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A Citizen's Guide to Washington State K-12 Finance 2007 TABLE OF CONTENTS Subject Page Introduction..................................................................................... 1 How many students attend K-12 schools in the state?.................... 2 How are public schools in Washington organized? ........................ 2 What does the Washington state constitution say about K-12 public school funding?........................................... 2 How has this been interpreted by the state courts? ......................... 2 How has the Legislature implemented the court rulings?............... 3 How much of the state general fund is spent on K-12 public schools?........................................................................................... 6 How has the amount of the general fund support of K-12 public schools changed since 1993?.................................. 7 What is the levy lid act and why was it passed? ............................. 8 What are other sources of funding used by school districts? .......... 9 How are these funds spent by school districts?............................. 11 How much is spent per student? ................................................... 13 How has total per student spending changed since 1993? ............ 14 How has state funding per student changed since 1993?.............. 15 How is the salary level for teachers determined? ......................... 15 What is the average salary level of teachers?................................ 17 How is the salary level of administrators and classified staff determined?.................................................... 17 How does Washington compare to other states? .......................... 18 How does the state lottery support public schools? ...................... 22 What is the role of the federal government in public elementary and secondary education?................................ 23 What are other types of dedicated funding utilized by school districts? ............................................. 24 How is school construction funded in the state?........................... 24 What is Initiative 732? .................................................................. 24 What is Initiative 728? .................................................................. 25 Appendix A: Maximum Levy Authority ...................................... 27 Appendix B: K-12 Allocation Schedule for Certificated Instructional Staff...................................................... 29 Appendix C: Certificated Instructional Staff Base Salaries .......... 30 i Introduction A 2007 Citizen's Guide to K-12 Finance is offered to provide a clear and simple overview of K-12 financial issues. It provides general information on K-12 finance by answering frequently asked questions. For more in-depth information of K-12 finance, see Organization and Financing of Washington Public Schools published by the Office of Superintendent of Public Instruction. It is available at the following: www.k12.wa.us/safs/PUB/ORG/06/2006OrgFin_Final.pdf. The information presented in this document is based on statewide data. For information on a specific school district, inquire with the specific school district. A 2007 Citizen's Guide to K-12 Finance was prepared by staff of the Senate Ways and Means Committee and the Senate Early Learning & K-12 Committee (within Senate Committee Services) with the assistance of staff of the Legislative Evaluation and Accountability Program (LEAP) Committee. Questions regarding the guide or requests for additional copies should be addressed to: Senate Ways and Means Committee 311 John A. Cherberg Building Olympia, Washington 98504-0482 Telephone: 360-786-7715 Fax: 360-786-7615 http://www.leg.wa.gov/senate/scs/wm/default.htm 1 How many students attend K-12 schools in the state? In the 2005-06 school year, approximately one million students were enrolled at the 2,200 public schools across the state. In addition, it is estimated that approximately 72,000 students attended private schools and 19,000 students were home-schooled. How are public schools in Washington organized? Washington is largely considered a "local control" state. This means that local school districts are generally responsible for delivering the instructional programs for the state's elementary and secondary school-age population. Each district is governed by a locally-elected school board whose members serve staggered four-year terms. Each school board hires a Superintendent who oversees the day-to-day operation of the school district. Currently, there are a total of 296 school districts. The public school system in the state of Washington involves various entities at both the state and local levels, including the Legislature, the Governor, the State Board of Education, the Office of the Superintendent of Public Instruction, the federal Department of Education, the State Auditor's office, the Professional Educators Standards Board, Educational Service Districts, and local school districts. Each of these entities play a role in establishing educational policies, implementing these policies, or providing administrative and financial oversight of the public school system. What does the Washington state Constitution say about K-12 public school funding? "It is the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste or sex." Washington Constitution, article IX, section I This constitutional provision is unique to Washington. While other states have constitutional provisions related to education, no other state makes K-12 education the "paramount duty" of the state. How has this been interpreted in the state courts? In a significant decision in 1978 (Seattle School District No. 1 v. State, 585 P.2d 71, 978), the Washington Supreme Court interpreted article IX, section 1 to mean that the state Legislature must define a "basic program of education," distinguished from all other educational programs or services, and sufficiently and amply fund it from a regular and dependable source which cannot be dependent on local tax levies. 2 The Court found that this paramount duty is superior in rank and above all others. Neither fiscal crisis nor financial burden changes the Legislature's constitutional duty. The state has no duty to fund programs outside the definition of "basic education." School districts may use local levies to fund enrichment programs and programs outside the legislative definition of basic education. However, the use of local levies cannot reduce the state's obligation to fund basic education. The Court did not require the state to provide a total education or the offerings of all knowledge, programs, subjects or services; however, the Court did find that the duty goes beyond mere reading, writing, and arithmetic. The Court noted that a basic education also "embraces broad educational opportunities needed in the contemporary setting to equip children for their role as citizens and as potential competitors in today's market as well as in the marketplace of ideas." When the state courts addressed these issues, there was no state definition of "basic education," so the courts considered three definitions, and the cost of each, to determine whether the state provided sufficient funds to implement a basic education program. The courts noted that in terms of "quantitative inputs," staffing ratios (the ratio of staff to students) and staff salaries are the most significant factors in determining the cost of education. In 1983, a trial court found that the system of education defined by the Legislature to comply with the constitution included the Basic Education Act of 1977 (BEA); the special education program for students with disabilities; the Learning Assistance Program; the Transitional Bilingual Education program; and portions of the student transportation program. Additionally, in terms of "quantitative input," the trial court found that under the BEA the Legislature must provide salaries necessary to ensure local school districts the ability to hire and retain competent staff. How has the Legislature implemented the court rulings? In order to carry out its constitutional responsibility, the Legislature passed the Basic Education Act of 1977 (BEA), which defined a "basic education" by establishing goals, minimum program hours, teacher contact hours, and a mix of course offerings for a school district to provide. Currently, at least of some portion of six programs (general apportionment; the special education program for students with disabilities; some pupil transportation; the Learning Assistance Program; the Transitional Bilingual Education program; and educational programs in juvenile detention centers and state institutions) fall within the Legislature's definition of basic education. General Apportionment - Foundational state funding to school districts is provided through the General Apportionment formula. Every enrolled K-12 3 student generates state funding under the General Apportionment formula. While the amount each school district receives varies based on certain characteristics, such as teacher experience and historical salary levels, the statewide allocations through the General Apportionment formula is projected at approximately $4,473 per student in the 2006-07 school year. Special Education - The current state funding formula for Special Education, which was implemented in 1995, is based on the additional "excess costs" of educating students receiving special education services. The amount is provided for two categories of students. For birth through 2 year olds, the special education allocation is 115 percent of the district's average per student General Apportionment allocation. Districts have the option of offering special education programs for this age group. For 3 to 21 year olds, the state Special Education allocation is 93 percent of the district's average per student General Apportionment allocation. In addition to the per student allocation, the special education funding structure includes a safety net process for districts that can demonstrate extraordinary special education program costs beyond state and federal resources. For the 2006-07 school year, the statewide average allocation per birth through 2 year old special education student is projected at $5,144 and the statewide average allocation per 3 to 21 year old special education student is projected at $4,164 per year. For 5 to 21 year olds, this amount is in addition to the General Apportionment allocations described above. Pupil Transportation - The Student Transportation Funding Formula provides allocations to districts based on the number of students transported and the distances between route stops and schools. Districts receive a state allocation for trips to and from home and school beyond one mile in school buses, passes or tokens used on local transit systems, shuttles between learning centers for instruction mandated by statute, and in-lieu payments made to parents or guardians. Additionally, the formula includes an allocation for K-5 students living within one mile of their school. The state does not provide funding for field trips, extracurricular trips, extended school day take home trips, or after school activity take home trips. The formula also includes an allocation for reimbursing districts for purchasing school buses. The current allocation is approximately $46 per weighted student mile in the 2006-07 school year. Learning Assistance Program - The Learning Assistance Program (LAP) provides assistance to under achieving students in reading, math and language arts. Based on changes in 2004 and 2005, districts receive LAP allocations based on students in poverty as measured by eligibility for free and reduced price lunch rather than a combination of poverty and test scores. 4 In the 2006-07 school year, the current LAP allocation is approximately $198 per eligible student. Transitional Bilingual Education – The statewide Transitional Bilingual Instruction Program (TBIP) was created by the Washington State Legislature in 1979. State TBIP funding supports school staff and training intended to teach English to students in the public K–12 school system. The current allocation is approximately $817 per TBIP student in the 2006-07 school year. Institutional Education Programs - The state funds a 220-day educational program for children in certain institutions. Institutional education moneys are allocated to the school districts, educational service districts, or others that provide the educational programs. While the amounts vary based on the type and size of program, the current institutional education allocation is projected to be approximately $10,646 per student in the 2006-07 school year. The Legislature also funds a variety of programs and activities outside of its definition of basic education. The following chart reflects the state funding for the 2005-07 biennium (fiscal years 2006 and 2007) for the six programs where some portion are currently defined as "basic education" as well as the state funding for other K-12 programs and activities funded by the state. 2005-07 BASIC EDUCATION PROGRAMS (Dollars in Millions) GENERAL APPORTIONMENT (RCW 28A.150.260) $8,202.0 69.8% SPECIAL EDUCATION (RCW 28A.150.370) $943.0 8.0% TRANSPORTATION (RCW 28A.160.150) $498.5 4.2% LEARNING ASSIST. PROGRAM (RCW 28A.165) $154.2 1.3% BILINGUAL (RCW 28A.180) $119.8 1.0% INSTITUTIONS (RCW 28A.190) $36.3 0.3% SUBTOTAL: BASIC EDUCATION PROGRAMS $9,953.9 84.7% 2005-07 NON-BASIC EDUCATION PROGRAMS (Dollars in Millions) STUDENT ACHIEVEMENT FUND (I-728) $630.5 5.4% LEVY EQUALIZATION (LEA) 364.1 3.1% K-4 ENHANCED STAFFING RATIO 209.4 1.8% INITIATIVE 732 COLA (1.2%, 3.3%) 186.7 1.6% HEALTH CARE BENEFIT INCREASES 129.7 1.1% EDUCATION REFORM 96.7 0.8% TWO LEARNING IMPROVEMENT DAYS 57.2 0.5% STATE OFFICE & ED AGENCIES 30.2 0.3% STATEWIDE PROGRAMS/ALLOCATIONS 31.6 0.3% PROMOTING ACADEMIC SUCCESS 27.7 0.2% HIGHLY CAPABLE 13.9 0.1% EDUCATIONAL SERVICE DISTRICTS 7.4 0.1% FOOD SERVICES 6.3 0.1% SUMMER & OTHER SKILLS CENTERS 6.6 0.1% PUPIL TRANSPORTATION COORDINATORS 1.6 0.0% Subtotal: Non-Basic Education Programs $1,799.7 15.3% TOTAL - STATE FUNDS $11,753.6 100.0% Note: Reflects General Fund-State, Education Legacy Account, and Student Achievement Funds. Does not include Pension Stabilization Fund. 5 How much of the state general fund is spent on K-12 public schools? The state general fund is the largest single fund within the state budget. It is the principal fund supporting the operation of state government. In the 2005-07 biennium (fiscal years 2006 and 2007), the Legislature appropriated $11.1 billion, or 40.7 percent, of the state general fund for the support and operation of K-12 public schools. The following chart shows how the state general fund budget is currently allocated: 2005-07 General Fund-State Budget Human Services K-12 Public Schools* 35.3% 40.7% Natural Resources 1.4% General Government Higher Education 2.6% 10.8% Other** 9.2% Dollars in Billions K-12 Public Schools* $11.1 Human Services 9.6 Higher Education 2.9 Other** 2.5 General Government 0.7 Natural Resources 0.4 Statewide Total $27.3 * This chart does not include $630.5 million transferred to the Student Achievement Account as a result of I-728. ** Includes debt service, pensions, other education, transportation, and special appropriations. Source: WinSum budget development system after the 2006 session. 6 How has the amount of the general fund support of K-12 public schools changed since 1993? As depicted on the following chart, the amount of state general funds spent for K-12 public schools has increased from $7.7 billion to $11.1 billion per biennium since 1993. This represents approximately a 44 percent increase in state general fund support. State General Fund Spent on K-12 Public Schools 1993-95 Bienniem to 2005-07 Biennium $12 $11.1 $10.2 $9.9 $10 $9.4 $8.8 $8.3 $8 $7.7 Dollars in Billions $6 $4 $2 $0 1993-95 1995-97 1997-99 1999-01 2001-03 2003-05 2005-07 Source: WinSum budget development system. The amounts shown above are the General Fund-State support for K-12 public schools. In addition to these amounts, Initiative 728 (I-728), approved by state voters in November 2000, created additional per student distributions from Student Achievement Fund (SAF). In the 2005-07 biennium, $630.5 million is appropriated from SAF for K-12 public schools. See "What is Initiative 728" on page 25 for more details. The chart on the next page shows that state general fund expenditures for K-12 public schools as a percent of the statewide total has decreased from 47.6 percent in the 1993-95 biennium (fiscal years 1994 and 1995) to 40.7 percent in the 2005-07 biennium (fiscal years 2006 and 2007). 7 Factors contributing to the decline include a slowing of the growth in overall K-12 enrollment, compared to the growth rate in the early 1990s, and fairly rapid growth in other areas of the state budget, particularly health care, human services, and corrections. Percent of the State General Fund Spent on K-12 Public Schools 60% 50% 47.6% 47.0% 46.1% 44.9% 43.8% 43.0% 40.7% 40% 30% \ 20% 10% 0% 1993-95 1995-97 1997-99 1999-01 2001-03 2003-05 2005-07 Source: WinSum budget development system. What is the levy lid act and why was it passed? In a major 1978 decision (Seattle School District No. 1 v. State, 585 P.2d 71, 978) interpreting constitutional provisions related to education, among other things, the Washington State Supreme Court found that school districts may use local tax levies to fund enrichment programs and programs outside the legislative definition of "basic education." However, the use of local levies cannot reduce the state's obligation to fund basic education. At the same time that the Legislature defined and took on responsibility for fully funding a basic education program, they passed the Levy Lid Act. The act limits the amount of revenue that a school district can raise through maintenance and operation (M & O) levies. While local levy revenues made up 32 percent of total school district revenues prior to the levy failures of 1975 that precipitated the 1977 school funding lawsuit, they fell to less than 10 percent of total school district revenues after the enactment of the Levy Lid Act. Since that time, the Legislature has made various changes to the Levy Lid Act ultimately increasing school districts' ability to raise levy revenues. Currently, 205 of the 296 school districts have a levy lid of 24 percent. This means that revenue raised from local tax levies cannot exceed 24 percent of the district's state and federal revenues. The other 91 school districts have a 8 levy lid ranging from 24.01 percent to 33.90 percent. These 91 districts have higher levy lid authority because at the time the Levy Lid Act was passed, these districts raised a higher amount of their revenues through M & O levies. (A list of these districts and their current levy lid rates is included in appendix A.) What are other sources of funding used by school districts? In addition to state funding, school districts receive funding from the federal government, local taxes, and other miscellaneous sources. The sources of funding budgeted by school districts for operating costs for the 2005-06 school year are described below. Total Spending School Year 2005-06 Other Revenues & Reserves 3.8% State 70.0% Federal 9.8% Local Taxes 16.3% Dollars in Millions State $5,661 Local Taxes 1,319 Federal 792 Other Revenues & Reserves 310 Total $8,082 * Excludes capital costs. Sources: OSPI F195/F196 School Financial Services and OSPI enrollment reports. 9 State — Approximately 70 percent of budgeted school district revenues are from state sources. This amount consists of funding for the six categorical programs where at least a portion are currently defined as "basic education" (general apportionment; the special education program for students with disabilities; some pupil transportation; the Learning Assistance Program for remediation assistance; the Transitional Bilingual Education program; and educational programs in juvenile detention centers and state institutions) as well as a variety of other grants, allocations, and items funded from the state general fund and the Student Achievement Fund. Local Taxes — Approximately $1.3 billion, or about 16 percent of the total amount spent, is from local taxes. This is primarily local property taxes, which are often referred to as maintenance and operations levies. Federal — School districts spent more than $792 million from federal sources for the 2005-06 school year. This represents nearly 10 percent of their total spending. This includes funding for the implementation of the federal Individuals With Disabilities Education Act; instructional assistance and other strategies aimed at improving student achievement in high-poverty schools; a variety of professional development activities; the school lunch and other nutrition programs; financial assistance to compensate school districts as the result of federal land ownership; and a variety of smaller allocations and grants. Other Revenue & Reserves— This category, totaling $310 million or 4 percent of total funding, includes a variety of miscellaneous sources such as charges and fees for non-basic education programs, school lunch charges, revenue from other school districts, rental income, donations, and the use of reserves or fund balance. 10 How are these funds spent by school districts? Another way to examine school spending is to identify how school - districts anticipate spending the money received from state, federal, local, and other sources. School districts report detailed data to the Office of Superintendent of Public Instruction, including the "activities" on which they spend money. The amounts budgeted on each activity for the 2005-06 school year are depicted below. Total Spending School Year 2005-06 Food Services 3.5% Pupil Transportation 4.2% Building Administration 6.1% Teaching 60.5% Central Administration 6.3% Teaching Support 8.4% Other Support Services 11.1% Dollars in Millions Teaching $4,891 Other Support Services 894 Teaching Support 680 Central Administration 508 Building Administration 490 Pupil Transportation 337 Food Services 282 Total $8,082 Sources: OSPI F195/F196 School Financial Services and OSPI enrollment reports. Teaching — For the 2005-06 school year, school districts budgeted approximately $4.9 billion (61 percent of the total) for teaching activities. This includes payments for salaries and benefits for classroom teachers, direct classroom instruction, extracurricular activities, and payments to other districts for educational services. 11 Teaching Support — School districts spent $680 million on teaching support activities in the 2005-06 school year. This represents approximately 8 percent of total school district spending. This includes guidance counseling, library services, audio-visual functions, psychological services, health-related activities, and other services that support the delivery of teaching services. Other Support Activities — After teaching, the largest activity for school district spending is utilities, grounds care, plant operation and maintenance, insurance, information systems, and other support functions. In the 2005-06 school year, school districts spent approximately $894 million or 11 percent of their total spending on this activity. Central Administration — Approximately $508 million or 6 percent of total school district spending is for central administration. This includes school board functions, the superintendents' offices, business functions, human resources, centralized programs, and other district-level administrative functions. Building Administration — In the 2005-06 school year, school districts spent $490 million, or 6 percent, on unit administration. This includes expenditures for principals and other building-level administrative functions. Pupil Transportation — School districts spent $337 million or 4 percent on pupil transportation in the 2005-06 school year. This includes bus and other vehicle operating costs, related maintenance, and program supervision. Food Services — Approximately $282 million, or 3 percent of the total, is spent for food operation functions, including program supervision and federal nutrition programs, in the 2005-06 school year. 12 How much is spent per student? In the 2005-06 school year, on a statewide basis, school districts spent $8,324 per student. The following chart depicts a breakdown of the sources of funding for per student spending: Total Per Student Spending School Year 2005-06 Other Revenues 3.8% State 70.0% Federal 9.8% Local Taxes 16.3% State $5,830 Local Taxes 1,358 Federal 816 Other Revenues 320 Total Per Student $8,324 Sources: OSPI F195/F196 School Financial Services and OSPI enrollment reports. Of the $8,324 spent by school districts in per student resources, $5,830 or 70.0 percent of the funding is from state sources, $816 or 9.8 percent is from federal sources, $1,358 or 16.3 percent is from local taxes, and $320 or 3.8 percent is expected to come from other revenue. (For more detail on these sources, please see "What are other sources of funding used by schools districts?" on page 9). 13 How has total per student spending changed since 1993? As can be seen from the following chart, total (from state, federal, local, and other sources) per student spending has increased from $5,608 in 1994 to $8,324 in 2006. This represents an increase of approximately 48 percent over this period. The growth rate of total per student spending exceeds both the Seattle Consumer Price Index (CPI) and Implicit Price Deflator (IPD), which are two commonly used measures of inflation. Total Per Student Spending 1994 to 2006 $9,000 $8,324 Seattle Consumer $8,000 Price Index Adjusted =$7,864 $7,000 Total Per Student Spending Implicit Price $6,000 $5,608 Deflator Adjusted =$7,166 $5,000 $4,000 $3,000 $2,000 $1,000 $0 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Sources: Reflects school year amounts from OSPI F195/F196 School Financial Services and OSPI enrollment reports. 14 How has state funding per student changed since 1993? As can be seen from the following chart, state funding per student has increased from $4,342 in 1994 to $5,830 in 2006. This represents approximately a 34 percent increase over this period. The growth rate of state funding per student spending slightly exceeds the Implicit Price Deflator (IPD) but lags behind the Seattle Consumer Price Index (CPI). State Funding Per Student 1994 to 2006 Seattle Consumer $7,000 Price Index Adjusted =$6,089 $6,000 $5,830 Total Per Student Spending Implicit $5,000 Price $4,342 Deflator Adjusted =$5,548 $4,000 $3,000 $2,000 $1,000 $0 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 Sources: Reflects school year amounts from OSPI F195/F196 School Financial Services and OSPI enrollment reports. How is the salary level for teachers determined? State funding—The Legislature allocates money to each school district for state-funded employee salaries and associated fringe benefits. In the case of certificated instructional staff (CIS)—teachers, counselors, librarians, and other instructional staff requiring certification—the state funding is provided based on a state salary allocation schedule. An individual's education level and teaching experience determines the allocation for base salary. Additional funds (a 1 to 3 percent increase) are provided for each additional year of experience up to 16 years. Additional funds (a 3 to 20 percent increase) are also provided for each additional 15 credits of approved education acquired up to a Ph.D. (See appendix B for the state allocation schedule for certificated instructional staff for the 2006-07 school year.) The state does not require school districts to pay certificated instructional staff in accordance with the state salary allocation schedule. However, most school districts have adopted a salary schedule the same as, or similar to, the state allocation schedule. Thirty-four of the state's 296 school districts receive higher salary allocations for certificated instructional staff. The primary reason for this higher allocation is that these districts were 15 paying their certificated instructional staff higher salaries when the Legislature took on responsibility for fully funding basic education programs in the late 1970s. (See appendix C for a list of these districts and their allocation rate for school year 2006-07.) Additionally, the Legislature statutorily limits a school district's authority to establish salaries for certificated instructional staff by setting a minimum and an average salary level. Minimum salary – The actual minimum salaries in the district cannot be less than the minimum on the state salary allocation schedule for a certificated instructional staff member who has a BA or MA with no years of experience. The rationale for this limitation is to ensure a minimum salary for beginning certificated instructional staff. Average salary – The actual average salary in the district cannot exceed the average salary calculated based on the state allocation schedule. A rationale for this limitation is to prevent districts from paying a few certificated instructional staff a very large salary and the rest at the minimum. The state funding provided to school districts for certificated instructional staff salaries is subject to collective bargaining within the state statutory limitations. Supplemental Pay – School districts may provide supplemental pay for additional time, responsibilities, and incentives (also known as "TRI") beyond that provided by the state. The vast majority of supplemental contracts are paid from local revenue. State law provides that supplemental pay contracts must not create any present or future funding obligation for the state. 16 What is the average salary level for teachers? In the 2005-06 school year, the statewide average annual base salary for full time teachers was $46,549. In addition, the average additional salary was $7,097. This means that the total average annual salary per certificated instructional staff was $53,646. Average Salary for Full-Time Teachers School Year 2005-06 $60,000 $53,646 Average Salary Per Full Time Teacher FTE Average $50,000 $7,097 Additional Salary $40,000 $30,000 $46,549 $20,000 $10,000 $0 Actual Average Base Salary & Additional Salary Source: OSPI S275 data. How is the salary level of administrators and classified staff determined? The Legislature allocates money to each district for employee salaries and associated fringe benefits. In the case of administrators and classified staff (such as bus drivers, food service workers, custodial staff, classroom aides), there is not a state salary allocation schedule. However, each district receives an allocation for these staff based on historical salary allocations adjusted for cost of living increases. This means that there are variations in the salary levels used for allocating administrator and classified staff position from district to district. The actual salary levels for administrators and classified staff are determined through the local collective bargaining process. There are no state limitations with respect to salary levels of administrators or classified staff. 17 How does Washington compare to other states? National information is often utilized to compare different aspects of K- 12 finance. On the following three pages are charts comparing per student spending, students enrolled per teacher, and average teacher salary levels in Washington and other states. It should be noted that comparisons with other states, while interesting, often do not lend themselves to any definitive conclusions regarding each state's K-12 finance system, due to differences in reporting practices, demographics, and public school funding systems. Per Student Spending — As depicted on the chart on page 19 Washington per student spending of $8,231 ranks 35th compared to the other states in the 2004-05 school year. The national average was $9,207. Compared to other states in the western region, Washington's per student spending was $640 below Oregon ($8,671), $6 below California ($8,237) and $1,058 above Idaho ($7,173). Students Enrolled Per Teacher — The chart on page 20 compares students enrolled per teacher in the 2004-05 school year. Washington's 19.2 enrolled students per teacher makes it the 6th highest in the nation. The national average was 15.8. Compared to other states in the western region, Washington's number of enrolled students per teacher was below California (21.2) and Oregon (19.8) but above Idaho (17.6). For a variety of reasons, this measure of students to teachers does not translate into the "average class size" in any given school, district, or state. Teacher Average Salary Levels — The chart on page 21 provides a - comparison of average salary levels for teachers. In the 2004-05 school year, Washington's reported average teacher salary of $45,718 made it the 20th highest in the nation. The national average was $47,674. Compared to other states in the western region, Washington's average teacher salary was $12,158 below California ($57,876), $2,612 below Oregon ($48,330), and $3,596 above Idaho ($42,122). The average salary levels depicted on this chart do not include supplemental pay. Since data related to supplemental pay in other states is not available, it is unknown how this might impact the rankings. 18 Public School Current Expenditures Per Student School Year 2004-05 D.C. New Jersey Vermont New York Connecticut Massachusetts Delaware Alaska Maine Rhode Island Wyoming Ohio New Hampshire Wisconsin Illinois Michigan New Mexico Minnesota Maryland West Virginia Pennsylvania Indiana Georgia Virginia Hawaii US Average, $9,207 Montana Colorado Oregon, $8,871 Kentucky Kansas South Carolina Nebraska Louisiana California, $8,237 Washington, $8,231 Missouri Iowa North Dakota South Dakota North Carolina Texas Florida Tennessee Alabama Nevada Idaho, $7,173 Oklahoma Arkansas Mississippi Arizona Utah $0 $3,000 $6,000 $9,000 $12,000 $15,000 Source: Rankings & Estimates, National Education Association, Nov. 2006 19 Students Enrolled Per Teacher in K-12 Public Schools, Fall 2004 Utah Arizona California, 21.2 Oregon, 19.8 Nevada Washington, 19.2 Michigan Idaho, 17.6 Colorado Indiana Alaska Florida Ohio Hawaii Minnesota Illinois Kentucky Mississippi US Average, 15.8 Alabama Tennessee Oklahoma Maryland Pennsylvania New Mexico Delaware Texas Georgia Louisiana North Carolina South Carolina Massachusetts Wisconsin Kansas Montana West Virginia Arkansas Iowa Missouri Nebraska Connecticut South Dakota New Hampshire North Dakota New Jersey New York Wyoming D.C. Virginia Maine Rhode Island Vermont 0 5 10 15 20 25 Source: Rankings & Estimates, National Education Association, Nov. 2006 20 Average Salary of Public School Teachers School Year 2004-05 D.C. California, $57,876 Connecticut Michigan New Jersey New York Illinois Massachusetts Rhode Island Pennsylvania Alaska Maryland Delaware Ohio Oregon, $48,330 US Average, $47,674 Minnesota Indiana Georgia Hawaii Washington, $45,718 Vermont Wisconsin Colorado New Hampshire Nevada North Carolina Arizona Virginia South Carolina Idaho, $42,122 Tennessee Florida Texas Kentucky Wyoming Arkansas Maine Utah Nebraska New Mexico Kansas Iowa Missouri Louisiana Montana West Virginia Alabama Oklahoma North Dakota Mississippi South Dakota $0 $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000 Source: Rankings & Estimates, National Education Association, Nov. 2006 21 How does the state lottery support public schools? When the state lottery was established in 1982, the state was in an economic recession. The Legislature deposited the lottery revenues into the state general fund, which supports K-12 public schools, higher education, human services, natural resources, and other state programs. Prior to the actual creation of the lottery, there were various proposals to dedicate the lottery proceeds to the developmentally disabled, public schools, or state institutions. While none of these proposals were actually enacted into law, they are probably the source of the popular misconception that the lottery had been entirely dedicated to K-12 education. As a result of the passage of Initiative 728 in 2000, all lottery revenues were, in fact, dedicated for educational purposes (with the exception of about ten percent, which was dedicated by previous legislation for debt service on the stadiums in Seattle). For fiscal years 2001-2004, a portion of lottery revenues were distributed to school districts to allow them to make improvements, such as reducing class sizes, extending learning opportunities, and expanding professional development and early childhood education programs. The remainder was deposited into the Education Construction Account which is used to fund a portion of the state matching funds for K-12 public school and higher education construction. Since fiscal year 2005, all lottery revenues have been deposited into the Education Construction Account. It should be noted that while Initiative 728 dedicated lottery revenues to educational purposes, the Legislature passed legislation in 2002 that authorized a new lottery game that is not subject to the distribution for educational purposes. The legislation authorized participating in a multi- state lottery (now named "Mega Millions") with the profits from the game going to the state general fund. The legislation had provisions addressing the concern that some people might play the new multi-state lottery rather than the existing lottery games and, therefore, diminish the base revenues for educational purposes. For this reason, the legislation requires $102 million annual transfers to make the educational-related accounts "whole" before distributing any excess profits to the general fund. In other words, it was intended that the educational related activities would receive as much money as they would have without the multi-state lottery. Finally, based on current forecasts, it is estimated that the state lottery will generate approximately $243 million in revenues this biennium. As depicted on the chart on page 5, state funding for K-12 public schools is approximately $11.8 billion per biennium. Therefore, state lottery revenues, even if entirely dedicated to K-12 public schools, would represent only about 2 percent of the amount that the state currently spends on the operating costs of K-12 public schools. 22 What is the role of the federal government in public elementary and secondary education? Public K-12 education is primarily a state and local responsibility. However, the federal role in education has been evolving and increasing over time. Although the federal Constitution, which gives U.S. Congress its authority to act, is silent on the subject of education, Article, I, Section 8 of the U.S. Constitution provides that Congress has the power to provide funding for the general welfare of the United States. Congress has relied on this provision when enacting federal assistance programs addressing education, including the education of students with disabilities (the Individuals with Disabilities Education Act — IDEA, and the Americans with Disabilities Act — ADA) and the education of students in poverty (Title I programs). State participation in these programs is voluntary; however, if the state accepts the federal funds then the state must comply with all of the federal program requirements. Federal funds comprise approximately eleven percent of the total of Washington K-12 funding. Additionally, the due process and equal protection clauses of the U.S. Constitution provide the basis for the anti-discrimination laws (Title VI, Title VII, and Title IX) enacted by Congress. The federal courts have also had a significant impact on public education, especially in the areas of racial segregation, First Amendment and due process rights of students and employees, school finance, and education programs for students who have limited English proficiency and for students with disabilities. Most recently, the No Child Left Behind Act of 2001 (NCLB) - reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). This education legislation greatly expanded the federal role in public education. Part of the stated intent of the reauthorized ESEA is that all students obtain a high-quality education that will enable them to meet challenging state academic achievement standards. The new law represents the most sweeping changes to the ESEA since it was originally enacted in 1965. Under the NCLB, states are required to test students in grades 3 through 8 and once in high school; collect and disseminate subgroup results; ensure a highly qualified teacher in every classroom; and guarantee that all students, regardless of socioeconomic factors, achieve a "proficient" level of education by school year 2014. As these provisions are implemented, the Office of Superintendent of Public Instruction and others are continuing to assess the adequacy of federal funding and potential changes to NCLB. Additionally, Congress is scheduled to consider reauthorization of NCLB in 2007. 23 What are other types of dedicated funding utilized by school districts? Over three-fourths of a typical school district's expenditures are for the day-to-day operation of the school district and are funded in the school district's general fund. For this reason, this document primarily focuses on these expenditures. However, it should be noted that school districts also use other funds including: Capital Project Funds, which are used for some facility construction and remodeling costs; Debt Service Funds, which are used for the repayment of bond debt; Associated Student Body Funds, which are used for student activities; and Transportation Vehicle Funds, which are used for purchasing school buses. How is school construction funded in the state? In each biennial capital budget, the state provides financial assistance to school districts for constructing new and remodeling existing school buildings. The state assistance program is based on two principles: (a) state and local school districts share the responsibility for the provision of school facilities; and (b) there is an equalization of burden among school districts to provide school facilities regardless of the wealth of the districts. To be eligible for state funding, a school district must have a space or remodeling need and must secure voter approval of a bond levy or other funding for the local share of a school project. Once the local share is secured, the state money is allocated to districts based on a formula - comprised primarily of a set of space and cost standards/allocations and a matching ratio based on the relative wealth of the district. The state program does not reimburse all costs related to a project. Costs not eligible for reimbursement include site acquisition costs; administrative buildings; stadiums/grandstands; most bus garages; and local sales taxes. Construction-related costs that are eligible include eligible construction costs per square foot; architectural and engineering fees; construction management; value engineering studies; furniture and equipment; energy conservation reports; and inspection and testing. In the 2005-07 biennium (fiscal years 2006 and 2007), the Legislature appropriated approximately $626 million for the state match associated with school construction projects. What is Initiative 732? Initiative 732 (I-732), approved by state voters in November 2000, requires an annual cost-of-living salary adjustment (COLA) for K-12 teachers and other public school employees and certain community and technical college staff, beginning in school year 2002. 24 In 2003, the Legislature suspended the COLA requirement for the 2003- 05 biennium (school years 2004 and 2005), and no COLA was provided with the exception of a few targeted salary increases for beginning teachers and classified staff. Additionally, the Legislature modified the COLA provisions for K-12 employees so that the state is only required to fund costs associated with providing the COLA to state-funded employees. Since the initiative requires all staff receive the COLA, this means that the costs associated with providing a COLA for local and federally funded staff will have to come from those sources. For the 2005-07 biennium (fiscal years 2006 and 2007), $186 million was appropriated for I-732 and other salary increases for state-funded K-12 employees. What is Initiative 728? Initiative 728 (I-728), approved by state voters in November 2000, transfers a portion of the state property tax from the state general fund to the Student Achievement Fund (SAF). The SAF is then distributed to school districts to use for class size reduction, extended learning opportunities for students, professional development for educators, early childhood programs, and necessary building improvements to support class size reductions or extended learning opportunities. The initiative provided school districts $184 per full-time equivalent (FTE) student in the 2001-02 school year, $208 per FTE student in the 2002-03 school year, $212 per FTE student in the 2003- 04 school year, and $450 per FTE student in the 2004-05 school year. In subsequent years, the amount would increase by inflation. 25 As depicted on the chart below, in 2003, the Legislature reduced the distribution of the I-728 funds so that school districts will receive $254 per FTE student in the 2004-05 school year; $300 per FTE student in the 2005- 06 school year; $375 per FTE student in the 2006-07 school year; and $450 per FTE student in the 2007-08 school year. In subsequent years, the amount is increased by inflation. I-728 Per Student Distributions Based on 2003 Legislative Changes $500 $450 $450 $400 $375 Per Student Distributions $350 $300 $300 $254 $250 $200 $150 $100 $50 $0 2005 2006 2007 2008 Note: Reflects revised per student distributions based on 2003 legislative changes. After 2008, the amount of the per student distribution will increase by inflation. In 2005, while not changing the amount of per student distributions in each respective school year, the Legislature directed a portion of the revenue generated from an increase in the cigarette tax and the reinstatement of a modified state estate tax to support the per student distributions. This means that beginning in the 2005-06 school year, the per student distributions are now supported from property, cigarette and estate taxes. For the 2005-07 biennium (fiscal years 2006 and 2007), a total of $630.5 million is anticipated to be distributed to school districts from the SAF. Additionally, I-728 transferred varying percentages of state lottery - revenues to the SAF for fiscal years 2001-2004 to partially support the per student distributions previously described and for deposit in the Education Construction Account (ECA). Since fiscal year 2005, all of the lottery revenues have been deposited into the ECA, which is used to fund a portion of the state matching funds for K-12 public school and higher education construction projects. 26 Appendix A Maximum Levy Authority: Districts Grandfathered Above 24% Sorted by County Rank Max Levy Highest = 1 County School District Percent 59 Adams Lind 25.20% 40 Adams Ritzville 28.12% 82 Chelan Cashmere 24.79% 12 Clark Green Mountain 33.58% 11 Columbia Starbuck 33.61% 27 Cowlitz Toutle Lake 31.19% 87 Cowlitz Kalama 24.24% 15 Douglas Orondo 33.51% 91 Douglas Bridgeport 24.01% 5 Douglas Palisades 33.73% 41 Douglas Mansfield 28.00% 24 Douglas Waterville 32.00% 25 Franklin North Franklin 31.70% 1 Franklin Kahlotus 33.90% 8 Grant Wahluke 33.69% 53 Grant Quincy 26.67% 51 Grant Coulee/Hartline 26.79% 19 Grays Harbor Cosmopolis 33.40% 43 Jefferson Brinnon 27.50% 22 King Seattle 32.97% 68 King Federal Way 24.90% 75 King Enumclaw 24.88% 9 King Mercer Island 33.67% 64 King Highline 24.95% 75 King Vashon Island 24.88% 65 King Renton 24.93% 57 King Skykomish 25.43% 28 King Bellevue 30.66% 13 King Tukwila 33.54% 85 King Riverview 24.72% 68 King Auburn 24.90% 71 King Tahoma 24.89% 80 King Snoqualmie Valley 24.83% 61 King Issaquah 24.97% 42 King Shoreline 27.93% 71 King Lake Washington 24.89% 71 King Kent 24.89% 68 King Northshore 24.90% 60 Kitsap Bainbridge 24.98% 17 Kittitas Damman 33.44% 6 Klickitat Centerville 33.71% 89 Klickitat Roosevelt 24.14% 46 Lewis Vader 27.29% 20 Lewis Evaline 33.36% 58 Lewis Boistfort 25.32% 31 Lewis White Pass 29.43% 27 Appendix A (continued) Maximum Levy Authority: Districts Grandfathered Above 24% Sorted by County Rank Max Levy Highest = 1 County School District Percent 3 Lincoln Sprague 33.77% 55 Lincoln Reardan 26.02% 30 Lincoln Creston 30.42% 9 Lincoln Odessa 33.67% 21 Lincoln Harrington 33.01% 38 Lincoln Davenport 28.21% 43 Okanogan Pateros 27.50% 56 Pend Oreille Selkirk 25.47% 65 Pierce Steilacoom Hist. 24.93% 78 Pierce Puyallup 24.87% 26 Pierce Tacoma 31.47% 14 Pierce Carbonado 33.52% 36 Pierce University Place 28.29% 79 Pierce Sumner 24.86% 33 Pierce Dieringer 28.85% 83 Pierce Orting 24.78% 52 Pierce Clover Park 26.76% 67 Pierce Peninsula 24.91% 61 Pierce Franklin Pierce 24.97% 71 Pierce Bethel 24.89% 61 Pierce Eatonville 24.97% 84 Pierce White River 24.77% 81 Pierce Fife 24.82% 2 San Juan Shaw 33.82% 29 Skagit Anacortes 30.54% 32 Skagit Conway 29.15% 16 Skamania Mount Pleasant 33.46% 88 Spokane Spokane 24.18% 39 Spokane West Valley (Spo) 28.20% 50 Stevens Valley 26.91% 49 Stevens Loon Lake 27.01% 86 Thurston Olympia 24.34% 7 Walla Walla Dixie 33.70% 18 Walla Walla College Place 33.43% 48 Walla Walla Columbia (Walla) 27.07% 54 Whatcom Bellingham 26.35% 35 Whatcom Blaine 28.51% 34 Whitman Lacrosse Joint 28.75% 75 Whitman Lamont 24.88% 89 Whitman Tekoa 24.14% 47 Whitman Pullman 27.27% 37 Whitman Palouse 28.27% 4 Whitman Garfield 33.76% 23 Whitman Steptoe 32.42% 45 Whitman Colton 27.35% 28 K-12 Allocation Schedule for Certificated Instructional Staff For School Year 2006-07 Appendix B Years MA+90 of OR Service BA BA+15 BA+30 BA+45 BA+90 BA+135 MA MA+45 Ph.D. 0 31,386 32,234 33,112 33,992 36,817 38,636 37,629 40,454 42,275 1 31,808 32,668 33,557 34,476 37,330 39,140 38,047 40,901 42,710 2 32,211 33,079 33,978 34,967 37,813 39,641 38,469 41,314 43,143 29 3 32,626 33,502 34,410 35,432 38,272 40,144 38,868 41,706 43,579 4 33,033 33,947 34,861 35,918 38,775 40,661 39,286 42,143 44,030 5 33,453 34,372 35,295 36,410 39,257 41,180 39,711 42,559 44,483 6 33,885 34,784 35,738 36,909 39,742 41,676 40,147 42,981 44,913 7 34,644 35,556 36,523 37,758 40,633 42,620 40,964 43,838 45,826 8 35,755 36,717 37,707 39,044 41,957 44,018 42,249 45,163 47,223 9 37,919 38,958 40,343 43,325 45,455 43,547 46,531 48,661 10 40,224 41,709 44,730 46,932 44,915 47,937 50,137 11 43,115 46,202 48,448 46,321 49,409 51,653 12 44,476 47,714 50,026 47,782 50,919 53,233 13 49,262 51,644 49,295 52,468 54,849 14 50,818 53,322 50,852 54,125 56,528 15 52,140 54,709 52,174 55,533 57,998 16 or more 53,183 55,802 53,217 56,643 59,157 Certificated Instructional Staff Base Salaries for School Year 2006-07 Grandfathered Districts Compared to All Other Districts Appendix C Total % Over Total % Over Base Salaries "All Other" Base Salaries "All Other" 1 Everett 33,377 6.3% 18 Eatonville 31,633 0.8% 2 Orondo 33,311 6.1% 19 Taholah 31,611 0.7% 3 Northshore 33,120 5.5% 20 Green Mountain 31,602 0.7% 4 Marysville 33,022 5.2% 21 Benge 31,601 0.7% 5 Puyallup 32,439 3.4% 22 Darrington 31,601 0.7% 30 6 Vader 32,428 3.3% 23 Evaline 31,594 0.7% 7 Shaw Island 32,405 3.2% 24 Loon Lake 31,594 0.7% 8 Southside 32,278 2.8% 25 Thorp 31,568 0.6% 9 Lake Chelan 32,265 2.8% 26 Wenatchee 31,561 0.6% 10 Mukilteo 32,177 2.5% 27 Lake Washington 31,543 0.5% 11 Lopez Island 32,143 2.4% 28 Bellevue 31,470 0.3% 12 Seattle 32,012 2.0% 29 Centerville 31,462 0.2% 13 Oak Harbor 32,004 2.0% 30 Port Townsend 31,461 0.2% 14 Edmonds 31,766 1.2% 31 Sumner 31,444 0.2% 15 McCleary 31,749 1.2% 32 Kelso 31,434 0.2% 16 Eastmont 31,719 1.1% 33 Toppenish 31,413 0.1% 17 Boistfort 31,672 0.9% 34 Cosmopolis 31,411 0.1% All Other Districts $31,386
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Putting Amazing Back into Grace: Embracing the Heart of the Gospel / Revised - eBook
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Putting Amazing Back into Grace, Revised and Updated EditionMichael HortonBaker Books / 2011 / Trade Paperback$9.99 Retail:5 Stars Out Of 5 2 Reviews
$16.99Save 41% ($7.00)Availability: In StockCBD Stock No: WW014215
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GrammyPurcell, OKAge: 55-65Gender: female5 Stars Out Of 5January 11, 2013GrammyPurcell, OKAge: 55-65Gender: femaleQuality: 5Value: 4Meets Expectations: 5This review was written for Putting Amazing Back into Grace, Revised and Updated Edition.I am emmensly enjoying "Putting the Amazing Back in Grace". I find it to be very Scripture based and have recommended it to many others.
Dave JenkinsCaldwell, IdahoAge: 25-34Gender: male5 Stars Out Of 5Helpful introduction to Reformed theologyFebruary 10, 2012Dave JenkinsCaldwell, IdahoAge: 25-34Gender: maleQuality: 5Value: 5Meets Expectations: 5This review was written for Putting Amazing Back into Grace, Revised and Updated Edition.Very few books stand the test of time and even fewer last twenty years and then go through a revision and update. Putting Amazing Back into Grace is a book that has been read and studied by many people throughout the years. I first read this book back in high school and it helped me at that time to think through what I believe about Reformed theology. Reading this book again helped reinforced what I believed about Reformed theology.
This book reminds its readers of the Reformational view of God, his saving grace, the liberating yet humbling truth that Christians contribute nothing to their salvation. Dr. Horton in this book lays out the biblical basis for this doctrine and its implications for a vibrant evangelical faith. This book also comes with two brand new companion DVDS that make this perfect for small group or individual study. The DVDS have four hours of video with twenty minutes for each chapter.
Putting Amazing Back into Grace is very well written and easy to read book. Even on the parts where I disagreed with Dr. Horton for example on his view on baptism and the ends times, Dr. Horton presents good arguments for infant baptism and the end times. Putting Amazing Back into Grace will help its readers to gaze upon the triumph of God's almighty grace. I recommend reading Putting Amazing Back into Grace as it an accessible and easy to read book that is grounded in the Word of God and the Gospel of the Lord Jesus Christ.
Title: Putting Amazing Back into grace
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Disclosure of Material Connection: I received this book free from Baker Books as part of their Blogger Review Program. I was not required to write a positive review. The opinions I have expressed are my own. I am disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255: "Guides Concerning the Use of Endorsements and Testimonials in Advertising."
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I'm currently reading the book C# 4.0 in a Nutshell, which by the way I think is an excellent book, even for advanced programmers to use as a good reference.
I was looking back on the chapters about the basics, and I came across a trick to tell if a certain value is defined in an Enum when using flagged enums.
The book states that using
Enum.IsDefined doesn't work on flagged enums, and suggests a work-around like this :
static bool IsFlagDefined(Enum e)
decimal d;
return (!decimal.TryParse(e.ToString(), out d);
This should return true if a certain value is defined in an enum which is flagged.
Can someone please explain to me why this works ?
Thanks in advance :)


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Fixed.The gallery was proof that most of us just wanted to throw a leather jacket over whatever basic/gaudy crap we already owned. The actual fit of the jackets were pretty good- unless you lied to Charly/yourself about your height/mass gains. You could get the gist of this by looking at the old stock sizing chart- the difference between a size up/down wasn't huge.
6/25/15 at 12:52am


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The number of pension schemes using derivatives to hedge their inflation and interest-rate risks in connection with liability-driven investment strategies has trebled over the last year, according to a survey by Mercer Human Resource Consulting (MHRC) and the Association of Corporate Treasurers (ATC).The survey revealed that 17.5% of the respondents are now undertaking interest rate hedging, an increase from 6.3% in 2006, and 16.5% are employing inflation hedging, up from 4.2% last year. Participants' use of credit derivatives is now at 5.8%, an increase from 0% last year, and 28.2% used currency derivatives (no figures from previous years were available).
"Although the overall percentages are still relatively small, the increased use of derivatives is not unexpected given the marketing efforts by investment banks and the very clear potential of derivatives to contribute to risk reduction strategies," said John Hawkins, a principal in Mercer's financial strategy group. "It would have been surprising if growth of this order of magnitude had not been evident. Trustees are clearly becoming more comfortable with derivatives-based strategies."
MHRC, the London-based human resources and financial services firm, and the ACT, the international body for finance professionals working in treasury, risk and corporate finance, carried out the survey in April and May. Chief financial officers and treasurers from 103 companies, most of which are in the FTSE 350, participated in the survey.
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We're Obsessed with the Eclectic Details from this Outdoor Wedding in California
Courtney and Michael were married on a private estate in Ojai, California amongst an amazing array of lush green cacti, aloe vera plants and succulents. But the thing that makes this wedding totally unique is the fun, eclectic details the couple threw in. We love the mix of edgy gunmetal Moscow Mule mugs with dainty... read more


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Archive for 'Pennsylvania Avenue'
Happy 80th Birthday National Archives
Today's post comes from Jessie Kratz, Historian of the National Archives. June 19 marks the 80th Anniversary of the establishment of the National Archives.
Eighty years ago on June 19, 1934, President Franklin D. Roosevelt signed legislation creating the National Archives. It was the culmination of a 25-year campaign by the historical community to create a National Archives building to house the national government's records.
At that time, Federal records were scattered around the Washington area in inadequate and unsuitable storage facilities. They were neither organized nor accessible for public use.
Supporters of a National Archives argued that those records—the written evidence of our national life and achievements—must be preserved for future generations.
In 1926, Congress took the first major step in creating a home for the nation's records by authorizing construction of an Archives building. It was part of a massive public buildings project to provide office space for government agencies in the Federal Triangle area of downtown Washington, DC.
The Archives building was well under way before Congress created the agency that would occupy it.
Posted by Mattea Sanders on June 16, 2014, under News and Events, Pennsylvania Avenue, preservation, Rare Photos, Uncategorized.
Comments: none
A big cheese for the Big Cheese in 1837
In 1836, President Jackson accepted 1,400-pound wheel of cheese from Col. Thomas Meacham, a dairy farmer near Sandy Creek, NY. The cheese was mammoth, and it sat, ripening, in the White House for over a year. Eventually, Jackson invited everyone in Washington, DC, to stop by and help consume the massive wheel. He threw the doors open, and in just two hours, the cheese was gone.
… [ Read all ]
Mr. Alford opposed the motion for a recess. He said it was time, if they intended to do any public business this session, that they forthwith set about it, for they had wasted enough time already. As for the battle with the great cheese at the White House, he was for leaving it to those whose tastes led them there, and to-morrow they might receive a full account of the killed and slain. The gentleman from Maine, (Mr Jarvis) could as well finish the speech he was making to the few members present, as not.
Mr. Wise remarked that it was pretty well understood where
Posted by Hilary on January 29, 2014, under - Presidents, Myth or History, Pennsylvania Avenue, Unusual documents.
Tags: big block of cheese day, cheese, Cheshire, patents, Presidents, Truman, White House
Comments: 1
"A Signal Victory": The Battle of Lake Erie
Our new Featured Document–Oliver Perry's letter to the Secretary of the Navy–will be on display from September 10 to 19, 2014, at the National Archives in Washington, DC. Today's blog post was written by former student employee Meghan O'Connor.
Early in the War of 1812, the Americans lost control of Detroit and Lake Erie to the British and their Native American allies. The U.S. Navy sent 28-year-old Oliver Hazard Perry to Lake Erie to build a squadron and retake that important waterway.
On September 10, 1813, the Americans defeated the British on Lake Erie. Commodore Perry declared the naval battle "a signal victory." In a war marked by early failures, this victory secured Ohio and the territories of Michigan and Indiana. It also provided a needed boost in national morale and marked a rare surrender of a complete Royal Navy squadron.
Letter from Commodore Oliver Perry to Hon. Wm. Jones, Secy. of Navy, September 10, 1813
With a crew that Perry once described as "a motley set, blacks, soldiers and boys," the Americans met Britain's powerful Royal Navy on Lake Erie. A flag flew above Perry's ship, the Lawrence, emblazoned with the words "Don't Give Up the Ship." This battle cry was the dying command, in an earlier battle, of Perry's friend … [ Read all ]
Posted by Hilary on September 10, 2013, under Letters in the National Archives, News and Events, Pennsylvania Avenue.
Tags: battle, Detroit, Lake Erie, Lawrence, naval battle, Navy, Niagara, Perry, Royal Navy, September 10, victory, war of 1812
Comments: none
What are you doing on July 4?
Every year, we celebrate Independence Day on the steps of the National Archives Building in Washington, DC. It's a fun, free event for the whole family!
(And if you don't like the heat, you can now watch the program live from inside the National Archives building. Email email@example.com to reserve a seat in our air-conditioned theater.)
This year, Steve Scully of C-SPAN is our Master of Ceremonies. The Archivist of the United States, David Ferriero, will welcome the crowds. Our special guests George Washington, Thomas Jefferson, John Adams, Ben Franklin, Ned Hector, and Abigail Adams will read aloud the Declaration of Independence. This is your chance to boo and huzzah like the colonists of 1776!
The 3rd United States Infantry "Old Guard" Continental Color Guard will present the colors, and the United States Air Force Band will sing the National Anthem.
After the program, you can go into the building and see the original Declaration of Independence in the Rotunda where it is on permanent display. (Look for the mysterious handprint!) And don't miss the family activities in the Boeing Learning Center.
Here's the schedule of events—stay and watch the parade afterwards!
10 a.m.–11 a.m.
Declaration of Independence Reading Ceremony
- Presentation of colors by the Continental Color Guard*
- Performance by the Fife
Posted by Hilary on June 29, 2013, under - Declaration of Independence, - Revolutionary War, News and Events, Pennsylvania Avenue.
Tags: Archivist, David Ferriero, Independence Day, July 4, Steve Scully
Comments: none
White House Reunions: Presidential Library Dedications
Today's blog post comes from Susan Donius, Director of the Office of Presidential Libraries at the National Archives.
It's not often that several Presidents are together at one time, but on April 25, the George W. Bush Presidential Library and Museum will be dedicated to the American public. Although many dignitaries from around the world will attend, all eyes will likely focus on the gathering of men who have called the White House home. In addition to George W. Bush, guests of honor will include current Commander-in-Chief Barack Obama, and former Presidents William J. Clinton, George Bush, and Jimmy Carter.
The first Presidential Library and Museum was conceived and built under President Franklin D. Roosevelt's direction from 1939 to 1940 in Hyde Park, NY. The official FDR Library dedication was a small, quiet affair, with close friends and family attending the ceremony. Over the years, the ceremonies have grown larger, and dedications have become notable for the atmosphere of nonpartisan goodwill and respect among former Presidents.
The Harry S. Truman Presidential Library and Museum was dedicated on July 6, 1957, in Independence, MO. During Truman's Presidency, Herbert Hoover offered his services to help with post–World War II humanitarian efforts. Despite being Presidents from opposing parties, the two forged a working relationship that eventually grew into a strong friendship. At … [ Read all ]
Posted by Hilary on April 23, 2013, under - Presidents, National Archives Near You, Pennsylvania Avenue.
Tags: Bush, Carter, Clinton, Eisenhower, FDR, Ford, Hoover, JFK, Johnson, Kennedy, LBJ, Nixon, presidential libraries, Presidents, Reagan, Truman
Comments: none


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Thursday, December 11, 2014
Gallery Tour
1:00 PM Meet in the Rubin Lobby, 1st Floor
Join a Museum Guide for a free tour of the exhibition Killer Heels: The Art of the High-Heeled Shoe.
Gallery Tour: "Pragmatic Egypt: Beliefs and Practices"
2:00 PM Meet in the Rubin Lobby, 1st Floor
Join a Museum Guide for a free tour of Egyptian beliefs and practices in the installation Egypt Reborn.
Project EATS: Human Energy Hub
3:30 PM – 9:00 PM Plaza on Eastern Parkway
Get a good workout and pedal a bicycle to generate power for future use by Project EATS. Read more.
Gallery Tour
6:30 PM Meet in the Rubin Lobby, 1st Floor
Join a Museum Guide for a free evening tour of the exhibition Crossing Brooklyn: Art from Bushwick, Bed-Stuy, and Beyond.
Sensory Tour: "Materials and Process"
6:30 PM Meet in the Rubin Lobby, 1st Floor
An inclusive tour for those who are blind, partially sighted, or simply interested in experiencing art beyond sight. Read more.
Art Talk with Hyperallergic: "Memory and Place"
7:00 PM – 9:00 PM BRIC House, 647 Fulton Street, Brooklyn
Join us and our friends at Hyperallergic for a conversation about memory and place, with artists Bryan Zanisnik, Youmna Chlala, Jennifer Dalton, and Andrew Ohanesian. Read more.
Talk: "The Aesthetic Imprint of Disability"
7:30 PM Iris and B. Gerald Cantor Auditorium, 3rd Floor
Rosemarie Garland-Thomson discusses the many ways art and visual culture have shaped the conception of disability, and how the body's abilities shape artworks. Read more.
Upcoming Featured Event
Art Off the Wall: The Rise of Sneaker Culture
Thursday, July 16, 2015
Our Thursday evening series continues with programs inspired by the exhibition The Rise of Sneaker Culture. Read more.


text: Search results Listings are for East Coast. For local listings, Enter zip code or Sign in Go Display: All Results TV Shows Movies Actors Directors Only show HD Only show new episodes We found the following shows with actor/director: "Max Slaten" in the next 14 days. The Twilight Zone Next episode: A Stop at Willoughby Sat 7/4 8:30 PM 17 SYFY (Cbl) 30 minutes TV-PG On his way home, a man falls asleep on a train and awakens in a town named Willoughby. View in TV Listings 1-Click Record 1-Click Season Pass Record with options


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Hollywood legend Tony Curtis, best known for his role in 'Some Like it Hot' with Marilyn Monroe has passed away at 85, his daughter Jamie Lee Curtis confirmed.
The cause was cardiac arrest in his Las Vegas home early Wednesday, the Clark County coroner told the Associated Press.
He married six times throughout his life, and is survived by his wife Jill Vandenberg Curtis, whom he wed in 1998.
Tony stared in over 150 movies during his long career and received an Academy Award nomination in 1959 for his role in Stanley Kramer's 'The Defiant Ones' alongside Sidney Poitier.
Tony fathered Jamie Lee and Kelly Curtis with actress Janet Leigh and had two other children with his 'Taras Bulba' co-star Christine Kaufmann. After he separated from Christine, he married Leslie Allen and had two more children with her; however, his son Nicholas died from heroin overdose at 23.
Tony's health had begun to deteriorate in recent years, and in 2006 he nearly died of pneumonia, leading him to need a wheelchair and only able to walk short distances.
Our condolences to his family, children and friends. You'll be missed Tony!


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I ♥ Mom
There's a reason people get those tattoos – she's the best. And now's a good time to show her how much you appreciate her (without permanently marking your body). We know what moms like and we've stocked the store with … Continue reading
There's a reason people get those tattoos – she's the best. And now's a good time to show her how much you appreciate her (without permanently marking your body). We know what moms like and we've stocked the store with … Continue reading
Kids Mother's Day Herb Garden Sunday, May 10 — 9am to 1pm Stop by our Farmer's Market Sunday morning and create your own special planter for mom! $15 / child. Workshop fee includes: pot & plants. …………………………………………………………………………………………………. Terrarium Workshop … Continue reading
Because it's about time to say goodbye to Winter, we've decided to brighten things up around here! We've brought some new life into the store – our selection of beautiful arrangements and seasonal wares are now at your disposal (go nuts!). … Continue reading
Kids March Break Workshop Tuesday, March 17 — 10 to 11am Thursday, March 19 — 1 to 2pm Bring your kids in for an hour of fun! Our staff will help your little ones create their own, kid–friendly garden. $25 … Continue reading
Admittedly, Winter is starting to grow on us. Sure, the cold can be tough to bear but there's nothing better than waking up to a crisp white blanket of snow covering the city. A fresh start to the day. Needless … Continue reading
Centro Market Harvest Festival Sunday, September 28th from 9am – 1pm Come Enjoy the Harvest with Us! Believe it or not it's harvest time again. Another summer has whipped by but thankfully it has graced us with a bounty of … Continue reading
Fall Planters Thursday, September 18 — 6:30 to 7:30pm Mums, kale, grasses, ornamental peppers and succulents all in one container! Join us as we show you how to mix different colours, textures and materials to create a stunning fall patio … Continue reading
Centro Market — Chef Street Fight No. 2 This past Sunday morning and very special thing happened. Many fantastic people gathered in a parking lot to celebrate local food, farmers and producers — for the love of food. These amazing … Continue reading
The countdown is on! Summer is so close you can almost taste it — the barbecue, the popsicles, the margaritas. But before you load up on sunscreen, take some time to thank a very important person in your child's life. … Continue reading
Terrarium Workshop Friday, June 27 — 6:30 to 7:30pm Join us as we demonstrate the steps needed for creating a closed terrarium. Choose from our selection of beautiful containers and terrarium appropriate plants. We'll help you craft a mini landscape … Continue reading
UPDATE: MKRS MRKT returns July 17th for Year 2! –––––––––––––––––––––––––––––––––––––––––– We're excited to announce that we're hosting a pop-up retail Makers Market — an exposé to celebrate the local folks that make amazing things in and around our community while … Continue reading
Starting Sunday's during the Centro Farm Market hours, we're inviting you to grab your coffee and drag that annual planter down here to do the long procrastinated and messy repotting here in our courtyard. We'll set up a station for … Continue reading
Starts May 11 — Mother's Day Old friends, new friends — a great community. Come out and support local farming and food production and the fine folks that make it happen. That's what this is about — bring people together … Continue reading


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The boards are awash with Halloween themed photos this week. This one from Patty in Hawaii is quite unusual. How did she get Phoenix Gene into the arms of Dracula?
News, reviews and photographs of Modern Fashion Dolls including Sybarite, BJDs, Fashion Royalty, Tonner Dolls, Gene Marshall, Barbie and my own experiences as a doll collector.
Sales Tabs
Picture of the Day by Patty in Hawaii
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Kane Dougherty Showboat
Match Report
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Tutorial: Top 5 Business Management ToolsTop 5 Business Management Tools
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