school suppliesIn case you missed yesterday’s Fitzsimon File, be sure to check out the fascinating and damning find from the recent state budget that Chris highlights.

It turns out that conservative state lawmakers have been bragging in the aftermath of the 2015 session about how they revived a tax break for teachers that they previously put on the books in 2011 and then allowed to expire in 2013. The tax break provides a small deduction for teachers (at least, those well off enough to itemize deductions) for their out-of-pocket costs for purchasing classroom supplies up to $250. This means that if a teacher takes the full deduction — meaning they spent $250 or more on supplies — they would save a whopping $14.75 on their state tax bill!

You really can’t make this stuff up. As Chris noted yesterday:

“It [the tax deduction] reimburses teachers for [a tiny portion] of their purchases but also reminds them that the folks currently running things in Raleigh have no intention of properly funding the schools. And they are counting on teachers themselves to pick up the slack.

Thanks to cuts in recent sessions, there are now 7,500 fewer teacher assistants in the classroom before the recession.

Taking the philosophy of the tax credit for supplies to its logical conclusion, teachers who don’t like it and need the extra help in the classroom should stop complaining and hire the TAs themselves and pay them personally. Maybe lawmakers will reward them with another tax break worth a few dollars.

That’s what it has come to in our public schools. Adequately funding the classrooms is apparently no longer on the table.”

The bottom line: It’s hard to know what’s more laughably outrageous — the notion that lawmakers would underfund schools and toss this minuscule crumb in the first place or that they would then go on to brag about it as some kind of real achievement. Whichever the case, it’s clear that: a) state leaders continue to treat North Carolina school teachers as so many disposable units and b) the cynicism surrounding their miserly and shortsighted policy decisions knows few bounds.


With lawmakers on the verge of passing controversial legislation to expand funding for charter schools at the expense of traditional public schools, yet another voice is speaking out against the proposal.

Proposed charter school bill masks true budget issues

By Amy Wamsley and Lynn Michie

There are few things that stir a dust-up among education advocates like the issue of charter schools. Even among our own board of directors and members of Western North Carolina for Public Education (WNC4PE), we don’t agree on the value and role of charter schools in our communities and our region. But one thing we all can and do agree on is that making our state’s public education budget a scrap heap for different viewpoints to fight over is not just bad public policy – it’s very bad for our children.

That’s exactly what HB539 does. It once again pits traditional public schools and charter schools against one another for funds that are hard-earned and precious. In a nutshell, HB539 would redirect a portion of funds used by traditional public schools to public charter schools during a time when all of North Carolina’s public schools are inadequately funded to meet the diverse needs of all our students.

There is no doubt that there will be vehement argument and outcry on both sides of the debate about HB539, and that debate will mask the true issue at hand: public schools, traditional or charter, in North Carolina are still woefully underfunded.

Yes, the budget just passed included some tiny gains, such as the promised raise for first-time teachers and a stay of execution for thousands of teacher assistant jobs. But the fact remains that North Carolina’s leadership have yet to step up and fulfill their obligations to the taxpayers of the state to provide “a sound basic education.” Not making additional cuts is not the same as making investments.

Let’s put it in perspective. Read More


A Sunday editorial in the Fayetteville Observer expressed the fervent hope that this is so:

Our View: Driver education gets a last-minute reprieve

Late last week, House Speaker Tim Moore and Senate leader Phil Berger said they’ve reached agreements on some state budget sticking points, including the funding of high school driver education.

Thank you, gentlemen. We feel a little safer already. The Senate’s plan to ditch driver ed was not one of that body’s brighter moments. We’ve got enough problems with wretched drivers as it is. Taking away basic training was a scary thought.

The Senate had reasoned that it could save a lot of money by turning over the on-the-road portion of training to parents or other qualified adults, and raise the passing score on written tests, thus making young drivers-to-be study harder.

That’s a hopelessly optimistic conclusion. The reality is that parents or other mentors would pass along their own bad-driving habits to the kids, after the fledgling drivers did some last-minute cramming to pass the written test.

The bottom line would be more carnage on our highways.

Because of budget uncertainty, Cumberland County schools had already cut driver ed for the year. But the system can bring it back, perhaps within four weeks, officials say.

Disaster, we hope, averted.

Now, if lawmakers would only gets serious in regard to averting about a dozen more.


Forsyth County high school teacher Stuart Egan, whose open letter critiquing a legislative plan to turn struggling public schools over to for-profit charter school operators got a great deal of deserved attention last month, has penned another “must read.” This one is a detailed and lengthy response to a recent essay by State Rep. Jon Hardister of Guilford County in which Hardister attempted to argue that the state’s conservative political leadership has not been waging “a war on public education.”

After debunking several of Hardister’s claims about education spending (which, as Egan notes, continues to fall when one accounts for enrollment growth), Egan offers the following list of recent state actions vis a vis public schools:

  • The financing of failed charter schools that have no oversight.
  • The funding of vouchers (Opportunity Grants) that effectively remove money for public education and reallocate it to private schools.
  • The underfunding of our public university system, which forces increases in tuition, while giving tax breaks to companies who benefit from our educated workforce.
  • The dismantling of the Teaching Fellows Program that recruited our state’s brightest to become the teachers of our next generation.
  • The removal of the cap for class size for traditional schools and claiming it will not impede student learning.
  • The removal of graduate pay salary increases for those new teachers who have a Master’s degree or higher.
  • The administration of too many tests (EOCTs, MSLs, CCs, NC Finals, etc.), many of which are scored well after grades are due.
  • The constant change in curriculum standards (Standard Course of Study, Common Core, etc.).
  • The appointment of non-educators to leadership roles in writing new curricula.
  • The engagement with profit-motivated companies and no-bid contracts with entities like Pearson that dictate not only what teachers are allowed to teach but also how students are assessed.

All in all, Egan’s essay is a powerful, if sobering, read. Click here to read it in its entirety.