Maine Costing-Out Study Calls for 10% Increase in Education Funding

In January of 1999, the Maine State Board of Education Essential Programs and Services Committee released the results of a 2-year study, Essential Programs and Services: Equity and Adequacy in Funding to Improve Learning for All Children, aimed to develop a plan for funding education based on the concept of Essential Programs and Services (EPS). Ordered in 1997 by the Maine legislature, the 17-member committee, led by Weston Bonney, a member of the Maine Board of Education, recommended an additional $132 million (1996 dollars), or a 10% increase over the total state and local education expenditures for 1996-97, increasing total spending to $1.42 billion.

The committee contracted for research and consultative assistance with the University of Southern Maine office of the Maine Education Policy Research Institute, led by David L. Silvernail and used the Successful Schools and Effective Strategies methodologies. The report set foundation levels (in 1996 dollars) of $4,407 per pupil level K-5, $4,543 per pupil level 6-8, and $5,081 per pupil level 9-12. However, these numbers are currently being updated and will be calculated for each Maine school district based on student demographics, staff experience and education levels, and regional costs within the state. Among the study's recommendations were minimum student/teacher ratios set at 1:17 for grades K-5, 1:16 for grades 6-8 and 1:15 for grades 9-12, distributing most aid through a "lump sum" to maximize local flexibility and an accountability system with a three-phase mechanism which supports local control while insuring statewide accountability.

"Specialized" Costs

Costs for "Specialized Student Populations" were calculated using a weighting system. Special Education students receive a 2.1 weighting; English Language Learner (ELL) students receive between 1.3 and 1.6 weighting; Disadvantaged Youth (as determined by using data on free and reduced-priced lunch) receive a 1.15 weighting; and students in grades K-2 receive a weighting of 1.1. Adjustments for special education, vocational education, teacher educational attainment, transportation, and small schools are still under development and will be included.

The study included programs for disadvantaged students, special education, ELL students, primary (K-2) grades, pre-school, parental involvement and gifted and talented, vocational education, supplies, small schools, equipment and transportation. The study did not include facilities and other capital items and technology.

This study is still ongoing and new funding plans are currently under development for special education, small schools, vocational education, and transportation. The EPS model is currently being implemented by the Maine legislature. We will report on that implementation here.