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♪♪

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IN PENNSYLVANIA, MORE THAN

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1.7 MILLION STUDENTS ATTEND

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PUBLIC SCHOOLS.

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EVERY CHILD IS GIVEN THE CHANCE

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TO RECEIVE AN EDUCATION THROUGH

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THEIR LOCAL SCHOOL DISTRICT, BUT

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NOT EVERY DISTRACT IS ABLE TO

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OFFER THE SAME OPPORTUNITIES.

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ACROSS THE COMMONWEALTH, THE

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FINANCIAL CONDITION OF DISTRICTS

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VARIES GREATLY, AND THAT EFFECTS

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WHAT THEY ARE ABLE TO PROVIDE TO

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STUDENTS.

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EACH YEAR, PENNSYLVANIA'S

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WEALTHIEST 100 DISTRICTS SPEND,

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ON AVERAGE, $3,000 MORE PER

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STUDENT THAN THE POOREST 100.

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AS A RESULT, ONE DISTRICT IS

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ABLE TO BUILD A NEW

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STATE-OF-THE-ART SCHOOL, WHILE

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ANOTHER A FEW MILES AWAY, CAN'T

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AFFORD SIMPLE BUILDING REPAIRS.

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WHILE ONE DISTRIBUTES LAPTOPS TO

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ITS STUDENTS, ANOTHER DOESN'T

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HAVE ENOUGH TEXTBOOKS TO GO

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AROUND.

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>> IT'S GONE TOO FAR, AND IT'S

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SO MANY STUDENTS THAT I HAVE

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SEEN THIS HAPPEN TO.

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I THINK THEY'RE THROWING AWAY A

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GENERATION OF STUDENTS BECAUSE

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OF INEQUALITIES.

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>> "KEYSTONE CROSSROADS"

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EXPLORES THE CHALLENGES SHARED

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BY CITIES AND TOWNS ACROSS

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PENNSYLVANIA.

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EACH COMMUNITY IS UNIQUE, BUT

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ALL ARE ASKING THE SAME

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QUESTION.

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HOW DO WE REVIVE AND THRIVE IN

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THE 21ST CENTURY?

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>> PUBLIC EDUCATION IS A HUGE

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PART OF THAT, BUT FOR THE

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NEEDIEST COMMUNITIES IN THE

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STATE, PROVIDING STUDENTS THE

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EDUCATION THEY NEED IS A

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CONSTANT STRUGGLE.

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THE QUESTION IS, IS THERE A MORE

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EQUITABLE WAY TO FUND SCHOOLS?

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♪♪

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>> MAJOR FUNDING FOR

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"KEYSTONE CROSSROADS"

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EDUCATION EQUITY IS PROVIDED BY

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THE CORPORATION FOR PUBLIC

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BROADCASTING.

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THE SOLUTIONS JOURNALISM NETWORK

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THE WILLIAM PENN FOUNDATION, AND

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BY ANNUAL SUPPORT FROM VIEWERS

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LIKE YOU.

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THANK YOU.

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"KEYSTONE CROSSROADS" IS A JOINT

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REPORTING INITIATIVE OF PUBLIC

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MEDIA STATIONS ACROSS

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PENNSYLVANIA.

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♪♪

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>> PENNSYLVANIA

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SPENT 29.4 BILLION DOLLARS ON K

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THROUGH 12 EDUCATION IN 2014,

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RANKING IT AS ONE OF THE TOP

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STATES IN THE NATION IN REGARDS

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TO PER PUPIL SPENDING.

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IT'S HIGH SCHOOL GRADUATION

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RATES ARE TYPICALLY ABOVE THE

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NATIONAL AVERAGE, AND STUDENT

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ACHIEVEMENT HAS BEEN IMPROVING,

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BUT THERE IS A PROBLEM.

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THE METHOD THE STATE USES TO

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DISTRIBUTE SCHOOL FUNDING IS

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HIGHLY INEQUITABLE.

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JAMEIRA WILSON IS A HIGH SCHOOL

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SENIOR IN

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LANDSDOWNE DELAWARE COUNTY.

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LIKE MOST STUDENTS HER AGE, SHE

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GOES TO CLASS, DOES HER HOMEWORK

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AND HANGS OUT WITH FRIENDS.

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AFTER GRADUATION, SHE'S HOPING

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TO GO ON TO COLLEGE.

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SHE LIKES HER CLASSES AND DOES

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WELL, BUT SCHOOL HAS NOT ALWAYS

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BEEN A PLEASANT EXPERIENCE.

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UNEXPECTED DISTRACTIONS OFTEN

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MAKE IT DIFFICULT FOR JAMEIRA

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AND HER CLASSMATES TO

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CONCENTRATE.

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>> I REMEMBER WALKING INTO HOME

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ROOM IN TENTH GRADE, AND THERE

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WOULD BE, LIKE, A PUDDLE OF

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WATER ON THE FLOOR BECAUSE IT

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WAS, LIKE, LEAKING STRAIGHT

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THROUGH.

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>> JAMEIRA'S MOM REMEMBERS HOW

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HER DAUGHTER WOULD RACE TO CLASS

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TO MAKE SURE SHE WOULD GET A DRY

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DESK AWAY FROM THE DRIPPING

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WATER.

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>> QUITE A FEW TIMES, PARENTS

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HAD COME TO ME BECAUSE I'M ON

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THE PTA AND THEY'RE LIKE, "WELL,

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YOU KNOW, MY KID GOT RAINED ON

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IN CLASS."

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THEY CAME HOME WITH THEIR COAT

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COMPLETELY SOAKING WET BECAUSE

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ALL OF OUR ROOFS AND MOST OF OUR

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BUILDINGS ARE LEAKING.

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>> THAT'S LIFE IN THE

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WILLIAM PENN SCHOOL DISTRICT.

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AN IMPOVERISH SCHOOL SYSTEM

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SITUATED AMONG PHILADELPHIA'S

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WESTERN SUBURBS.

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JAMIERA AND HER MOTHER KNOW THAT

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LIFE ISN'T LIKE THIS FOR

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STUDENTS IN OTHER DISTRICTS.

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AS A YOUNGSTER, SHE ATTENDED

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CLASSES IN THE MORE AFFLUENT

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UPPER MORELAND SCHOOL DISTRICT

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IN MONTGOMERY COUNTY.

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ACCORDING TO STATE AND LOCAL

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RECORDS, IN

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THE 2014- 2015 SCHOOL YEAR,

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UPPER MORELAND SPENT

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ABOUT $2,100 MORE PER STUDENT

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THAN WILLIAM PENN.

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FOR AN AVERAGE CLASSROOM SIZE

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OF 30 KIDS, THAT AMOUNTS

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TO $63,000.

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MULTIPLY THAT BY ALL THE

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CLASSROOMS ACROSS ALL GRADES AND

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THE SPENDING DIFFERENCE BETWEEN

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THE SCHOOLS BECOMES STAGGERING.

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FOR DISTRICTS LIKE

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UPPER MORELAND, THAT FUNDING

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DIFFERENCE MEANS BETTER

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FACILITIES, SMALLER CLASS SIZES,

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MORE TEACHER ASSISTANCE, MORE

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TAKE-HOME TEXTBOOKS AND THE MOST

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CURRENT TECHNOLOGY IN THE

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CLASSROOM.

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PENN'S LEAKY ROOF AND LACK OF

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COMPUTERS IS REPRESENTATIVE OF

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THE EQUITIES FELT BY THE STATE'S

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NEEDIEST STUDENTS.

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>> WE HAVE BUILDINGS THAT, YOU

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KNOW, SNOW IS COMING IN, IN THE

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WINTER, BECAUSE THE WINDOWS

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AREN'T GREAT AND SO THEY'RE

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FREEZING, AND IN THE SUMMER,

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IT'S SO UNBEARABLY HOT THAT THE

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KIDS CAN'T BREATHE.

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>> WHAT THAT ABOUT A STATEMENT

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ABOUT THE ABILITY OF WHAT

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FUNDING MEANS, WHEN YOU GOT TO

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STOP SCHOOL BECAUSE IT'S TOO

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HOT.

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>> THE DIFFICULTIES ARE NOT JUST

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SEEN IN THE BUILDINGS AND

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EQUIPMENT, FUNDING ISSUES ALSO

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NEED TO CUTS IN STAFF AND

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PROGRAMS.

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>> LOSSES OF COUNCILORS, AND

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SCHOOL NURSES, AND LIBRARIANS,

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AND ART, AND MUSIC CLASSES, AND

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KINDERGARTEN AND RECESS.

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ALL THESE THINGS, I MEAN, THOSE

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ARE REAL KIDS IN REAL

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SITUATIONS.

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IT'S NOT HYPOTHETICAL.

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>> IN 220 BUILDINGS IN

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PHILADELPHIA, THERE ARE EIGHT

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LIBRARIANS.

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THERE ARE EIGHT SCHOOLS WITH

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LIBRARIANS.

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IN LOWER MARION, EVERY SCHOOL

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NOT ONLY HAS LIBRARIANS, BUT

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THEY HAVE A TECH LAB.

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THEY HAVE INDIVIDUAL MUSIC

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TUTORS.

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THEY HAVE MUSIC AND ARTS FOR

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EVERY KID.

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THEY HAVE AN OLYMPIC SWIMMING

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POOL.

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>> SO FOR THE MILLERS, THIS ADDS

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UP TO A TROUBLING FEELING, THAT

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TOO MUCH DEPENDS ON ZIP CODE.

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>> IT PRETTY MUCH DETERMINES

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WHETHER YOUR CHILD HAS QUALITY

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EDUCATION OR NOT.

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>> POOR DISTRICTS SIT NEXT TO

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FAR MORE AFFLUENT DISTRICTS.

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IT'S AN ISSUE NOT CLUSTERED IN

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ANY ONE PART OF THE STATE.

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>> IN REDDING, IN ALLENTOWN, IN

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WILKINSBURG, IN WESTERN PA, IN

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THE MON VALLEY, IN THE POOR COLD

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REGIONS OF PENNSYLVANIA.

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ERIE, ALTOONA, JOHNSTOWN.

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DISTRICTS ARE HURTING, AND IT'S

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A STARK CONTRAST AND ONE THAT NO

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PARENT OR COMMUNITY LEADER

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SHOULD FIND ACCEPTABLE.

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>> WHERE DO I START?

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LOOKING AROUND AT THIS SCHOOL,

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THIS USED TO BE MY CHILDREN'S

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SCHOOL.

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IT'S FALLEN APART.

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>> SO WHY IS IT THAT THIS

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DISTRICT IN THE CENTER IS DOING

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SO WELL, BUT SOME OF THE OTHER

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ONES THAT ARE RIGHT NEAR US,

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WHAT IS NOT TRICKLING DOWN?

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WHAT IS NOT TRANSFERRING IN

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ORDER TO HELP, YOU KNOW, ALL

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THESE AREA SCHOOLS TO DO WELL.

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>> IT'S A COMMON STORY.

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ONE SCHOOL DISTRICT WITH MUCH

226
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LESS TO SPEND ON THEIR STUDENTS

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THAN ANOTHER JUST A FEW MILES

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AWAY.

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IN 2015, THE FEDERAL EDUCATION

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DEPARTMENT CALLED PENNSYLVANIA'S

231
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EDUCATIONAL FUNDING SYSTEM THE

232
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MOST INEQUITABLE IN THE NATION.

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SO, HOW DID IT GET THIS WAY?

234
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PENNSYLVANIA IS VERY RELIANT ON

235
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LOCAL WEALTH TO FUND SCHOOLS,

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WITH FEWER DOLLARS COMING FROM

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THE COMMONWEALTH.

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THE PROBLEM IS COMPOUNDED, SINCE

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THE VAST MAJORITY OF STATE

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FUNDING HAS BEEN DULLED WITHOUT

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LOGICALLY GAUGING STUDENT NEED.

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>> THAT'S THE RESULT OF

243
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POLITICAL DECISIONS THAT HAVE

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BEEN MADE FOR MANY, MANY YEARS

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BY BOTH PARTIES THROUGH VARIOUS

246
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ADMINISTRATIONS AT THE LOCAL,

247
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STATE AND NATIONAL LEVEL.

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>> MOST STATE MONEY IS

249
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DISTRIBUTED WITHOUT TAKING INTO

250
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ACCOUNT THE HURDLES DISTRICTS

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FACE TO DELIVER QUALITY

252
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EDUCATION.

253
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THINGS LIKE POVERTY LEVELS AND

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LACK OF PROFICIENCY WITH THE

255
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ENGLISH LANGUAGE.

256
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>> EQUITY MEANS MEET THEM WHERE

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THEY ARE AND TEACH THEM FROM

258
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THERE.

259
00:07:26,333 --> 00:07:27,800
SO, SOME KIDS ARE GOING TO NEED,

260
00:07:27,800 --> 00:07:28,966
YOU KNOW, YOU GOING TO HAVE SOME

261
00:07:28,966 --> 00:07:30,066
KIDS HERE AND SOME KIDS ARE

262
00:07:30,066 --> 00:07:31,766
GOING TO NEED A COUPLE OF STEPS

263
00:07:31,766 --> 00:07:33,066
TO BE EVEN, AND THAT'S HOW THE

264
00:07:33,066 --> 00:07:35,633
FUNDING SHOULD LOOK.

265
00:07:35,633 --> 00:07:37,000
IT SHOULD BE DIFFERENTIATED TO

266
00:07:37,000 --> 00:07:38,866
BE ABLE TO EVEN THE PLAYING

267
00:07:38,866 --> 00:07:40,933
FIELD AND ALL KIDS ARE STARTING

268
00:07:40,933 --> 00:07:42,166
FROM THE SAME STARTING LINE AND

269
00:07:42,166 --> 00:07:43,100
RUNNING THROUGH THE FINISHING

270
00:07:43,100 --> 00:07:45,100
LINE TOGETHER.

271
00:07:45,100 --> 00:07:46,533
>> STUDIES SHOW CHILDREN LIVING

272
00:07:46,533 --> 00:07:48,000
IN POVERTY OFTEN BEGIN THEIR

273
00:07:48,000 --> 00:07:49,233
EDUCATION BEHIND THEIR MORE

274
00:07:49,233 --> 00:07:51,133
AFFLUENT PEERS.

275
00:07:51,133 --> 00:07:52,666
THIS MEANS THEY MAY REQUIRE

276
00:07:52,666 --> 00:07:54,000
ADDITIONAL SUPPORT AND SERVICES

277
00:07:54,000 --> 00:07:54,933
TO MEET THE SAME ACADEMIC

278
00:07:54,933 --> 00:07:57,433
STANDARDS.

279
00:07:57,433 --> 00:07:58,600
>> WE'RE NOT PUTTING KIDS ON A

280
00:07:58,600 --> 00:07:59,933
PATHWAY TO ADULT SUCCESS, SO

281
00:07:59,933 --> 00:08:01,233
THAT MEANS THEY ARE MORE LIKELY

282
00:08:01,233 --> 00:08:02,800
TO BE INVOLVED IN CRIMINAL

283
00:08:02,800 --> 00:08:03,466
JUSTICE.

284
00:08:03,466 --> 00:08:04,133
THEY ARE MORE LIKELY TO BE

285
00:08:04,133 --> 00:08:06,200
DEPENDENT ON WELFARE.

286
00:08:06,200 --> 00:08:08,266
MEDICAID, MAYBE INCARCERATED.

287
00:08:08,266 --> 00:08:10,133
SO, ALL THOSE ARE -- THERE ARE

288
00:08:10,133 --> 00:08:11,566
COSTS I HAVE TO PAY AS A

289
00:08:11,566 --> 00:08:13,666
TAXPAYER BECAUSE IN THE EARLIER

290
00:08:13,666 --> 00:08:15,333
DAYS, IN THE K-12 DAYS, WE

291
00:08:15,333 --> 00:08:16,733
DIDN'T MAKE THE INVESTMENTS

292
00:08:16,733 --> 00:08:18,566
NEEDED FOR THAT KID TO SUCCEED

293
00:08:18,566 --> 00:08:20,400
AS AN ADULT.

294
00:08:20,400 --> 00:08:22,300
>> A DEEPER DIVE INTO STATE

295
00:08:22,300 --> 00:08:23,766
FUNDING AS REVEALED AN EVEN MORE

296
00:08:23,766 --> 00:08:25,566
ALARMING TREND.

297
00:08:25,566 --> 00:08:27,566
>> IN ALMOST EVERY CASE, THE

298
00:08:27,566 --> 00:08:29,133
DISTRICT THAT POOR AND WHITE IS

299
00:08:29,133 --> 00:08:30,800
GOING TO BE GETTING

300
00:08:30,800 --> 00:08:32,233
SUBSTANTIALLY MORE FUNDING PER

301
00:08:32,233 --> 00:08:33,066
STUDENT THAN THE ONE THAT'S POOR

302
00:08:33,066 --> 00:08:34,133
AND BLACK.

303
00:08:34,133 --> 00:08:35,766
>> WHEN WE SHOULD THIS TO

304
00:08:35,766 --> 00:08:37,299
LEGISLATORS, THEY WERE SHOCKED

305
00:08:37,299 --> 00:08:39,033
BECAUSE THEY HAD NOT REALIZED IT

306
00:08:39,033 --> 00:08:40,933
THEMSELVES, THAT THIS WAS

307
00:08:40,933 --> 00:08:42,700
HAPPENING AS A PART OF THEIR

308
00:08:42,700 --> 00:08:43,966
INSTITUTION.

309
00:08:43,966 --> 00:08:45,566
>> IT'S NOT JUST A COUPLE OF

310
00:08:45,566 --> 00:08:47,533
DISTRICTS HERE AND THERE THAT

311
00:08:47,533 --> 00:08:48,800
ARE OUTLIERS BECAUSE THEY ARE

312
00:08:48,800 --> 00:08:49,333
GETTING NOT ENOUGH FUNDING OR

313
00:08:49,333 --> 00:08:50,266
TOO MUCH FUNDING.

314
00:08:50,266 --> 00:08:52,566
IT'S SYSTEMATIC THAT

315
00:08:52,566 --> 00:08:53,900
ACROSS 500 DISTRICTS, WHITER

316
00:08:53,900 --> 00:08:55,600
DISTRICTS GET MORE MONEY PER

317
00:08:55,600 --> 00:08:57,600
STUDENT THAN WOULD BE THEIR FAIR

318
00:08:57,600 --> 00:08:59,700
SHARE AND LESS WHITE DISTRICTS

319
00:08:59,700 --> 00:09:01,800
GET LESS THAN THEIR FAIR SHARE.

320
00:09:01,800 --> 00:09:03,133
>> IT'S NOT BECAUSE WE ARE

321
00:09:03,133 --> 00:09:05,333
SAYING INDIVIDUALS WHO

322
00:09:05,333 --> 00:09:06,566
LEGISLATORS ARE RACIST.

323
00:09:06,566 --> 00:09:09,600
I'M NOT ACCUSING ANYBODY'S

324
00:09:09,600 --> 00:09:12,400
CHARACTER IN THAT WAY, BUT I AM

325
00:09:12,400 --> 00:09:15,266
SAYING THAT THE POLICIES AND

326
00:09:15,266 --> 00:09:17,366
PROCEDURES AND THE WAY THEY HAD

327
00:09:17,366 --> 00:09:19,800
COME UP WITH FUNDING FOR YEARS

328
00:09:19,800 --> 00:09:21,866
HAS SIMPLY PRODUCED A VERY

329
00:09:21,866 --> 00:09:24,700
RACIST RESULT.

330
00:09:24,700 --> 00:09:27,600
>> THAT IS A TESTAMENT TO WHY WE

331
00:09:27,600 --> 00:09:29,200
CANNOT HAVE A SCHOOL SYSTEM THAT

332
00:09:29,200 --> 00:09:30,866
IS DETERMINANT UPON WHERE YOU

333
00:09:30,866 --> 00:09:32,666
GREW UP.

334
00:09:32,666 --> 00:09:34,866
>> WE HAVE TO RECOGNIZE COLOR

335
00:09:34,866 --> 00:09:39,100
AND RACE, BUT HAVE TO ALSO SEE

336
00:09:39,100 --> 00:09:41,200
THE COMMONALITY THAT EXISTS IN

337
00:09:41,200 --> 00:09:43,133
THIS CONVERSATION, AND WE'VE GOT

338
00:09:43,133 --> 00:09:44,700
TO FIGURE OUT A NEW WAY TO

339
00:09:44,700 --> 00:09:47,266
ADDRESS THIS.

340
00:09:47,266 --> 00:09:49,200
>> ALL PENNSYLVANIA SCHOOL

341
00:09:49,200 --> 00:09:50,833
DISTRICTS RECEIVE THEIR MONEY

342
00:09:50,833 --> 00:09:52,500
FROM THREE PRIMARY SOURCES,

343
00:09:52,500 --> 00:09:54,366
LOCAL TAXES, STATEMENT

344
00:09:54,366 --> 00:09:55,233
APPROPRIATIONS AND FEDERAL

345
00:09:55,233 --> 00:09:56,866
FUNDS.

346
00:09:56,866 --> 00:09:58,833
THESE THREE STREAMS COMBINED TO

347
00:09:58,833 --> 00:10:00,366
CREATE THE MONEY THE SCHOOL

348
00:10:00,366 --> 00:10:01,566
DISTRICTS WORK WITH EACH YEAR

349
00:10:01,566 --> 00:10:03,333
WHEN THEY DRAFT THEIR BUDGETS.

350
00:10:03,333 --> 00:10:05,600
IN 2015, LOCAL MONEY MADE UP

351
00:10:05,600 --> 00:10:07,266
MORE THAN 50 PERCENT OF

352
00:10:07,266 --> 00:10:09,166
ALL-SCHOOL FUNDING, STATE MONEY

353
00:10:09,166 --> 00:10:11,566
AROUND 36 PERCENT AND FEDERAL

354
00:10:11,566 --> 00:10:14,300
FUNDS THE FINAL EIGHT PERCENT.

355
00:10:14,300 --> 00:10:16,533
SINCE THE STATE'S PERCENTAGE OF

356
00:10:16,533 --> 00:10:18,600
OVERALL EDUCATION FUNDING IS SO

357
00:10:18,600 --> 00:10:20,200
LOW, SCHOOL DISTRICTS ARE FORCED

358
00:10:20,200 --> 00:10:21,500
TO RELY HEAVILY ON LOCAL TAX

359
00:10:21,500 --> 00:10:23,466
REVENUES.

360
00:10:23,466 --> 00:10:25,400
>> SO OF COURSE, THE DISTRICTS

361
00:10:25,400 --> 00:10:27,366
THAT ARE WEALTHY AND HAVE THE

362
00:10:27,366 --> 00:10:28,533
HIGHEST PROPERTY TAX REVENUES

363
00:10:28,533 --> 00:10:29,433
HAVE A LOT MORE MONEY TO PUT

364
00:10:29,433 --> 00:10:30,733
INTO THEIR SCHOOLS, AND THE ONES

365
00:10:30,733 --> 00:10:31,366
THAT ARE POOR HAVE LESS TO START

366
00:10:31,366 --> 00:10:32,600
OUT WITH.

367
00:10:32,600 --> 00:10:34,100
>> THE STATE'S JOB IS TO COME IN

368
00:10:34,100 --> 00:10:35,966
AND EQUALIZE ALL OF THAT OUT, TO

369
00:10:35,966 --> 00:10:38,633
MAKE SURE THAT THOSE CHILDREN

370
00:10:38,633 --> 00:10:41,133
FROM LOW INCOME COMMUNITIES WITH

371
00:10:41,133 --> 00:10:43,666
SMALLER REVENUES OFF OF PROPERTY

372
00:10:43,666 --> 00:10:44,866
TAXES GETS THE SAME AS THOSE WHO

373
00:10:44,866 --> 00:10:45,966
ARE AT THE HIGH END.

374
00:10:45,966 --> 00:10:47,366
>> I THINK RIGHT NOW,

375
00:10:47,366 --> 00:10:49,900
ONLY 36 PERCENT OF FUNDS USED

376
00:10:49,900 --> 00:10:51,400
FOR BASIC EDUCATION OF

377
00:10:51,400 --> 00:10:52,533
PENNSYLVANIA RAISED TO THE STATE

378
00:10:52,533 --> 00:10:53,766
LEVEL.

379
00:10:53,766 --> 00:10:55,066
I THINK WE HAVE A RESPONSIBILITY

380
00:10:55,066 --> 00:10:56,566
TO TRY TO GET THAT SHARE OF THE

381
00:10:56,566 --> 00:10:57,966
BURDEN AT LEAST UP

382
00:10:57,966 --> 00:11:00,133
TO 50 PERCENT.

383
00:11:00,133 --> 00:11:03,500
SO, IT'S MORE OF A 50/50 SPLIT

384
00:11:03,500 --> 00:11:04,100
BETWEEN STATE GOVERNMENT AND

385
00:11:04,100 --> 00:11:04,533
LOCAL GOVERNMENT INVESTING IN

386
00:11:04,533 --> 00:11:05,266
OUR SCHOOL DISTRICTS.

387
00:11:05,266 --> 00:11:06,400
>> DEPENDENCE ON LOCAL FUNDING

388
00:11:06,400 --> 00:11:07,766
IS A CENTRAL PROBLEM FOR MANY

389
00:11:07,766 --> 00:11:09,200
DISTRICTS.

390
00:11:09,200 --> 00:11:10,533
POOR, RURAL AND URBAN

391
00:11:10,533 --> 00:11:12,366
COMMUNITIES STRUGGLE TO RAISE

392
00:11:12,366 --> 00:11:14,166
FUNDS TO PAY FOR BASIC SCHOOL

393
00:11:14,166 --> 00:11:17,433
NEEDS.

394
00:11:17,433 --> 00:11:18,466
IRONICALLY, THE POOR COMMUNITIES

395
00:11:18,466 --> 00:11:19,300
ARE OFTEN HOME TO THE HIGHEST

396
00:11:19,300 --> 00:11:19,700
PROPERTY TAX RATES IN

397
00:11:19,700 --> 00:11:21,600
PENNSYLVANIA.

398
00:11:21,600 --> 00:11:23,633
>> I WOULD SAY THAT OUR PROPERTY

399
00:11:23,633 --> 00:11:24,733
TAXES WERE RAISED, IN SOME

400
00:11:24,733 --> 00:11:27,733
CASES, 200 OR 400 OR 500 PERCENT

401
00:11:27,733 --> 00:11:28,400
.

402
00:11:28,400 --> 00:11:29,066
SO, IT'S PROBABLY NOT GOING TO

403
00:11:29,066 --> 00:11:29,433
BE POLITICALLY FEASIBLE TO RAISE

404
00:11:29,433 --> 00:11:30,533
PROPERTY TAXES.

405
00:11:30,533 --> 00:11:31,700
>> I MEAN, HOW MUCH MORE ARE

406
00:11:31,700 --> 00:11:33,800
PEOPLE SUPPOSED TO PAY?

407
00:11:33,800 --> 00:11:34,766
THEY ARE ALL READY STRUGGLING

408
00:11:34,766 --> 00:11:36,500
ENOUGH AS IT IS.

409
00:11:36,500 --> 00:11:37,700
>> WE CANNOT FUND THE DISTRICT

410
00:11:37,700 --> 00:11:40,633
ON THE BACKS OF OUR HOME OWNERS.

411
00:11:40,633 --> 00:11:43,466
IT'S JUST NOT FISCALLY

412
00:11:43,466 --> 00:11:44,533
RESPONSIBLE, AND PERSONALLY IT'S

413
00:11:44,533 --> 00:11:46,533
NOT VIABLE.

414
00:11:46,533 --> 00:11:47,833
>> SOME SUGGEST FUNDING SHOULD

415
00:11:47,833 --> 00:11:49,100
BE TAKEN FROM WEALTHIER

416
00:11:49,100 --> 00:11:52,400
DISTRICTS AND RELOCATED TO ONES

417
00:11:52,400 --> 00:11:52,933
WITH FAR FEWER RESOURCES.

418
00:11:52,933 --> 00:11:56,066
NOT EVERYONE AGREES.

419
00:11:56,066 --> 00:11:59,100
>> I CAN COMPLETELY UNDERSTAND

420
00:11:59,100 --> 00:12:00,300
WHAT IT WOULD BE LIKE TO HAVE

421
00:12:00,300 --> 00:12:00,933
THAT TAKEN AWAY.

422
00:12:00,933 --> 00:12:01,633
>> PARENTS LIKE AARON LUNDBERG

423
00:12:01,633 --> 00:12:02,266
DON'T FEEL TAKING FROM ONE

424
00:12:02,266 --> 00:12:02,733
STUDENT TO GIVE TO ANOTHER IS A

425
00:12:02,733 --> 00:12:03,833
SOLUTION.

426
00:12:03,833 --> 00:12:05,900
>> WHAT I WOULD LOVE IS FOR MORE

427
00:12:05,900 --> 00:12:08,633
PARENTS LIKE US, WHO ARE

428
00:12:08,633 --> 00:12:10,200
DIFFERENT ACROSS DISTRICTS,

429
00:12:10,200 --> 00:12:11,066
ACROSS COUNTIES, TO HAVE

430
00:12:11,066 --> 00:12:12,633
CONVERSATIONS.

431
00:12:12,633 --> 00:12:14,433
I THINK THE BEST THING TO DO IS

432
00:12:14,433 --> 00:12:17,000
TO HELP EACH OTHER UNDERSTAND

433
00:12:17,000 --> 00:12:18,466
EACH OTHER'S REALITIES AND SEE

434
00:12:18,466 --> 00:12:19,733
IF THERE IS A PLACE TO MEET IN

435
00:12:19,733 --> 00:12:21,966
THE MIDDLE.

436
00:12:21,966 --> 00:12:24,900
>> STATE EDUCATION SECRETARY

437
00:12:24,900 --> 00:12:26,100
PEDRO RIVERA SAYS THIS IS ABOUT

438
00:12:26,100 --> 00:12:27,033
PINNING ONE DISTRICT AGAINST

439
00:12:27,033 --> 00:12:29,966
ANOTHER.

440
00:12:29,966 --> 00:12:32,466
>> WE ARE NOT SAYING THAT

441
00:12:32,466 --> 00:12:33,433
STUDENTS WHO ATTEND IN AFFLUENT

442
00:12:33,433 --> 00:12:34,400
COMMUNITIES SHOULD GET LESS.

443
00:12:34,400 --> 00:12:35,733
YOU KNOW, AS IN MATTER IN FACT,

444
00:12:35,733 --> 00:12:37,033
WE ARE SAYING THAT THEY DESERVE

445
00:12:37,033 --> 00:12:39,366
ALL OF THE RESOURCES THAT EXIST

446
00:12:39,366 --> 00:12:40,300
IN THEIR SCHOOLS.

447
00:12:40,300 --> 00:12:43,566
THEIR PARENTS DESERVE TO KNOW

448
00:12:43,566 --> 00:12:44,600
THAT THEIR KIDS ARE BEING CARED

449
00:12:44,600 --> 00:12:45,133
FOR EACH AND EVERY DAY.

450
00:12:45,133 --> 00:12:46,033
WHAT WE ARE SAYING IS THAT ALL

451
00:12:46,033 --> 00:12:47,666
STUDENTS SHOULD HAVE ACCESS TO

452
00:12:47,666 --> 00:12:49,666
THE SAME TECHNOLOGY, TO THE SAME

453
00:12:49,666 --> 00:12:51,133
RESOURCES TO HAVING THEIR SOCIAL

454
00:12:51,133 --> 00:12:54,100
AND EMOTIONAL NEEDS MET.

455
00:12:54,100 --> 00:12:56,333
>> THE FINANCIAL CONDITIONS IN

456
00:12:56,333 --> 00:12:57,533
SOME SCHOOL DISTRICTS HAVE

457
00:12:57,533 --> 00:12:59,300
GOTTEN SO BAD, THAT MANY HAVE

458
00:12:59,300 --> 00:13:00,166
LOST FAITH THAT ELECTED

459
00:13:00,166 --> 00:13:01,533
OFFICIALS WILL EVER RECTIFY THE

460
00:13:01,533 --> 00:13:03,466
ISSUE.

461
00:13:03,466 --> 00:13:04,900
SO, A COALITION OF PARENTS,

462
00:13:04,900 --> 00:13:06,533
DISTRICTS AND ADVOACTES HAVE

463
00:13:06,533 --> 00:13:07,133
TAKEN THEIR MESSAGE TO THE

464
00:13:07,133 --> 00:13:09,066
COURTS.

465
00:13:09,066 --> 00:13:10,500
THEY HOPE JUDGES WILL SEE THE

466
00:13:10,500 --> 00:13:12,533
UNFAIRNESS OF THE SYSTEM AND

467
00:13:12,533 --> 00:13:13,733
ISSUE A COURT DIRECTIVE TO MAKE

468
00:13:13,733 --> 00:13:15,300
THINGS BETTER.

469
00:13:15,300 --> 00:13:16,966
>> WE ARE NOT TALKING ABOUT

470
00:13:16,966 --> 00:13:18,733
GETTING EVERYBODY UP TO, YOU

471
00:13:18,733 --> 00:13:19,866
KNOW, THE CADILLAC VERSION OF

472
00:13:19,866 --> 00:13:21,666
EDUCATION, BUT JUST A BASIC

473
00:13:21,666 --> 00:13:23,933
EDUCATION, WHICH WE ARE NOT

474
00:13:23,933 --> 00:13:25,366
DOING AND IN FACT, WE ARE

475
00:13:25,366 --> 00:13:26,866
VIOLATING THE STATE CONSTITUTION

476
00:13:26,866 --> 00:13:27,366
BY NOT PROVIDING THIS TO OUR

477
00:13:27,366 --> 00:13:29,000
DISTRICTS.

478
00:13:29,000 --> 00:13:31,700
>> THE PENNSYLVANIA CONSTITUTION

479
00:13:31,700 --> 00:13:33,500
SAYS THE LEGISLATURE MUST

480
00:13:33,500 --> 00:13:34,600
PROVIDE FOR THE MAINTENANCE AND

481
00:13:34,600 --> 00:13:36,000
SUPPORT OF A THOROUGH AND

482
00:13:36,000 --> 00:13:37,633
EFFICIENT SYSTEM OF PUBLIC

483
00:13:37,633 --> 00:13:39,366
EDUCATION.

484
00:13:39,366 --> 00:13:41,133
AT A HEARING LAST FALL,

485
00:13:41,133 --> 00:13:42,900
ATTORNEYS REPRESENTING THE STATE

486
00:13:42,900 --> 00:13:44,533
ARGUED THE BAR FOR MEETING THE

487
00:13:44,533 --> 00:13:45,266
CONSTITUTIONAL PROMISE WAS VERY

488
00:13:45,266 --> 00:13:47,533
LOW.

489
00:13:47,533 --> 00:13:49,400
>> LAWYERS FOR THE GENERAL

490
00:13:49,400 --> 00:13:51,733
ASSEMBLY MADE THE ARGUMENT BOTH

491
00:13:51,733 --> 00:13:53,033
IN COMMONWEALTH COURT AND AGAIN

492
00:13:53,033 --> 00:13:54,566
THE PENNSYLVANIA SUPREME COURT

493
00:13:54,566 --> 00:13:56,100
THAT AS LONG AS THE LIGHTS ARE

494
00:13:56,100 --> 00:13:57,733
ON IN SCHOOLS AND THE DOORS ARE

495
00:13:57,733 --> 00:13:59,100
OPEN, THEY ARE MEETING THEIR

496
00:13:59,100 --> 00:14:00,633
CONSTITUTIONAL OBLIGATION AND

497
00:14:00,633 --> 00:14:02,666
THAT THAT IS ALL THE COURT CAN

498
00:14:02,666 --> 00:14:03,333
LOOK TO.

499
00:14:03,333 --> 00:14:04,433
>> I THINK THIS IS EXACTLY THE

500
00:14:04,433 --> 00:14:06,166
REASON WHY WE'RE -- WE HAVE A

501
00:14:06,166 --> 00:14:09,466
LAW SUIT NOW BECAUSE THOSE

502
00:14:09,466 --> 00:14:11,333
PEOPLE WHO MAKE DECISIONS ARE

503
00:14:11,333 --> 00:14:13,366
NOT NECESSARILY LOOKING AT THE

504
00:14:13,366 --> 00:14:15,933
FACTS AND THE FIGURES AND THE

505
00:14:15,933 --> 00:14:17,500
PROBLEMS THAT CONTINUE TO OCCUR.

506
00:14:17,500 --> 00:14:18,833
IT SEEMS LIKE THEY'RE CREATING

507
00:14:18,833 --> 00:14:20,633
MORE PROBLEMS.

508
00:14:20,633 --> 00:14:22,600
>> ACCORDING TO THE COMPLAINT,

509
00:14:22,600 --> 00:14:24,433
PENNSYLVANIA'S CURRENT EDUCATION

510
00:14:24,433 --> 00:14:25,800
FUNDING SYSTEM DISCRIMINATES

511
00:14:25,800 --> 00:14:28,033
AGAINST CHILDREN BASED ON WHERE

512
00:14:28,033 --> 00:14:28,666
THEY LIVE AND THE WEALTH OF

513
00:14:28,666 --> 00:14:30,133
THEIR COMMUNITIES.

514
00:14:30,133 --> 00:14:32,600
IT CLAIMS IT USES AN ILLOGICAL

515
00:14:32,600 --> 00:14:34,600
FUNDING DISTRIBUTION METHOD THAT

516
00:14:34,600 --> 00:14:36,200
DOES NOT PROVIDE ALL STUDENTS

517
00:14:36,200 --> 00:14:37,800
WITH THE ESSENTIAL RESOURCES

518
00:14:37,800 --> 00:14:38,566
THEY NEED TO MEET BASIC STATE

519
00:14:38,566 --> 00:14:40,600
MANDATED REQUIREMENTS.

520
00:14:40,600 --> 00:14:42,500
>> THE GENERAL ASSEMBLY HAS THE

521
00:14:42,500 --> 00:14:45,100
RESPONSIBILITY TO PROVIDE THAT

522
00:14:45,100 --> 00:14:47,166
SYSTEM, AND THE WAY THAT THEY

523
00:14:47,166 --> 00:14:48,600
ARE DRIVING DOLLARS OUT IS NOT

524
00:14:48,600 --> 00:14:49,533
MEETING THAT CONSTITUTIONAL

525
00:14:49,533 --> 00:14:52,033
REQUIREMENT.

526
00:14:52,033 --> 00:14:56,233
>> IT'S A SIMILAR ARGUMENT TO

527
00:14:56,233 --> 00:14:57,233
PAST CASES, BUT WHAT'S DIFFERENT

528
00:14:57,233 --> 00:14:57,933
THIS TIME AROUND, IS THE

529
00:14:57,933 --> 00:14:59,133
COMMONWEALTH NOW HAS ACADEMIC

530
00:14:59,133 --> 00:15:01,066
STANDARDS AND STATE TESTS THAT

531
00:15:01,066 --> 00:15:02,066
DEFINE WHAT IS REQUIRED OF

532
00:15:02,066 --> 00:15:03,700
SCHOOL DISTRICTS.

533
00:15:03,700 --> 00:15:05,466
THE PLAINTIFFS ARGUE THE STATE

534
00:15:05,466 --> 00:15:06,833
ISN'T PROVIDING THE RESOURCES

535
00:15:06,833 --> 00:15:07,733
NEEDED TO MEET THOSE

536
00:15:07,733 --> 00:15:09,300
EXPECTATIONS.

537
00:15:09,300 --> 00:15:11,000
THE CASE AS MADE SOME STRANGE

538
00:15:11,000 --> 00:15:14,400
BEDFELLOWS.

539
00:15:14,400 --> 00:15:15,333
THE REPUBLICAN CONTROLLED

540
00:15:15,333 --> 00:15:15,800
LEGISLATURE BELIEVES THE SUIT

541
00:15:15,800 --> 00:15:17,500
SHOULD BE THROWN OUT, SO DOES

542
00:15:17,500 --> 00:15:19,100
DEMOCRATIC GOVERNOR TOM WOLF,

543
00:15:19,100 --> 00:15:20,833
WHO HAS CONTINUALLY PUSHED FOR A

544
00:15:20,833 --> 00:15:23,533
BIGGER STATE EDUCATION BUDGET.

545
00:15:23,533 --> 00:15:25,366
BOTH SAY SCHOOL FUNDING SHOULD

546
00:15:25,366 --> 00:15:26,066
BE LEFT TO ELECTED OFFICIALS,

547
00:15:26,066 --> 00:15:27,666
NOT THE COURTS.

548
00:15:27,666 --> 00:15:30,300
>> WE HAVE A LOT OF DIFFERENT

549
00:15:30,300 --> 00:15:31,433
PERSPECTIVES ON THE PROPER

550
00:15:31,433 --> 00:15:32,966
MANNER OF FUNDING THAT

551
00:15:32,966 --> 00:15:33,800
EDUCATION, AND I THINK THAT'S

552
00:15:33,800 --> 00:15:34,533
ACTUALLY THE HOT BUTTON DEBATE

553
00:15:34,533 --> 00:15:35,000
THAT'S GOING ON IN HARRISBURG

554
00:15:35,000 --> 00:15:36,633
RIGHT NOW.

555
00:15:36,633 --> 00:15:37,700
>> THE PLAINTIFFS BELIEVE THE

556
00:15:37,700 --> 00:15:39,166
LAW SUIT IS NECESSARY IN ORDER

557
00:15:39,166 --> 00:15:40,866
TO FORCE THE STATE TO MAKE

558
00:15:40,866 --> 00:15:42,266
EDUCATION FUNDING MORE

559
00:15:42,266 --> 00:15:45,200
EQUITABLE, AND SOME LAWMAKERS

560
00:15:45,200 --> 00:15:47,200
AGREE.

561
00:15:47,200 --> 00:15:48,266
>> I THINK IN MANY RESPECTS,

562
00:15:48,266 --> 00:15:49,066
IT'S THE RESPONSIBILITY OF THE

563
00:15:49,066 --> 00:15:49,866
COURTS TO JUST TAKE OVER AND SAY

564
00:15:49,866 --> 00:15:51,733
THIS HAS TO BE DONE AND FORCE

565
00:15:51,733 --> 00:15:53,433
THE ISSUE TO ORDER BECAUSE I'M

566
00:15:53,433 --> 00:15:55,166
NOT SURE THE LEGISLATURE HAS THE

567
00:15:55,166 --> 00:15:55,833
CAPACITY TO REALLY GET IT DONE

568
00:15:55,833 --> 00:15:57,100
ON ITS OWN.

569
00:15:57,100 --> 00:15:58,666
>> THE STATE SUPREME COURT IS

570
00:15:58,666 --> 00:15:59,733
EXPECTED TO DECIDE LATER THIS

571
00:15:59,733 --> 00:16:02,100
YEAR IF THE CASE CAN PROCEED.

572
00:16:02,100 --> 00:16:03,933
♪

573
00:16:03,933 --> 00:16:05,766
>> PENNSYLVANIA'S SYSTEM OF

574
00:16:05,766 --> 00:16:07,300
DISTRIBUTING STATE EDUCATION

575
00:16:07,300 --> 00:16:08,900
FUNDING HAS BEEN DESCRIBED AS

576
00:16:08,900 --> 00:16:11,300
ARBITRARY AND UNPREDICTABLE.

577
00:16:11,300 --> 00:16:13,400
SCHOOL DISTRICTS WOULD OFTEN

578
00:16:13,400 --> 00:16:14,600
HAVE TO SET THEIR ANNUAL BUDGETS

579
00:16:14,600 --> 00:16:15,900
WITHOUT KNOWING HOW MUCH FINDING

580
00:16:15,900 --> 00:16:17,300
THEY WOULD EVEN RECEIVE.

581
00:16:17,300 --> 00:16:18,733
>> FOR YEARS, PENNSYLVANIA WAS

582
00:16:18,733 --> 00:16:20,166
ONE OF THE FEW STATES IN AMERICA

583
00:16:20,166 --> 00:16:20,700
THAT DIDN'T HAVE A FUNDING

584
00:16:20,700 --> 00:16:22,933
FORMULA.

585
00:16:22,933 --> 00:16:25,533
AND DISTRICTS GOT THEIR STATE

586
00:16:25,533 --> 00:16:27,133
FUNDING THROUGH BACKROOM DEALS.

587
00:16:27,133 --> 00:16:27,700
YOU KNOW, THE CLASSIC KIND OF

588
00:16:27,700 --> 00:16:29,133
UH --

589
00:16:29,133 --> 00:16:31,200
HARRISBURG POLITICS.

590
00:16:31,200 --> 00:16:32,433
>> IN 2014, THE SAME YEAR THE

591
00:16:32,433 --> 00:16:34,133
LAWSUIT WAS FILED, A STATE

592
00:16:34,133 --> 00:16:35,700
COMMISSION WAS ESTABLISHED TO

593
00:16:35,700 --> 00:16:38,700
FIX THAT.

594
00:16:38,700 --> 00:16:41,000
DEMOCRATIC AND REPUBLICAN

595
00:16:41,000 --> 00:16:42,166
MEMBERS OF THE SENATE AND HOUSE,

596
00:16:42,166 --> 00:16:42,833
AS WELL AS MEMBERS OF THE

597
00:16:42,833 --> 00:16:44,766
GOVERNORS ADMINISTRATION.

598
00:16:44,766 --> 00:16:46,333
THE COMMISSION HELD HEARINGS

599
00:16:46,333 --> 00:16:47,666
ACROSS THE COMMONWEALTH AND

600
00:16:47,666 --> 00:16:49,066
RECEIVED TESTIMONY FOR MORE THAT

601
00:16:49,066 --> 00:16:50,800
110 PEOPLE INCLUDING

602
00:16:50,800 --> 00:16:51,766
SUPERINTENDENTS, ACADEMICS

603
00:16:51,766 --> 00:16:52,466
PARENTS AND THE BUSINESS

604
00:16:52,466 --> 00:16:54,166
COMMUNITY.

605
00:16:54,166 --> 00:16:55,700
>> WE TRY TO INCLUDE EVERYONE

606
00:16:55,700 --> 00:16:57,400
WHO HAS STANDING IN PUBLIC

607
00:16:57,400 --> 00:16:58,733
EDUCATION TO BE PART OF THE

608
00:16:58,733 --> 00:17:00,366
CONVERSATION.

609
00:17:00,366 --> 00:17:01,333
>> INFORMATION GATHERED FROM THE

610
00:17:01,333 --> 00:17:02,733
HEARINGS WAS USED TO PUT

611
00:17:02,733 --> 00:17:05,166
TOGETHER A NEW BASIC EDUCATION

612
00:17:05,166 --> 00:17:07,133
FUNDING FORMULA THAT WOULD TAKE

613
00:17:07,133 --> 00:17:09,566
INTO CONSIDERATION DISTRICT

614
00:17:09,566 --> 00:17:11,466
BASED FACTORS INCLUDING POVERTY

615
00:17:11,466 --> 00:17:13,000
LEVELS, THE SPECIAL NEEDS OF

616
00:17:13,000 --> 00:17:14,066
STUDENTS, THE DISTRICTS SIZE AND

617
00:17:14,066 --> 00:17:16,300
THE ABILITY OF THE DISTRICT TO

618
00:17:16,300 --> 00:17:17,766
RAISE LOCAL REVENUE.

619
00:17:17,766 --> 00:17:19,466
>> SO THAT'S WHY WE NEEDED TO

620
00:17:19,466 --> 00:17:20,433
PUT TOGETHER A WHOLE NEW

621
00:17:20,433 --> 00:17:21,666
PLATFORM WHERE DISTRICTS CAN

622
00:17:21,666 --> 00:17:23,633
LOOK AMONGST EACH OTHER AND

623
00:17:23,633 --> 00:17:25,400
UNDERSTAND WHY THEY'RE GETTING

624
00:17:25,400 --> 00:17:26,333
THIS AMOUNT OF MONEY PER

625
00:17:26,333 --> 00:17:27,000
STUDENTS AS OPPOSED TO ANOTHER

626
00:17:27,000 --> 00:17:28,500
DISTRICT.

627
00:17:28,500 --> 00:17:30,100
AND IF YOU DO THAT, THE

628
00:17:30,100 --> 00:17:31,033
FORMULA'S MORE PREDICTABLE AND

629
00:17:31,033 --> 00:17:32,800
RELIABLE.

630
00:17:32,800 --> 00:17:34,333
THAT WAS OUR GOAL.

631
00:17:34,333 --> 00:17:36,766
>> AFTER MONTHS OF ANALYSIS AND

632
00:17:36,766 --> 00:17:39,333
DELIBERATIONS, THE COMMISSION

633
00:17:39,333 --> 00:17:40,333
SUBMITTED A FORMAL PROPOSAL TO

634
00:17:40,333 --> 00:17:43,333
THE GOVERNORS OFFICE AND IN JUNE

635
00:17:43,333 --> 00:17:45,033
2016, GOVERNOR WOLFE SIGNED INTO

636
00:17:45,033 --> 00:17:46,266
LAW, A LANDMARK BILL THAT

637
00:17:46,266 --> 00:17:47,666
CREATED A NEW LOGIC BASED

638
00:17:47,666 --> 00:17:48,566
FORMULA THAT'S WON BIPARTISAN

639
00:17:48,566 --> 00:17:50,500
PRAISE.

640
00:17:50,500 --> 00:17:52,800
>> IT REALLY IS NOT TOO

641
00:17:52,800 --> 00:17:54,900
COMPLICATED.

642
00:17:54,900 --> 00:17:56,500
BECAUSE, YOU'RE JUST TALKING

643
00:17:56,500 --> 00:17:58,100
ABOUT WEIGHING A TOTAL NUMBER OF

644
00:17:58,100 --> 00:17:59,866
STUDENTS BASED ON NEED.

645
00:17:59,866 --> 00:18:01,100
AND LOOKING AT RELATIVE WEALTH

646
00:18:01,100 --> 00:18:02,266
IN A DISTRICT AND CAN PARRY

647
00:18:02,266 --> 00:18:04,100
AMONGST EACH OTHER.

648
00:18:04,100 --> 00:18:06,133
>> THE NEW FORMULA CONSIDERS

649
00:18:06,133 --> 00:18:07,666
STUDENT BASED FACTORS LIKE

650
00:18:07,666 --> 00:18:08,766
POVERTY, ENGLISH PROFICIENCY AND

651
00:18:08,766 --> 00:18:10,666
CHARTER SCHOOL ATTENDANCE.

652
00:18:10,666 --> 00:18:12,400
AS WELL AS DISTRICT FACTORS LIKE

653
00:18:12,400 --> 00:18:14,400
POPULATION, AVERAGE HOUSEHOLD

654
00:18:14,400 --> 00:18:17,200
INCOME AND LOCAL TAX EFFORTS.

655
00:18:17,200 --> 00:18:19,033
THOSE FACTORS ARE USED TO CREATE

656
00:18:19,033 --> 00:18:20,066
AN ADJUSTED HEADCOUNT FOR EACH

657
00:18:20,066 --> 00:18:21,166
DISTRICT, WHICH IS THEN USED TO

658
00:18:21,166 --> 00:18:22,333
COMPUTE EACH DISTRICTS SHARE OF

659
00:18:22,333 --> 00:18:24,700
AVAILABLE FUNDING.

660
00:18:24,700 --> 00:18:26,266
>> WHEN YOU IMPLEMENT A FORMULA

661
00:18:26,266 --> 00:18:27,333
LIKE THAT, YOU'RE NOW

662
00:18:27,333 --> 00:18:28,766
INTRODUCING --

663
00:18:28,766 --> 00:18:32,166
AT LEAST STARTING DOWN THE ROAD

664
00:18:32,166 --> 00:18:33,600
OF PROVIDING EQUITABLE

665
00:18:33,600 --> 00:18:34,433
DISTRIBUTION OF RESOURCES.

666
00:18:34,433 --> 00:18:35,833
>> EDUCATION ADVOCATES FAVORED

667
00:18:35,833 --> 00:18:37,200
THE NEW FORMULA FOR SYSTEMICALLY

668
00:18:37,200 --> 00:18:38,400
RECOGNIZING THAT ALL DISTRICTS

669
00:18:38,400 --> 00:18:39,866
FACED DIFFERENT BURDENS AND

670
00:18:39,866 --> 00:18:41,733
THOSE BURDENS REQUIRE VARYING

671
00:18:41,733 --> 00:18:44,400
LEVELS OF FINANCIAL SUPPORT.

672
00:18:44,400 --> 00:18:46,166
>> WE HAVE PROBABLY THE MOST

673
00:18:46,166 --> 00:18:47,566
PROBABLY TH MOST PROGRESSIVE

674
00:18:47,566 --> 00:18:48,766
FUNDING FORMULA FOR SCHOOLS IN

675
00:18:48,766 --> 00:18:50,600
THE COUNTRY.

676
00:18:50,600 --> 00:18:51,433
PROBLEM IS, THERE'S HARDLY ANY

677
00:18:51,433 --> 00:18:52,233
MONEY GOING THROUGH IT.

678
00:18:52,233 --> 00:18:54,333
SO WE HAVE THIS GREAT THING ON

679
00:18:54,333 --> 00:18:55,033
THE BOOKS, BUT IT'S NOT REALLY

680
00:18:55,033 --> 00:18:56,100
CHANGING THE PLAYING FIELD.

681
00:18:56,100 --> 00:18:57,566
>> THE NEW SCHOOL FUNDING

682
00:18:57,566 --> 00:18:59,500
FORMULA IS ONLY BEING USED TO

683
00:18:59,500 --> 00:19:01,100
DISTRIBUTE INCREASES IN FUNDING

684
00:19:01,100 --> 00:19:02,200
THE STATE ALLOCATES TO THE

685
00:19:02,200 --> 00:19:04,233
SCHOOLS EACH YEAR.

686
00:19:04,233 --> 00:19:06,166
>> SO ABOUT FIVE OR SIX PERCENT

687
00:19:06,166 --> 00:19:07,133
OF THE STATE MONEY IN EDUCATION

688
00:19:07,133 --> 00:19:08,766
IS GOING FOR THE FORMULA.

689
00:19:08,766 --> 00:19:13,500
THAT MEANS 95 PERCENT IS NOT.

690
00:19:13,500 --> 00:19:15,966
>> WITHOUT DRAMATICALLY UPPING

691
00:19:15,966 --> 00:19:18,566
THE AMOUNT OF NEW STATE DOLLARS,

692
00:19:18,566 --> 00:19:21,233
ESTIMATES ARE, IT WILL TAKE MORE

693
00:19:21,233 --> 00:19:22,033
THAT 20 YEARS BEFORE EVEN HALF

694
00:19:22,033 --> 00:19:22,533
THE BASIC EDUCATION FUNDS WOULD

695
00:19:22,533 --> 00:19:24,500
BE DISTRIBUTED FAIRLY.

696
00:19:24,500 --> 00:19:25,466
>> I HEAR THERE ANSWERS AND I

697
00:19:25,466 --> 00:19:27,033
HEAR THEIR PROJECTIONS FOR SOME

698
00:19:27,033 --> 00:19:28,100
TIME DOWN THE LINE, SOMETIME IN

699
00:19:28,100 --> 00:19:31,933
THE FUTURE.

700
00:19:31,933 --> 00:19:33,300
BUT THIS IS A RIGHT NOW PROBLEM.

701
00:19:33,300 --> 00:19:35,733
>> WHY COULDN'T WE PHASE IT IN

702
00:19:35,733 --> 00:19:38,133
OVER TIME, IN A QUICKER WAY THAN

703
00:19:38,133 --> 00:19:39,766
ONLY APPLYING TO NEW MONEY?

704
00:19:39,766 --> 00:19:40,833
>> STATE LAW MAKERS SAY A FASTER

705
00:19:40,833 --> 00:19:42,733
IMPLEMENTATION OF THE FORMULA IS

706
00:19:42,733 --> 00:19:43,933
JUST NOT FEASIBLE.

707
00:19:43,933 --> 00:19:45,633
>> TO IMMEDIATELY CORRECT THAT

708
00:19:45,633 --> 00:19:46,766
DECISION AND PUT ALL THE DOLLARS

709
00:19:46,766 --> 00:19:47,733
THROUGH THE NEW BASIC AND

710
00:19:47,733 --> 00:19:49,033
FUNDING FORMULA --

711
00:19:49,033 --> 00:19:49,433
YOU WOULD BASICALLY CLOSE

712
00:19:49,433 --> 00:19:50,666
DOWN --

713
00:19:50,666 --> 00:19:52,066
YOU KNOW, 250-300 SCHOOL

714
00:19:52,066 --> 00:19:53,066
DISTRICTS ON AUTOMATICALLY ON

715
00:19:53,066 --> 00:19:54,100
THAT DAY.

716
00:19:54,100 --> 00:19:55,533
>> IT DIDN'T HAPPEN OVERNIGHT.

717
00:19:55,533 --> 00:19:56,800
IT'S NOT GOING TO BE FIXED

718
00:19:56,800 --> 00:19:59,133
OVERNIGHT.

719
00:19:59,133 --> 00:20:00,633
SO WE ARE MAKING PROGRESS AND WE

720
00:20:00,633 --> 00:20:01,000
ARE MOVING IN THE RIGHT

721
00:20:01,000 --> 00:20:02,100
DIRECTION.

722
00:20:02,100 --> 00:20:04,333
>> EVEN IF ON PAPER, THE STATES

723
00:20:04,333 --> 00:20:05,500
SOMEHOW LEVELED THE PLAYING

724
00:20:05,500 --> 00:20:07,700
FIELD FINANCIALLY BETWEEN POOR

725
00:20:07,700 --> 00:20:09,233
AND WEALTHY DISTRICTS, MANY

726
00:20:09,233 --> 00:20:09,966
BELIEVE THAT WOULD NOT GO FAR

727
00:20:09,966 --> 00:20:11,333
ENOUGH TO BOOSTING ACADEMIC

728
00:20:11,333 --> 00:20:13,133
OUTCOMES IN STRUGGLING SCHOOLS.

729
00:20:13,133 --> 00:20:13,933
>> LET'S NOT JUST TALK ABOUT

730
00:20:13,933 --> 00:20:16,200
DOLLARS.

731
00:20:16,200 --> 00:20:17,333
LET'S TALK ABOUT PRODUCTION.

732
00:20:17,333 --> 00:20:19,700
LET'S TALK ABOUT --

733
00:20:19,700 --> 00:20:21,166
YOU KNOW, HOW WE'RE TRYING TO

734
00:20:21,166 --> 00:20:22,833
EDUCATE THOSE KIDS.

735
00:20:22,833 --> 00:20:24,366
LET'S TALK ABOUT PERSONNEL

736
00:20:24,366 --> 00:20:26,333
WITHIN THOSE BUILDINGS.

737
00:20:26,333 --> 00:20:27,366
LET'S TAKE A CUMULATIVE LOOK AT

738
00:20:27,366 --> 00:20:29,066
WHAT WE COULD DO TO ENHANCE

739
00:20:29,066 --> 00:20:29,966
THOSE SCHOOL OPPORTUNITIES.

740
00:20:29,966 --> 00:20:31,633
DOLLARS ARE PART OF IT, BUT THE

741
00:20:31,633 --> 00:20:32,966
QUALITY PRODUCED WITH THOSE

742
00:20:32,966 --> 00:20:35,366
DOLLARS MATTERS AS WELL.

743
00:20:35,366 --> 00:20:36,866
>> WHEN A PUBLIC SCHOOL

744
00:20:36,866 --> 00:20:37,933
STRUGGLES FINANCIALLY, THE

745
00:20:37,933 --> 00:20:38,366
STUDENTS EDUCATIONAL EXPERIENCE

746
00:20:38,366 --> 00:20:40,033
CAN BE AFFECTED.

747
00:20:40,033 --> 00:20:41,300
ADVOCATES FOR PUBLIC CHARTER

748
00:20:41,300 --> 00:20:42,633
SCHOOL SAY, "IN THAT

749
00:20:42,633 --> 00:20:44,533
CIRCUMSTANCE, CHARTERS OFFER AN

750
00:20:44,533 --> 00:20:45,233
OPPORTUNITY" AND MANY PARENTS

751
00:20:45,233 --> 00:20:48,866
ARE MAKING THAT CHOICE.

752
00:20:48,866 --> 00:20:52,533
>> I THINK DISPARITY AMONG

753
00:20:52,533 --> 00:20:53,666
EDUCATIONAL EXPERIENCED WITHIN

754
00:20:53,666 --> 00:20:55,500
THE PUBLIC SCHOOL SYSTEM WAS ONE

755
00:20:55,500 --> 00:20:56,466
OF THE REASONS WHY A LOT OF

756
00:20:56,466 --> 00:20:57,533
CHARTERS STARTED POPPING UP.

757
00:20:57,533 --> 00:20:58,600
BECAUSE IT WAS THIS --

758
00:20:58,600 --> 00:21:00,866
THERE NEEDS TO BE A CHOICE.

759
00:21:00,866 --> 00:21:03,133
>> IN 2016, MORE THAT

760
00:21:03,133 --> 00:21:04,466
150 CHARTER SCHOOLS OPERATED IN

761
00:21:04,466 --> 00:21:06,733
PENNSYLVANIA.

762
00:21:06,733 --> 00:21:08,266
CHARTERS ARE INDEPENDENTLY RUN

763
00:21:08,266 --> 00:21:10,000
PUBLIC SCHOOLS.

764
00:21:10,000 --> 00:21:12,633
WHICH BOOSTERS SAY ARE ABLE TO

765
00:21:12,633 --> 00:21:14,000
FOCUS MORE RESOURCES ON THE

766
00:21:14,000 --> 00:21:14,900
STUDENTS, COMPARED TO THEIR

767
00:21:14,900 --> 00:21:16,633
PUBLIC SCHOOL COUNTER PARTS,

768
00:21:16,633 --> 00:21:18,033
WITHOUT COSTING TAX PAYERS MORE

769
00:21:18,033 --> 00:21:19,633
MONEY.

770
00:21:19,633 --> 00:21:22,000
>> THE CHARTER SCHOOL MOVEMENT

771
00:21:22,000 --> 00:21:24,533
HAS INTRODUCED COMPETITION INTO

772
00:21:24,533 --> 00:21:27,033
A PUBLIC EDUCATION REFORM WHERE

773
00:21:27,033 --> 00:21:28,066
THE WASN'T.

774
00:21:28,066 --> 00:21:31,200
SO ALL SCHOOLS KNOW, THAT UNLESS

775
00:21:31,200 --> 00:21:32,433
I SERVE MY CHILDREN WELL, UNLESS

776
00:21:32,433 --> 00:21:33,833
MY OUTCOMES ARE STRONG AND KIDS

777
00:21:33,833 --> 00:21:35,500
ARE LEARNING, PARENTS ARE

778
00:21:35,500 --> 00:21:36,766
SATISFIED, PARENTS ARE GOING TO

779
00:21:36,766 --> 00:21:38,666
CHOOSE SOME PLACE ELSE.

780
00:21:38,666 --> 00:21:40,100
>> BUT NOT ALL CHARTERS ARE

781
00:21:40,100 --> 00:21:41,633
CREATED EQUALLY.

782
00:21:41,633 --> 00:21:43,166
SOME ARE WORKING WELL AND THEIR

783
00:21:43,166 --> 00:21:46,800
STUDENTS ARE BENEFITING.

784
00:21:46,800 --> 00:21:48,500
BUT OTHERS ARE NOT MEETING

785
00:21:48,500 --> 00:21:49,566
PARENTAL AND COMMUNITY

786
00:21:49,566 --> 00:21:50,633
EXPECTATIONS, WHICH RESULTS IN

787
00:21:50,633 --> 00:21:51,566
THE STUDENTS SUFFERING.

788
00:21:51,566 --> 00:21:52,700
>> I THINK CHARTER SCHOOLS ARE

789
00:21:52,700 --> 00:21:53,466
PART OF THE PUBLIC SCHOOL

790
00:21:53,466 --> 00:21:54,033
FABRIC.

791
00:21:54,033 --> 00:21:55,366
THEY'RE HERE.

792
00:21:55,366 --> 00:21:57,600
AND SO, WE NEED TO THINK ABOUT

793
00:21:57,600 --> 00:22:01,033
HOW WE CREATE REFORMS TO

794
00:22:01,033 --> 00:22:04,600
RESPONSIBLY ALLOW FOR CHARTER

795
00:22:04,600 --> 00:22:07,600
GROWTH WHILE ALSO IMPLEMENTING

796
00:22:07,600 --> 00:22:09,100
ACCOUNTABILITY STRUCTURES SO

797
00:22:09,100 --> 00:22:10,233
THAT ALL STUDENTS HAVE ACCESS TO

798
00:22:10,233 --> 00:22:13,000
THE GOOD ONES.

799
00:22:13,000 --> 00:22:17,233
AND THAT THE SCHOOL DISTRICT

800
00:22:17,233 --> 00:22:21,000
ISN'T LEFT BANKRUPT AND WITH NO

801
00:22:21,000 --> 00:22:24,100
ABILITY TO MANAGE WHERE THEIR

802
00:22:24,100 --> 00:22:24,733
STUDENTS ARE AND WHAT THEY HAVE

803
00:22:24,733 --> 00:22:25,566
TO PAY FOR.

804
00:22:25,566 --> 00:22:26,800
>> EVEN CHARTERS THAT HAVE

805
00:22:26,800 --> 00:22:28,066
POSTED IMPRESSIVE GAINS WARN

806
00:22:28,066 --> 00:22:29,700
AGAINST THINKING THE CHARTER

807
00:22:29,700 --> 00:22:30,800
SECTOR SOMEHOW SHOWS CURRENT

808
00:22:30,800 --> 00:22:31,966
STATE EDUCATION FUNDING LEVELS

809
00:22:31,966 --> 00:22:34,833
ARE ADEQUATE.

810
00:22:34,833 --> 00:22:35,933
>> SO THERE'S A FAIR AMOUNT OF

811
00:22:35,933 --> 00:22:37,366
INVESTMENT WE NEED TO MAKE IN

812
00:22:37,366 --> 00:22:39,333
SUPPORTING KIDS.

813
00:22:39,333 --> 00:22:40,500
NOT JUST ACADEMICALLY, BUT

814
00:22:40,500 --> 00:22:42,633
REMEDIATING ACADEMICS.

815
00:22:42,633 --> 00:22:45,233
AND NOT JUST SOCIALLY, BUT

816
00:22:45,233 --> 00:22:46,033
FOCUSING ON KIDS WHO ARE IN DEEP

817
00:22:46,033 --> 00:22:47,100
NEED.

818
00:22:47,100 --> 00:22:47,733
THAT REQUIRES SOCIAL WORKERS,

819
00:22:47,733 --> 00:22:49,600
THAT REQUIRES UM --

820
00:22:49,600 --> 00:22:51,233
TUTORING.

821
00:22:51,233 --> 00:22:53,266
IT REQUIRES MORE TARGETED

822
00:22:53,266 --> 00:22:54,633
INSTRUCTION IN SMALL GROUPS.

823
00:22:54,633 --> 00:22:55,800
THAT COSTS MONEY.

824
00:22:55,800 --> 00:22:57,333
>> WE DO HAVE TO DECIDE.

825
00:22:57,333 --> 00:22:59,166
THAT'S WHAT BUDGETS ARE ABOUT.

826
00:22:59,166 --> 00:22:59,800
THEY'RE DECISIONS ABOUT YOUR

827
00:22:59,800 --> 00:23:01,866
VALUES.

828
00:23:01,866 --> 00:23:03,166
AND IF VALUE OUR KIDS AND VALUE

829
00:23:03,166 --> 00:23:04,933
OUR COMMUNITIES AND VALUE THEIR

830
00:23:04,933 --> 00:23:06,000
FUTURES, THEN WE'LL INVEST.

831
00:23:06,000 --> 00:23:07,233
WE'RE NOT THROWING MONEY, IT'S

832
00:23:07,233 --> 00:23:08,900
AN INVESTMENT, IT MAKES A

833
00:23:08,900 --> 00:23:12,066
DIFFERENCE DOWN THE LINE.

834
00:23:12,066 --> 00:23:13,633
>> JUST TWO HOURS NORTH OF

835
00:23:13,633 --> 00:23:15,533
PENNSYLVANIA, EDUCATORS ARE

836
00:23:15,533 --> 00:23:16,600
FINDING SOLUTIONS TO THEIR OWN

837
00:23:16,600 --> 00:23:18,500
EQUITY PROBLEMS.

838
00:23:18,500 --> 00:23:20,833
IN THE 1990'S, THE EDUCATION

839
00:23:20,833 --> 00:23:22,566
SYSTEM IN ONTARIO, CANADA LOOKED

840
00:23:22,566 --> 00:23:25,400
A LOT LIKE PENNSYLVANIA'S DOES

841
00:23:25,400 --> 00:23:26,133
TODAY.

842
00:23:26,133 --> 00:23:26,900
WITH SCHOOL FUNDING BASED

843
00:23:26,900 --> 00:23:28,633
LARGELY ON LOCAL WEALTH.

844
00:23:28,633 --> 00:23:30,666
BUT IT MADE A FEW KEY CHANGES.

845
00:23:30,666 --> 00:23:32,633
IT ELIMINATED THE LOCAL SCHOOL

846
00:23:32,633 --> 00:23:34,166
PROPERTY TAX, SO FUNDING NOW

847
00:23:34,166 --> 00:23:36,166
COMES FROM THE PROVINCE.

848
00:23:36,166 --> 00:23:37,700
IT ALSO GREATLY REDUCED ITS

849
00:23:37,700 --> 00:23:39,400
NUMBER OF SCHOOL BOARDS, WHICH

850
00:23:39,400 --> 00:23:40,833
INCREASED THE RACIAL, SOCIAL AND

851
00:23:40,833 --> 00:23:41,733
ECONOMIC DIVERSITY OF EACH

852
00:23:41,733 --> 00:23:44,033
DISTRICT.

853
00:23:44,033 --> 00:23:45,633
AS A RESULT, HIGH SCHOOL

854
00:23:45,633 --> 00:23:46,433
GRADUATION RATES AND TEST SCORES

855
00:23:46,433 --> 00:23:50,300
HAVE CLIMBED.

856
00:23:50,300 --> 00:23:51,666
ACHIEVEMENT GAPS BETWEEN WEALTHY

857
00:23:51,666 --> 00:23:53,566
AND POOR STUDENTS HAVE NARROWED.

858
00:23:53,566 --> 00:23:55,200
EDUCATORS IN ONTARIO SITE MANY

859
00:23:55,200 --> 00:23:56,900
REASONS FOR THEIR SUCCESS BUT

860
00:23:56,900 --> 00:23:58,100
MUCH OF IT COMES BACK TO THE

861
00:23:58,100 --> 00:23:59,566
IDEA OF EQUITY.

862
00:23:59,566 --> 00:24:02,800
>> I THINK WE HAVE AN OBLIGATION

863
00:24:02,800 --> 00:24:04,433
AS ADVOCATES --

864
00:24:04,433 --> 00:24:05,900
AND OUR ELECTED OFFICIALS HAVE

865
00:24:05,900 --> 00:24:07,566
AN OBLIGATION AS POLICY MAKERS

866
00:24:07,566 --> 00:24:10,066
TO WORK TOWARDS A SYSTEM THAT

867
00:24:10,066 --> 00:24:11,400
MEETS THAT IDEAL.

868
00:24:11,400 --> 00:24:12,200
THAT EDUCATION IS THE GRAND

869
00:24:12,200 --> 00:24:13,533
EQUALIZER.

870
00:24:13,533 --> 00:24:17,866
AND WE'RE NOT THERE YET.

871
00:24:17,866 --> 00:24:20,166
>> I'M HOPING THAT THEY --

872
00:24:20,166 --> 00:24:21,466
THAT THERE IS MORE OF THIS

873
00:24:21,466 --> 00:24:22,500
TALKING TO EACH OTHER AND KIND

874
00:24:22,500 --> 00:24:23,300
OF INCENTIVES FOR DISTRICTS THAT

875
00:24:23,300 --> 00:24:23,666
ARE DOING WELL TO HELP OTHERS

876
00:24:23,666 --> 00:24:24,666
THAT ARE NOT.

877
00:24:24,666 --> 00:24:25,700
>> WE HAVE TO HAVE AN

878
00:24:25,700 --> 00:24:26,966
UNDERSTANDING THAT WE'RE ALL IN

879
00:24:26,966 --> 00:24:28,266
THIS TOGETHER.

880
00:24:28,266 --> 00:24:29,866
>> EDUCATION EQUITY IS

881
00:24:29,866 --> 00:24:30,933
EDUCATIONAL OPPORTUNITIES FOR

882
00:24:30,933 --> 00:24:32,800
ALL KIDS.

883
00:24:32,800 --> 00:24:34,633
AND WHEN WE SAY ALL IT'S

884
00:24:34,633 --> 00:24:36,300
REGARDLESS OF ETHNICITY, RACE,

885
00:24:36,300 --> 00:24:41,100
BACKGROUND, SOCIOECONOMIC

886
00:24:41,100 --> 00:24:42,566
STATUS, REGARDLESS OF ZIP-CODE.

887
00:24:42,566 --> 00:24:43,800
EQUITY MEANS ALL.

888
00:24:43,800 --> 00:24:44,333
>> EVERY CHILD DESERVES AN

889
00:24:44,333 --> 00:24:45,300
OPPORTUNITY HAVE THE EDUCATION

890
00:24:45,300 --> 00:24:46,433
THAT WILL PROPEL THEM FORWARD.

891
00:24:46,433 --> 00:24:48,966
>> I AM CONFIDENT THAT THE CURE

892
00:24:48,966 --> 00:24:49,900
FOR CANCER IS ONE OF THOSE KIDS

893
00:24:49,900 --> 00:24:50,766
RIGHT THERE.

894
00:24:50,766 --> 00:24:51,866
OR IN SIMILAR SITUATED SCHOOLS

895
00:24:51,866 --> 00:24:52,966
ALL ACROSS THE STATE OF

896
00:24:52,966 --> 00:24:54,033
PENNSYLVANIA.

897
00:24:54,033 --> 00:24:54,766
OR IN FACT, ALL ACROSS THE

898
00:24:54,766 --> 00:24:56,533
NATION.

899
00:24:56,533 --> 00:24:58,600
BUT WHEN WE DON'T ALLOW THE

900
00:24:58,600 --> 00:25:01,866
FUNDING TO GO IN TO UNLOCK THAT

901
00:25:01,866 --> 00:25:03,533
BRILLIANCE, THEN WE ALL LOSE.

902
00:25:03,533 --> 00:25:06,400
WE ALL LOSE.

903
00:25:06,400 --> 00:25:06,933
>> JEMEIRA MILLER WILL GRADUATE

904
00:25:06,933 --> 00:25:08,100
HIGH SCHOOL THIS YEAR.

905
00:25:08,100 --> 00:25:10,766
SHE AND HER MOTHER CONTINUE TO

906
00:25:10,766 --> 00:25:11,700
HOPE FOR GREATER EQUITY AMONG

907
00:25:11,700 --> 00:25:12,866
PENNSYLVANIA SCHOOL DISTRICTS

908
00:25:12,866 --> 00:25:14,466
FOR ALL STUDENTS.

909
00:25:14,466 --> 00:25:21,400
>> EVERY STUDENT DESERVES THE

910
00:25:21,400 --> 00:25:24,233
CHANCE TO PURSUE THEIR DREAMS.

911
00:25:24,233 --> 00:25:26,933
EVERY STUDENT DESERVES TO HAVE

912
00:25:26,933 --> 00:25:29,466
EQUAL EDUCATION.

913
00:25:29,466 --> 00:25:30,333
EVERY STUDENT IN ALL OF OUR

914
00:25:30,333 --> 00:25:31,600
COMMUNITIES HERE IN

915
00:25:31,600 --> 00:25:32,200
PENNSYLVANIA, DESERVES A CHANCE

916
00:25:32,200 --> 00:25:35,466
TO SUCCEED IN LIFE.

917
00:25:35,466 --> 00:25:36,733
>> MAJOR FUNDING FOR

918
00:25:36,733 --> 00:25:38,333
"KEYSTONE CROSSROADS: EDUCATION

919
00:25:38,333 --> 00:25:39,966
EQUITY IS PROVIDED BY THE

920
00:25:39,966 --> 00:25:41,000
CORPORATION FOR PUBLIC

921
00:25:41,000 --> 00:25:42,266
BROADCASTING.

922
00:25:42,266 --> 00:25:42,933
THE SOLUTIONS JOURNALISM

923
00:25:42,933 --> 00:25:44,133
NETWORK.

924
00:25:44,133 --> 00:25:45,966
THE WILLIAM PENN FOUNDATION.

925
00:25:45,966 --> 00:25:47,066
AND BY ANNUAL SUPPORT FROM

926
00:25:47,066 --> 00:25:48,800
VIEWERS LIKE YOU.

927
00:25:48,800 --> 00:25:50,500
THANK YOU.

928
00:25:49,533 --> 00:25:50,533
♪