State Budget brief: Student Achievement Guarantee in Education (SAGE)


State Budget brief Student Achievement Guarantee in Education (SAGE) Background There is no better example of a program that makes classrooms work than the Student Achievement Guarantee in Education (SAGE) program. SAGE is a statewide program designed to increase the academic achievement of low income children in grades K-3 by reducing class sizes to no more than 15:1, to increase collaboration between schools and their communities, to develop rigorous academic programs, to provide professional development for teachers, and to open schools to morning and evening activities. Research on smaller class sizes Research shows that reducing class sizes in the early primary grades improves student achievement and lays a strong foundation for basic skills. Smaller classes also reduce discipline problems and increase instruction time for teachers. Smaller classes have the greatest positive effects on disadvantaged and minority students. Research also shows that reduced class sizes tend to be most effective when implemented early and sequentially. A 2001 study by WEAC of nearly 1,700 SAGE teachers (unpublished) shows that as a result of SAGE, teachers report significantly fewer discipline problems. In that study, significant percentages of teachers said that SAGE brought about improvements in six areas: Suspensions — 25% say improved Student absences — 30% say improved Special ed. referrals — 39% say improved Discipline problems — 72% say improved Teacher-parent communication — 77% say improved Teacher satisfaction/morale — 80% say improved The Wisconsin Department of Public Instruction reports that educators in SAGE schools say that their experiences are very positive (see: http://www.dpi.state.wi.us/dpi/oea/sage/index.html). For a summary of research on the effects of smaller classes at the elementary grades see the U.S. Department of Education Web site at: http://www.ed.gov/offices/OESE/ClassSize/Guidance/A.html). Why smaller classes benefit students An educator from Riverside Elementary School in Fond du Lac commented, “SAGE has provided such a wonderful opportunity for our teachers to thoroughly know their students, their learning styles, and provide individualized attention. This year, we also increased the amount of time allocated for parent-teacher conferences. What a blessing SAGE is for our population!” “The strongest hypothesis about why small classes work concerns students’ classroom behavior. Evidence is mounting that students in small classes are more engaged in learning activities and exhibit less disruptive behavior. . . . For example, in a small class, each student is constantly on the firing line; he or she may be called on at any time to answer questions or complete assignments. Students cannot escape by sitting in back corners of the room or avoiding the teacher’s attention. By the same token, teachers cannot ignore students that they might otherwise prefer not to attend to, for whatever reasons” (see Finn, J. D. (2002). Class-Size Reduction in Grades K-3. In Molnar, A.School Reform Proposals: The Research Evidence 27-48. Greenwich, Connecticut: Information Age Publishing). Legislative history SAGE began with 30 schools in 1996-97 and has grown to 524 schools at start of the 2004-05 school year. SAGE schools have renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. WEAC position WEAC supports SAGE because research shows that smaller class sizes have a positive effect on student learning and student behaviors. As costs have been rising, the per-pupil support for the SAGE program has been held constant over the years. Increasing the current reimbursement rate and allowing other schools to participate will build upon the successes of SAGE. WEAC supports the governor’s budget which increases the per-pupil reimbursement level for the SAGE program to $2,250 in the 2005-06 school year and $2,500 in 2006-07 and provides additional funding for 10 new schools to participate in SAGE. WEAC opposes weakening the SAGE program by allowing school districts to make SAGE in grades 2 & 3 optional. WEAC opposes 2005 Senate Bill 68 which pits SAGE, a program that helps needy children in the early grades, against special education students by allowing the transfer of SAGE funds to special education. Talking points There is a significant and growing body of research showing that smaller class sizes at the early elementary levels improve student behaviors and student learning. The SAGE program requires small class sizes, increased collaboration between schools and their communities, rigorous academic programs, professional development for teachers, and schools that have an extended day. Research shows that each of these factors benefits children. WEAC believes that great schools benefit neighborhoods and are an important part of a vibrant local economy. The Wisconsin Realtors Association (WRA) has consistently expressed support for SAGE complementing a partnership among educators, parents and local business leaders who see SAGE as an important investment in the community. It brings to light the clear-cut link between the quality of schools and the vitality and viability of neighborhoods. Additional information If you have comments or questions, please contact Deb Sybell, WEAC Legislative Program Coordinator, at sybelld@weac.org or by phone at 800-362-8034 ext. 227.

State Budget brief
Student Achievement Guarantee in Education (SAGE)

Background
There is no better example of a program that makes classrooms work than the Student Achievement Guarantee in Education (SAGE) program. SAGE is a statewide program designed to increase the academic achievement of low income children in grades K-3 by reducing class sizes to no more than 15:1, to increase collaboration between schools and their communities, to develop rigorous academic programs, to provide professional development for teachers, and to open schools to morning and evening activities.

Research on smaller class sizes
Research shows that reducing class sizes in the early primary grades improves student achievement and lays a strong foundation for basic skills. Smaller classes also reduce discipline problems and increase instruction time for teachers. Smaller classes have the greatest positive effects on disadvantaged and minority students.

Research also shows that reduced class sizes tend to be most effective when implemented early and sequentially.

A 2001 study by WEAC of nearly 1,700 SAGE teachers (unpublished) shows that as a result of SAGE, teachers report significantly fewer discipline problems. In that study, significant percentages of teachers said that SAGE brought about improvements in six areas:

Suspensions — 25% say improved
Student absences — 30% say improved
Special ed. referrals — 39% say improved
Discipline problems — 72% say improved
Teacher-parent communication — 77% say improved
Teacher satisfaction/morale — 80% say improved

The Wisconsin Department of Public Instruction reports that educators in SAGE schools say that their experiences are very positive (see: http://www.dpi.state.wi.us/dpi/oea/sage/index.html).

For a summary of research on the effects of smaller classes at the elementary grades see the U.S. Department of Education Web site at: http://www.ed.gov/offices/OESE/ClassSize/Guidance/A.html).

Why smaller classes benefit students
An educator from Riverside Elementary School in Fond du Lac commented, “SAGE has provided such a wonderful opportunity for our teachers to thoroughly know their students, their learning styles, and provide individualized attention. This year, we also increased the amount of time allocated for parent-teacher conferences. What a blessing SAGE is for our population!”

“The strongest hypothesis about why small classes work concerns students’ classroom behavior. Evidence is mounting that students in small classes are more engaged in learning activities and exhibit less disruptive behavior. . . . For example, in a small class, each student is constantly on the firing line; he or she may be called on at any time to answer questions or complete assignments. Students cannot escape by sitting in back corners of the room or avoiding the teacher’s attention. By the same token, teachers cannot ignore students that they might otherwise prefer not to attend to, for whatever reasons” (see Finn, J. D. (2002). Class-Size Reduction in Grades K-3. In Molnar, A.School Reform Proposals: The Research Evidence 27-48. Greenwich, Connecticut: Information Age Publishing).

Legislative history
SAGE began with 30 schools in 1996-97 and has grown to 524 schools at start of the 2004-05 school year. SAGE schools have renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program.

WEAC position
WEAC supports SAGE because research shows that smaller class sizes have a positive effect on student learning and student behaviors.

As costs have been rising, the per-pupil support for the SAGE program has been held constant over the years. Increasing the current reimbursement rate and allowing other schools to participate will build upon the successes of SAGE.

WEAC supports the governor’s budget which increases the per-pupil reimbursement level for the SAGE program to $2,250 in the 2005-06 school year and $2,500 in 2006-07 and provides additional funding for 10 new schools to participate in SAGE.

WEAC opposes weakening the SAGE program by allowing school districts to make SAGE in grades 2 & 3 optional. WEAC opposes 2005 Senate Bill 68 which pits SAGE, a program that helps needy children in the early grades, against special education students by allowing the transfer of SAGE funds to special education.

Talking points

There is a significant and growing body of research showing that smaller class sizes at the early elementary levels improve student behaviors and student learning.
The SAGE program requires small class sizes, increased collaboration between schools and their communities, rigorous academic programs, professional development for teachers, and schools that have an extended day. Research shows that each of these factors benefits children.
WEAC believes that great schools benefit neighborhoods and are an important part of a vibrant local economy. The Wisconsin Realtors Association (WRA) has consistently expressed support for SAGE complementing a partnership among educators, parents and local business leaders who see SAGE as an important investment in the community. It brings to light the clear-cut link between the quality of schools and the vitality and viability of neighborhoods.

Additional information
If you have comments or questions, please contact Deb Sybell, WEAC Legislative Program Coordinator, at sybelld@weac.org or by phone at 800-362-8034 ext. 227.