union) "It's Time for States to Invest in Infrastructure" 10 Aug 2017 https://www.cbpp.org/research/state-budget-and-tax/its-time-for-states-to-invest-in-infrastructure

Most states are in a relatively strong position to afford these investments. The nation’s economy has slowly recovered from the Great Recession, finally lifting state revenues above pre-recession levels, better enabling states on average to afford infrastructure investments. While state revenue growth has slowed over the last year, the long recovery has improved state revenues significantly. But in many states revenues remain insufficient to adequately cover the costs of needed services such as education and health care, and still make the necessary infrastructure investments. These states will need to consider tax increases to preserve public capital that is crucial to long-term economic growth while meeting other needs.

Georgia may expand sales tax to pay for schools

Jill Nolin, 2018 (Contributer to The Mounltrie Observer, a Georga newspaper.) Jan 6, 2018. http://www.moultrieobserver.com/news/local_news/legislators-pitch-local-education-sales-tax/article_a998c4da-f337-11e7-83bc-fb92a430dd1c.html

State lawmakers are looking at expanding a special sales tax privilege to allow more school districts to use it to pay for bussing students, rising health care costs or other day-to-day expenses.

Local sales tax works for rural schools


Currently, only Colquitt County and nine other rural school districts have been approved for what is known as an education local option sales tax. The tax is different from the sales tax that districts ask voters to approve for new high school buildings and other capital projects. “It’s been working for those districts,” Bleckley County Schools Superintendent Steve Smith told lawmakers, speaking on behalf of several middle Georgia districts that want access to the additional penny sales tax. Bleckley County’s neighbor, Houston County, is one of the 10 districts with the tax. That district has been able to pay its starting teachers more than Bleckley County does, which puts his district at a disadvantage, Smith said.

Sales tax gaining traction in Georgia


Smith is pushing for a measure first proposed last year that may be gaining traction for the new session, which starts Monday. Proponents argue that the proposal could take pressure off property taxes in some communities. Rep. Bubber Epps, R-Dry Branch, is sponsoring the constitutional amendment, which would let school districts go to voters for a penny sales tax to fund maintenance and operational expenses for up to five years. Districts would have to present a specific list of projects, just as they do now with capital projects.



http://www.moultrieobserver.com/news/local_news/legislators-pitch-local-education-sales-tax/article_a998c4da-f337-11e7-83bc-fb92a430dd1c.html






https://www.cbpp.org/research/state-budget-and-tax/its-time-for-states-to-invest-in-infrastructure


2. Technology programs in multiple states solve for rural school issues

Access to tech can close gap for rural schools

JACKIE MADER, 2014. (journalist for The Hechinger Report.) “Can a School's Tech Program Take a Rural Town out of Poverty?” DEC 11, 2014. https://www.theatlantic.com/education/archive/2014/12/can-schools-tech-program-take-a-rural-town-out-of-poverty/383632/

That’s why technology can be critical, advocates say. Research shows that access to technology and the Internet in rural areas can close critical information gaps and expand opportunities. With computers and high-speed Internet, rural residents can access college and scholarship information, take online courses, fill out job applications, and find educational resources such as study guides.

ADEC: American Distance Education Consortium is solving for rural school isolation and resources

Dale Basye, 2014. (Dale is an award-winning writer, author, and creative director with over twenty years of professional experience in both the journalistic and advertising arenas. His specialty is creating dynamic and relevant multimedia experiences for children and has worked with Quaker, Nestle, Lucasfilm, the Oregon Department of Health, Lego, Portland Public Schools, Mattel, the Oregon Parks and Recreation Department and Portland State University to develop and implement a number of programs and campaigns for young people.) “Reaching Rural Schools: Technology Makes Learning Possible No Matter the Zip Code” July 15, 2014. https://www.clarity-innovations.com/blog/dbasye/reaching-rural-schools-technology-makes-learning-possible-no-matter-zip-code

The American Distance Education Consortium (ADEC) is working on several distance education projects designed to reach rural/remote Americans with higher speed and increased bandwidth learning opportunities. These efforts—initiated by ADEC member institutions and Internet2 partners, private sector partners and the National Science Foundation—are exploring wireless Internet possibilities via satellite to bring reliable connection into rural and remote parts of the United States.

Alaska received funding for rural schools


In 2011, the Alaska Department of Education and Early Development (EED), the University of Alaska’s Broadband Technology Opportunity Program (BTOP), and the Association of Alaska School Boards (AASB) each received funding to help provide robust digital education resources for rural Alaska’s students and teachers. For instance, the EED is working with Bridging the eSkill Gap in Alaska to develop and populate Alaska’s Digital Sandbox—a repository of grade- and subject-level materials (including fully developed units and lesson plans)—in hopes of providing robust teaching materials to remote communities across Alaska.



https://www.clarity-innovations.com/blog/dbasye/reaching-rural-schools-technology-makes-learning-possible-no-matter-zip-code




https://www.theatlantic.com/education/archive/2014/12/can-schools-tech-program-take-a-rural-town-out-of-poverty/383632/



Califonia Rural schools used tech tools


The State of Rural Learning: California The Lindsay Unified School District is located in California’s Central Valley, serving 4,100 K-12 students, all of whom qualify for free and reduced lunch and 52% English language learners. In 2009, only 25% of students were proficient in reading and only 28% in math. So the district decided to, basically, start over with an all-out redesign. They began by outlining how students learn best, and grew out from there. Today, students are called “learners.” When learners walk into their classroom, they check a matrix chart that displays the learning standards they’ve mastered. Next they consult a capacity matrix that shows content standards along with a list of “evidence.” Evidence can include assignments such as projects that learners must show to their teacher (AKA “learning facilitator”) to demonstrate they are ready to take the assessment. Assessments are taken on Educate: a digital assessment tool and Student Information System. Teachers are continually grouping and regrouping learners in their classrooms based on where they are in relation to “teacher pace.” Those falling behind receive one-on-one meetings while those that are experiencing no obstacles can continue. Administrators and learning facilitators spend at least 15 hours each week looking through the data, determining whether students should be regrouped according to their levels. Since 2009, the district has seen a 9% increase in the number of grade 2-11 students rated “proficient” in English language arts, a 4% increase in math, and 14% rise in science.

Colorado Edison School district laptops


The State of Rural Learning: Colorado Colorado’s Edison School district consists of two schools, located an hour east of Colorado Springs in Yoder. According to Principal Rachel Paul, 25 to 30 percent of the 120 K-12 students don’t have Internet access at home, with three-quarters of eligible for free- or reduced-priced lunch. To help support the district’s students, Edison ensures that there are as many computers as there are students. Edison has a fully online school that enrolls about 100 other students in the district and has used distance-learning equipment to take field trips to NASA, learn about the Civil War, watch educational videos from the Khan Academy, learn Spanish with Rosetta Stone, and even learn the basic coding behind video games. Edison utilized grant money to pay for the teacher training necessary to implement their successful online learning initiatives.








Nebraska success


The State of Rural Learning: Nebraska Over a third of Nebraska’s counties have a population of less than 5,000 people; with two-thirds of the counties have a population of less than 10,000. The Institute of Agriculture & Natural Resources (IANR) at the University of Nebraska generates over 35 distance education credit courses statewide as well as a number of non-credit offerings in agriculture, natural resources and human resources and family sciences. IANR's statewide infrastructure supports teaching, research and extension. It is important for the University and IANR to have good access to the Internet; and while the research and extension centers have T1 connectivity, over 50 locations have dial-up access, with the remaining sites connected through a 56K Frame Relay service.

North Caralina Coopertive Extentsion service brought internet access


The State of Rural Learning: North Carolina In 1999, the Raleigh-Durham area of North Carolina was considered one of the top 10 most “connected” areas in the U.S., according to Headcount.com. This connectivity, however, has not reached the more rural areas of the state due to the cost of providing services in remote areas and generally lower Internet usage rates in low-income families. To help connect these areas, the North Carolina Cooperative Extension Service provides Internet to county and state government agencies through 56 Kbps lines to each local office and T1 lines to remote research centers.

Ohio’s Straight A Fund


The State of Rural Learning: Ohio In 2013, Ohio’s Department of Education created the Straight A Fund: a $250 million pool that provides seed money to fund education innovation. The Ohio Appalachian Collaborative—a network of Appalachian school districts— received $15 million to implement blended learning. These districts built partnerships with local colleges and established a blended learning infrastructure to help bridge the rural opportunity gap in Ohio.










Technology can help connect rural students


One particularly depressing side effect of remote, unconnected communities is that many rural students have low academic and career expectations. Technology can help students break-free of this limiting mindset so that these students—no matter where they live—can realize their full potential. Personalized learning techniques can help inspire rural students and open their minds to what is possible. These instructional methods coax students to explore content outside the traditional curriculum, circumventing limitations while both broadening and deepening learning. And this change could—in the long run—help these communities overcome other common rural obstacles such as poverty and substance abuse.

3. PILT solves

Payment In Lieu of Taxes (PILT) is federal compensation to counties that have federally owned lands

Note: "Title III of the legislation" is referring to SRS

Sierra Institute for Community & Environment 2006 (Principal Investigator: Dr. Jonathan Kusel, Ph.D. in Natural Resource Sociology and Policy ) March 2006 Assessment of the Secure Rural Schools and Community Self-Determination Act Public Law 106-393 https://sierrainstitute.us/wp-content/uploads/2015/02/Secure-Rural-Schools.pdf

Other programs also provide for county payments. (For a brief description of these programs see Gorte 2000.) One of the most significant for the purposes of this assessment is the Payment in Lieu of Taxes (PILT) program that Congress approved in 1976 to compensate counties directly for the tax exempt status of lands in their jurisdictions. PILT payments, which are administered by the BLM, provide a fixed minimum payment per acre, and the maximum amount received is reduced depending upon how much revenue is received under other revenue sharing programs, including payments to counties made under Title III of the legislation. Unlike P.L. 106-393 payments that are appropriated from the National Forest Fund, PILT payments require annual appropriations from Congress, and thus can, and regularly are, paid below their full amount.

SIGNIFICANCE

70% of "Secure Rural Schools" money doesn't go to schools, only 30% does

Emily Saunders 2015 (journalist) 9 March 2015 " Map: Forest-Heavy Idaho Counties Take $26 Million Hit Without 'Secure Rural Schools' " http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0

Congress let the Secure Rural Schools and Community Self-Determination Act expire in the fall of 2014, leaving Idaho counties and school districts with $26 million less than expected. Idaho counties will bear the brunt of this loss. Seventy percent of Secure Rural Schools money goes to counties for things like road maintenance. Thirty percent goes to school districts.



http://www.fs.usda.gov/pts/

http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0


http://boisestatepublicradio.org/post/map-forest-heavy-idaho-counties-take-26-million-hit-without-secure-rural-schools

http://boisestatepublicradio.org/post/map-forest-heavy-idaho-counties-take-26-million-hit-without-secure-rural-schools

https://sierrainstitute.us/wp-content/uploads/2015/02/Secure-Rural-Schools.pdf





Rural counties don't benefit much from SRS: they cut taxes to offset the funding, and then spent a lot of the money on other stuff besides schools


Less clear is the extent to which rural counties and residents benefitted from SRS. The aim was to stabilize rural schools, but actual funding varied by how states apportioned monies between schools and roads and between school systems. Baseline education funding fell sharply in many states due to property tax limits, and equalization formulas further reduced rural shares. Finally, a smaller number of counties also elected to receive what were called Title II payments. These payments increased the total SRS funding to counties, but it also required that 15 to 20 percent of the total payment was earmarked for habitat restoration or other public land infrastructures.

Largest recipient of SRS funding in Idaho wants SRS, but admits it's only 10% of their budget

Frankie Barnhill 2017 (journalist) 28 Apr 2017 How Rural Idaho Schools Are Coping With Deep Cuts To Timber Program Money http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0

And for district business manager Becky Hogg, that makes for some really difficult decisions. “We’ve come to rely on it as a significant chunk of our operating budget,” says Hogg. According to Hogg, the school district received SRS payments of about $1 million per year – the largest share of any district in the state. That’s about 10 percent of their budget.

Arizona’s rural schools did well on standardized tests.

Peter Aleshire, 2018. (roundup editor. Roundup is a Arizona news sourse.)“'National emergency’ faces nation’s rural schools” Jan 2, 2018. http://www.paysonroundup.com/education/national-emergency-faces-nation-s-rural-schools/article_ec0a4442-8cee-5dd5-9a8c-0e662f28d9e6.html

The national study found big differences from one state to the next. Arizona’s rural students actually did pretty well when it came to standardized test scores, but suffered when it came to school funding and college and vocational preparation. Arizona rural schools also fared poorly when it came to preschool opportunities, crucial in overcoming the deficits of many low-income students. Fewer than 6 percent of children in rural Arizona attended public pre-K classes — one of the lowest rates in the country.

Low ranks not because of poor student achievement


Interestingly, one national ranking in 2017 gave Arizona a D+ overall. But that stemmed from an F on school funding and a respectable B on student achievement.

Rural schools can do well despite challenges


Overall, the Payson, Pine and Tonto Basin districts mostly rank as B or A schools on the most recent state ranking system, despite facing the challenges of rural schools nationally.



http://www.paysonroundup.com/education/national-emergency-faces-nation-s-rural-schools/article_ec0a4442-8cee-5dd5-9a8c-0e662f28d9e6.html










Despite challenges, Arizona rural schools still score well

Peter Aleshire, 2018. (roundup editor. Roundup is a Arizona news source.)“'National emergency’ faces nation’s rural schools” Jan 2, 2018. http://www.paysonroundup.com/education/national-emergency-faces-nation-s-rural-schools/article_ec0a4442-8cee-5dd5-9a8c-0e662f28d9e6.html

Rim Country schools are all considered rural schools and suffer some of the same challenges as documented in the national study. For instance, at one point 70 percent of Payson’s students came from low-income families. The district has a lower graduation rate than the state average, a relatively high percentage of special education students and has struggled to maintain a full range of advance placement and other advanced classes. However, the district’s students generally score a little bit above the state average when it comes to achievement on standardized tests. The district also has generally more experienced teachers than the average district statewide, testifying to the stability of the school community.

Rural schools have advantages

Peter Aleshire, 2018. (roundup editor. Roundup is a Arizona news source.)“'National emergency’ faces nation’s rural schools” Jan 2, 2018. http://www.paysonroundup.com/education/national-emergency-faces-nation-s-rural-schools/article_ec0a4442-8cee-5dd5-9a8c-0e662f28d9e6.html

However the study noted that rural schools also enjoy certain advantages — including generally smaller school sizes and class sizes, both associated with higher student achievement. Moreover, most rural schools have a stronger sense of community — which also produces more family and parent involvement.

Rural schools have more technology access

LAURA ASCIONE, 2017. (Director of News for eSchool Media and a former Managing Editor. She is a graduate of the University of Maryland’s Philip Merrill College of Journalism. eSchool News covers education technology in all its aspects–from legislation and litigation, to case studies, to purchasing practices and new products.) December 15th, 2017 “Interesting: Rural schools are outpacing others on in-school tech access” https://www.eschoolnews.com/2017/12/15/rural-schools-outpacing-access/?all

Although schools in rural areas traditionally hit roadblocks when it comes to securing technology tools and high-speed internet access in classrooms and student homes, a new study suggests students in those schools actually outperform their urban and suburban peers in access at school. The data comes from data management and learning analytics firm BrightBytes, which analyzed more than 180 million data points collected via a national survey gauging educational technology access, use and effectiveness across 8,558 U.S. schools. The study compares characteristics of the top 5 percent and bottom 5 percent of schools and looks at factors that impact technology access and use. And according to that data, rural schools outpace urban and suburban schools when it comes to providing technology to students and teachers.

Rural schools score in top 5% of access


Rural schools were disproportionately represented among schools scoring in the top 5 percent for access at school, while suburban schools were disproportionately represented in the bottom 5 percent.



https://www.eschoolnews.com/2017/12/15/rural-schools-outpacing-access/?all







Poor students scored lower in general


Schools with high rates of students receiving free or reduced price lunch scored lower across all domains analyzed except professional learning, indicating that teachers have the freedom to influence their own professional development regardless of their school characteristics.

Tech allows rural students learning oppertunities

JACKIE MADER, 2014. (Jackie Mader writes for The Hechinger Report.) “Can a School's Tech Program Take a Rural Town out of Poverty?” DEC 11, 2014. https://www.theatlantic.com/education/archive/2014/12/can-schools-tech-program-take-a-rural-town-out-of-poverty/383632/ (Elipses in original)

"Technology allows people in rural areas to reap the benefits of a rural lifestyle while not sacrificing access to learning opportunities," said Karen Cator, president of Digital Promise, a nonprofit that helps schools integrate technology. In rural areas, access to technology helps students become "digitally literate," she added. And it’s not just about formal education. "If you’re in a rural area, it doesn’t mean you have less-varied interests than students in other parts of the country," Cator said. "If you have access to technology, it’s much easier to … pursue your interest, whether it is computer coding or technology or photography."

School received laptops from federal grant

JACKIE MADER, 2014. (Jackie Mader writes for The Hechinger Report.) “Can a School's Tech Program Take a Rural Town out of Poverty?” DEC 11, 2014. https://www.theatlantic.com/education/archive/2014/12/can-schools-tech-program-take-a-rural-town-out-of-poverty/383632/

In Piedmont, the district’s adoption and rollout of a technology program has been slow and cautious. Before the one-to-one initiative, each classroom had a handful of large desktop computers. In 2009, a group of teachers and administrators drove 350 miles to Mooresville, North Carolina, whose schools many regard as a model for how students can use laptops, to see a technology program in action. The team was impressed and eager to get started. That fall, Piedmont high school received several carts of laptops from a federal grant.

E-rate grant subsidizes internet access


In late 2011, the district received a federal E-rate grant—part of a program in which the government subsidizes Internet access for schools— to install a wireless network over the town. It not only helped students, but it also "removed barriers for our teachers," who now had fewer limitations on what they could assign for homework, Snow said.











More class options with online courses


In 2011, Piedmont contracted with Vermont’s Middlebury College to offer online foreign language classes, including Chinese, Latin, and German for high school students. "The odds of us having a Latin teacher are zero," Akin said on a recent afternoon as he watched students work on their online courses. The increase in online classes, he said, also frees up some teachers to teach new courses, like robotics, computer science and film studies. For years, the district only had Spanish classes due to staff availability. Now, the high school offers five languages through the online program, as well as some classes that fulfill graduation requirements for math and science. Most seniors take an online class the first period of the day. For the past two summers, the district has offered online health and foreign-language classes for middle and high school students. Forty percent of the district’s middle school students earned a high school credit last summer through the online offerings, according to Akin. "You just don’t typically take a foreign-language class in the summer in middle school," Akin said. "And especially not in a rural district."

SOLVENCY

Wisconsin Study: Increased spending didn’t improve student performance

CJ Szafir and Martin Lueken 2015. (Szafir - education policy director at the Wisconsin Institute for Law & Liberty. Lueken is its education research director.) “More Spending Doesn't Lead To Improved Student Learning” MAY 8, 2015. https://www.forbes.com/sites/realspin/2015/05/08/more-spending-doesnt-lead-to-improved-student-learning/#2e7e19655135

The defenders of the education status quo are devout in their belief that more money for public education will fix these problems. A report that we co-authored, however, throws cold water on this theory. We studied the impact of spending on student educational outcomes for all Wisconsin school districts over a period of at least five years. The results of our econometric analysis did not find any reliable statistical evidence indicating that increases in spending on Wisconsin public schools improved student performance on the ACT, college-readiness, graduation rates, or proficiency on the state’s accountability exam.

Inceased school spending doesn’t equal improved student outcomes

CJ Szafir and Martin Lueken , 2015. (Mr. Szafir is the education policy director at the Wisconsin Institute for Law & Liberty. Mr. Lueken is its education research director.) “More Spending Doesn't Lead To Improved Student Learning” MAY 8, 2015. https://www.forbes.com/sites/realspin/2015/05/08/more-spending-doesnt-lead-to-improved-student-learning/#2e7e19655135

These results may surprise some, but it is consistent with the vast majority of recent empirical research on the subject. Economist Mike Podgursky from the University of Missouri, along with James Smith and Matthew Springer, for example, found no statistical evidence that spending on Missouri public schools was an important determinant for student outcomes. Economists Eric Hanushek and Julian Betts both reviewed existing studies on school inputs, concluding that there were no reliable findings to argue that government spending enhanced student achievement.



https://www.forbes.com/sites/realspin/2015/05/08/more-spending-doesnt-lead-to-improved-student-learning/#2e7e19655135







No correlation between spending and student achievement

Andrew J. Coulson, 2014. (Directs the Cato Institute’s Center for Educational Freedom, and is author of the book Market Education: The Unknown History.) “State Education Trends” March 18, 2014. https://object.cato.org/sites/cato.org/files/pubs/pdf/pa746.pdf

Not only have dramatic spending increases been unaccompanied by improvements in performance, the same is true of the occasional spending declines experienced by some states. At one time or another over the past four decades, Alaska, California, Florida, and New York all experienced multi-year periods over which real spending fell substantially (20 percent or more of their 1972 expenditure levels). And yet, none of these states experienced noticeable declines in adjusted SAT scores—either contemporaneously or lagged by a few years. Indeed, their score trends seem entirely disconnected from their rising and falling levels of spending.

School spending skyrocked while test scores flatlined

Andrew J. Coulson, 2013. (Andrew Coulson Directs the Cato Institute’s Center for Educational Freedom, and is author of the book Market Education: The Unknown History.) “Public School Spending. “Officials” vs. “Some Critics”” MAY 22, 2013. https://www.cato.org/blog/public-school-spending-achievement-media-coverage



https://www.cato.org/blog/public-school-spending-achievement-media-coverage

https://object.cato.org/sites/cato.org/files/pubs/pdf/pa746.pdf


US spends more than other nations, but does worse

Libby Nelson, 2015. (news editor of Vox.com, managing a team of reporters who cover domestic news; 2009 graduate of Northwestern University's Medill School of Journalism; also an adjunct professor at American University's School of Public Affairs in Washington, DC.) “America spends more than $600 billion on schools. Here's where it goes and why it matters.” Mar 25, 2015. https://www.vox.com/2015/3/25/8284637/school-spending-US

But nations that spend less on education are faring far better on international tests, and the US isn't seeing bigger scores as a result of its larger spending. Poland, Finland, and South Korea, where 15-year-olds performed better on those 2012 tests than American students, spend less per student than the US does.

DISADVANTAGE

1. Masking the poverty problem

Link: Real problem is poverty. Low-income students do worse then better-off peers

Tami Luhby, 2015. (CNNMoney Senior Writer Tami Luhby covers the Affordable Care Act and health care policy, as well as economic mobility. Luhby previously covered personal finance for Newsday and banking for Crain's New York Business. She teaches at Columbia's Graduate School of Journalism, from which she graduated in 1997.) “The growing poverty problem in America's schools” January 29, 2015 http://money.cnn.com/2015/01/29/news/economy/poverty-schools/index.html

About 90% of America's children go to public school. Test scores clearly show that low-income students are far less proficient in math and reading than their better-off peers.

Link: High-income kids do better than low-income


American children who go to schools with fewer than 10% of students eligible for subsidized lunch score close to the top in math tests given to 15-year-olds, just behind China, Singapore and Taiwan. But kids in schools with 25% to 50% of peers in subsidized lunch fall about 16 rungs to the lower third of developed countries.

Link: Decoupling forest county revenues from timber harvesting (i.e. the AFF plan) reduces incentives to solve the declining timber industry

Sierra Institute for Community & Environment 2006 (Principal Investigator: Dr. Jonathan Kusel, Ph.D. in Natural Resource Sociology and Policy ) March 2006 Assessment of the Secure Rural Schools and Community Self-Determination Act Public Law 106-393 https://sierrainstitute.us/wp-content/uploads/2015/02/Secure-Rural-Schools.pdf

While several conservative Democrats lined up in support of the bill, liberal congressional Democrats largely viewed the bill as a timber industry bill. The Democratic Clinton administration also testified in opposition to the House legislation. The administration wanted stable, permanent payments that separated revenues from payments, decoupling “children’s education from the manner in which national forests are managed.” It opposed the House legislation because of its failure to decouple, and because it feared that the House legislation would require funds to be diverted from other non-revenue generating Forest Service management programs (Dombeck 1999). Conservatives in the House, on the other hand, who had just finished welfare reform, thought that decoupling was bad policy. They saw it as another form of welfare, while coupling, they argued, provided jobs and promoted economic development. Moreover, the timber industry was indeed concerned about the potential loss of political support for harvesting if counties, communities, and schools did not have financial incentive to render that support. Likewise, many counties were suspicious of decoupling proposals, because they liked the pressure that coupling local school budgets to timber harvests placed on local agency officials.





http://money.cnn.com/2015/01/29/news/economy/poverty-schools/index.html


https://www.vox.com/2015/3/25/8284637/school-spending-US



Link: More logging would solve the need for SRS by solving for poverty

Frankie Barnhill 2017 (journalist) 28 Apr 2017 How Rural Idaho Schools Are Coping With Deep Cuts To Timber Program Money http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0

“It is a cycle here. And so when the timber is going great – our schools are going to do great, our community is going to do great. But when the timber industry goes bottom up or it struggles – it really impacts us hard here.” School secretary Cindy Dahler remembers when things were better. “I’m actually fourth generation here in the valley. When I was here in high school – from the timber dollars we made, we were – I believe – one of the richest districts in the state.” Dahler thinks if the forests would open to more logging, closed down lumber mills could return and the district wouldn’t need to depend on SRS money.

Link: SRS makes it harder for Congress to find solutions to the timber industry economic decline


The nonprofit group, Headwaters Economics, says Secure Rural Schools offset some timber receipts and other aid, so the net boost to Oregon was $2.7 billion. However you tally it, the final checks came in March. A last-ditch effort this month by Oregon senators for one more extension to the program failed. They hit a wall of opposition from House Republicans, including Oregon’s sole GOP congressman, Greg Walden. Walden spokesman Andrew Malcolm said Republican leaders are tired of sending aid checks while Congress can’t agree on legislation to increase timber harvests. Every time the program was extended “it just gets harder and harder,” Malcolm said. “That’s why we need to reform federal forest policy.”

Link: SRS postpones the day when forest county economies will get real solutions

Chuck Abraham 2016 (journalist) 23 June 2016 " Some believe Secure Rural Schools timber program is federal ‘Band-Aid’" http://www.bradfordera.com/news/some-believe-secure-rural-schools-timber-program-is-federal-band/article_106211cc-38e9-11e6-bdb4-6baf1c9d105c.html (brackets added)

Allegheny Hardwood Utilization Group (AHUG) Executive Director Sue Swanson agrees. Swanson said the jobs created in the timber industry are overlooked with Secure Rural Schools. “The Secure Rural Schools payment also does not take into account the contribution to jobs in the region that timber management creates and contributes,” Swanson said. “I would much rather see people being able to have jobs and be able to afford to live in the region and support local businesses than to have the schools subsidized and less families able to live here.” While grateful for the money allotted to her district, [Forest Area School District Superintendent Amanda] Hetrick said Secure Rural Schools was supposed to be a short term solution to fund schools that has turned into a federal Band-Aid. “Secure Rural Schools was never intended to be a long-term solution to the fact that the policies of the federal government are crippling the communities that house our national forests,” Hetrick said. “Instead, it was meant to provide time for the federal government to seek solutions to the problems being caused by their policies, which has not happened.”

Reverse Advocacy: Oregon forest county leaders say, The faster SRS ends, the sooner we can solve the timber industry


Hyde is president of the Association of O&C Counties, a group of 18 counties west of the Cascades containing federal forests held by the Bureau of Land Management. They’ve pushed hard for legislation aimed at increasing logging on those lands. Tillamook County Commissioner Tim Josi agreed with Hyde. “So long as we get a check from the Treasury Department,” Josi said, “it just takes the pressure off of the federal government to get those forests working again and develop forest management plans that actually work. And you know, we’re just getting tired of it, of being on the federal dole.”




http://www.bradfordera.com/news/some-believe-secure-rural-schools-timber-program-is-federal-band/article_106211cc-38e9-11e6-bdb4-6baf1c9d105c.html

http://www.bradfordera.com/news/some-believe-secure-rural-schools-timber-program-is-federal-band/article_106211cc-38e9-11e6-bdb4-6baf1c9d105c.html





Brink: Better solutions. Money spent on education could be better used to reduce poverty.

Libby Nelson, 2015. (Libby Nelson is the news editor of Vox.com, managing a team of reporters who cover domestic news. Libby joined Vox before the site launched in 2014 as an education reporter. Libby is a 2009 graduate of Northwestern University's Medill School of Journalism. She is also an adjunct professor at American University's School of Public Affairs in Washington, DC.) “America spends more than $600 billion on schools. Here's where it goes and why it matters.” Mar 25, 2015. https://www.vox.com/2015/3/25/8284637/school-spending-US

But nations that spend less on education are faring far better on international tests, and the US isn't seeing bigger scores as a result of its larger spending. Poland, Finland, and South Korea, where 15-year-olds performed better on those 2012 tests than American students, spend less per student than the US does.There are a few possible explanations for this. The first is that the US spends less on social programs than some other countries. Finland spends much less per student than the US. But it spends more to reduce poverty, and across the OECD, students in poverty have lower test scores than their higher-income peers. The United States has one of the highest child poverty rates in the developed world — five times higher than Finland's. The money Finland spends to close that gap doesn't show up in the school spending numbers.

Impact: Generations left in poverty.

If we don’t address the real problem of poverty, students will be unable to get good jobs and get out of the downward spiral


"The nation's performance as a whole will decline until we assist low-income students to perform at higher levels," Suitts said. "These poorly educated adults are going into the workforce and the economy." While employers increasingly look for more educated workers, students are increasingly leaving school with fewer qualifications. That skills gap will deepen the shortage of qualified job candidates, and keep the next generation from finding good positions, said Anthony Carnevale, director, Georgetown University Center on Education and the Workforce.






WORKS CITED

1. Joseph Taylor III, Erik Steiner, Krista Fryauff, Celena Allen, Alex Sherman and Prof. Zephyr Frank 2015. (Taylor – History Dept., Simon Fraser Univ. Steiner – Creative Director, Spatial History Project/CESTA, Stanford Univ. Allen – Project Manager, SHP/CESTA. Fryauff and Sherman, Student Research Assistants, SHP/CESTA. Frank - Professor of History and the Director of the Program on Urban Studies, Stanford U.) "Follow the Money – A Spatial History of In-Lieu Programs for Western Federal Lands" http://followthemoney.stanford.edu/pages/SRS.html

2. Priest River Times, 2017. (Local Idaho news source for 102 years.)“IDAHO POLS LOBBY FOR RURAL SCHOOLS FUNDING” December 20, 2017. http://www.priestrivertimes.com/local_news/20171220/idaho_pols_lobby_for_rural_schools_funding

3. Lydia Dobyns, 2017. (President & CEO of New Tech Network, contributer to Huffington Post) “Success in rural, high-poverty public high schools: path to equity?” 12/11/2017 https://www.huffingtonpost.com/entry/success-in-rural-high-poverty-public-high-schools_us_5a05cf3de4b0cc46c52e69de

4. Jeff Mapes 2016 (journalist) As Aid Dries Up, Some Oregon Counties Glad To Be Off 'The Federal Dole' 21 Dec 2016 https://www.opb.org/news/article/oregon-timber-federal-aid-program-ends/

5. Elizabeth McNichol 2017 (Senior Fellow, Center for Budget & Policy Priorities; former Assistant Research Director of the Service Employees International Union) "It's Time for States to Invest in Infrastructure" 10 Aug 2017 https://www.cbpp.org/research/state-budget-and-tax/its-time-for-states-to-invest-in-infrastructure

6. Jill Nolin, 2018 (Contributer to The Mounltrie Observer, a Georga newspaper.) Jan 6, 2018. http://www.moultrieobserver.com/news/local_news/legislators-pitch-local-education-sales-tax/article_a998c4da-f337-11e7-83bc-fb92a430dd1c.html

7. JACKIE MADER, 2014. (journalist for The Hechinger Report.) “Can a School's Tech Program Take a Rural Town out of Poverty?” DEC 11, 2014. https://www.theatlantic.com/education/archive/2014/12/can-schools-tech-program-take-a-rural-town-out-of-poverty/383632/

8. Dale Basye, 2014. (Dale is an award-winning writer, author, and creative director with over twenty years of professional experience in both the journalistic and advertising arenas. His specialty is creating dynamic and relevant multimedia experiences for children and has worked with Quaker, Nestle, Lucasfilm, the Oregon Department of Health, Lego, Portland Public Schools, Mattel, the Oregon Parks and Recreation Department and Portland State University to develop and implement a number of programs and campaigns for young people.) “Reaching Rural Schools: Technology Makes Learning Possible No Matter the Zip Code” July 15, 2014. https://www.clarity-innovations.com/blog/dbasye/reaching-rural-schools-technology-makes-learning-possible-no-matter-zip-code

9. Sierra Institute for Community & Environment 2006 (Principal Investigator: Dr. Jonathan Kusel, Ph.D. in Natural Resource Sociology and Policy ) March 2006 Assessment of the Secure Rural Schools and Community Self-Determination Act Public Law 106-393 https://sierrainstitute.us/wp-content/uploads/2015/02/Secure-Rural-Schools.pdf




10. Emily Saunders 2015 (journalist) 9 March 2015 " Map: Forest-Heavy Idaho Counties Take $26 Million Hit Without 'Secure Rural Schools'" http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0

11. Joseph Taylor III, Erik Steiner, Krista Fryauff, Celena Allen, Alex Sherman and Prof. Zephyr Frank 2015. (Taylor – History Dept., Simon Fraser Univ. Steiner – Creative Director, Spatial History Project/CESTA, Stanford Univ. Allen – Project Manager, SHP/CESTA. Fryauff and Sherman, Student Research Assistants, SHP/CESTA. Frank - Professor of History and the Director of the Program on Urban Studies, Stanford U.) "Follow the Money – A Spatial History of In-Lieu Programs for Western Federal Lands" http://followthemoney.stanford.edu/pages/SRS.html

12. Frankie Barnhill 2017 (journalist) 28 Apr 2017 How Rural Idaho Schools Are Coping With Deep Cuts To Timber Program Money http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0

13. Peter Aleshire, 2018. (roundup editor. Roundup is a Arizona news sourse.)“'National emergency’ faces nation’s rural schools” Jan 2, 2018. http://www.paysonroundup.com/education/national-emergency-faces-nation-s-rural-schools/article_ec0a4442-8cee-5dd5-9a8c-0e662f28d9e6.html

14. LAURA ASCIONE, 2017. (Director of News for eSchool Media and a former Managing Editor. She is a graduate of the University of Maryland’s Philip Merrill College of Journalism. eSchool News covers education technology in all its aspects–from legislation and litigation, to case studies, to purchasing practices and new products.) December 15th, 2017 “Interesting: Rural schools are outpacing others on in-school tech access” https://www.eschoolnews.com/2017/12/15/rural-schools-outpacing-access/?all

15. JACKIE MADER, 2014. (Jackie Mader writes for The Hechinger Report.) “Can a School's Tech Program Take a Rural Town out of Poverty?” DEC 11, 2014. https://www.theatlantic.com/education/archive/2014/12/can-schools-tech-program-take-a-rural-town-out-of-poverty/383632/ (Elipses in original)

16. CJ Szafir and Martin Lueken 2015. (Szafir - education policy director at the Wisconsin Institute for Law & Liberty. Lueken is its education research director.) “More Spending Doesn't Lead To Improved Student Learning” MAY 8, 2015. https://www.forbes.com/sites/realspin/2015/05/08/more-spending-doesnt-lead-to-improved-student-learning/#2e7e19655135

17. Andrew J. Coulson, 2014. (Directs the Cato Institute’s Center for Educational Freedom, and is author of the book Market Education: The Unknown History.) “State Education Trends” March 18, 2014. https://object.cato.org/sites/cato.org/files/pubs/pdf/pa746.pdf

18. Libby Nelson, 2015. (news editor of Vox.com, managing a team of reporters who cover domestic news; 2009 graduate of Northwestern University's Medill School of Journalism; also an adjunct professor at American University's School of Public Affairs in Washington, DC.) “America spends more than $600 billion on schools. Here's where it goes and why it matters.” Mar 25, 2015. https://www.vox.com/2015/3/25/8284637/school-spending-US

19. Tami Luhby, 2015. (CNNMoney Senior Writer Tami Luhby covers the Affordable Care Act and health care policy, as well as economic mobility. Luhby previously covered personal finance for Newsday and banking for Crain's New York Business. She teaches at Columbia's Graduate School of Journalism, from which she graduated in 1997.) “The growing poverty problem in America's schools” January 29, 2015 http://money.cnn.com/2015/01/29/news/economy/poverty-schools/index.html




20. Sierra Institute for Community & Environment 2006 (Principal Investigator: Dr. Jonathan Kusel, Ph.D. in Natural Resource Sociology and Policy ) March 2006 Assessment of the Secure Rural Schools and Community Self-Determination Act Public Law 106-393 https://sierrainstitute.us/wp-content/uploads/2015/02/Secure-Rural-Schools.pdf

21. Frankie Barnhill 2017 (journalist) 28 Apr 2017 How Rural Idaho Schools Are Coping With Deep Cuts To Timber Program Money http://boisestatepublicradio.org/post/how-rural-idaho-schools-are-coping-deep-cuts-timber-program-money#stream/0

22. Jeff Mapes 2016 (journalist) As Aid Dries Up, Some Oregon Counties Glad To Be Off 'The Federal Dole' 21 Dec 2016 https://www.opb.org/news/article/oregon-timber-federal-aid-program-ends/

23. Chuck Abraham 2016 (journalist) 23 June 2016 " Some believe Secure Rural Schools timber program is federal ‘Band-Aid’" http://www.bradfordera.com/news/some-believe-secure-rural-schools-timber-program-is-federal-band/article_106211cc-38e9-11e6-bdb4-6baf1c9d105c.html (brackets added)



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