Raquel Rutledge writes:

Its name remains unchanged: Elm Creative Arts Elementary School. Young students still walk the halls, with violins and saxophones swinging at their sides.
At first glance, it looks very much the art school its name reflects. Colorful papier-mache and art projects of all kinds decorate the hallway walls and dangle from the ceilings.
But ask the principal and parents what’s going on here, and the story is anything but joyous. Some parents cry as they talk about it.
Students at this specialty art school on Walnut St. risk losing their art teachers. Budgetary woes have already claimed three art specialists in the last few years. The remaining four are in jeopardy.

Interestingly, she includes some other viewpoints on school spending:
Rep. Luther Olsen (R-Berlin): “Look at the amount of money spent per student. “Wisconsin is number eight in the country. . . . The answer is not dumping more money in because we don’t have the money.”
Mike Birkley, of the lobbying group Wisconsin Property Taxpayers Inc.: “Our tests scores are going up. Our SAT scores continue to be among the highest in the nation. Our dropout rates are down. The quality of education has not suffered.”

Madison School District 2004-2005 $310+m budget discussions continue:

• Barb Schrank posts three documents:
  • 2004/2005 MMSD Budget Process
  • Current MMSD Numbers
  • A Proposed 2004/2005 Budget
• Ruth Robarts posts a process for a Priority Driven Budget (rather than the current process where cuts are discussed prior to a full budget disclosure) Ruth’s thoughts are based on a book and information from the National School Boards Association and the American Association of School Administrators

1991 New York State Teacher of the Year, John Taylor Gatto wrote this fascinating article in the Whole Earth Review:

Without a fully active role in community life you cannot develop into a complete human being. Aristotle taught that. Surely he was right; look around you or look in the mirror: that is the demonstration.
“School” is an essential support system for a vision of social engineering that condemns most people to be subordinate stones in a pyramid that narrows to a control point as it ascends. “School” is an artifice which makes such a pyramidal social order seem inevitable (although such a premise is a fundamental betrayal of the American Revolution). In colonial days and through the period of the early Republic we had no schools to speak of. And yet the promise of democracy was beginning to be realized. We turned our backs on this promise by bringing to life the ancient dream of Egypt: compulsory training in subordination for everybody. Compulsory schooling was the secret Plato reluctantly transmitted in the Republic when he laid down the plans for total state control of human life.
The current debate about whether we should have a national curriculum is phony; we already have one, locked up in the six lessons I’ve told you about and a few more I’ve spared you. This curriculum produces moral and intellectual paralysis, and no curriculum of content will be sufficient to reverse its bad effects. What is under discussion is a great irrelevancy.
None of this is inevitable, you know. None of it is impregnable to change. We do have a choice in how we bring up young people; there is no right way. There is no “international competition” that compels our existence, difficult as it is to even think about in the face of a constant media barrage of myth to the contrary. In every important material respect our nation is self-sufficient. If we gained a non-material philosophy that found meaning where it is genuinely located — in families, friends, the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy — then we would be truly self-sufficient.

Meg Kissinger writes about the challenge Milwaukee Public Schools face educating homeless children:

Like about 1,400 other Milwaukee schoolchildren on any given day, and more than 13,000 a year, Kenesha has no home to call her own. The challenge of educating her and the others is staggering for school administrators as the children move from one place to another, often without notice.