2005-06 WEAC Legislative Agenda


2005-06 WEAC Legislative Agenda - SAGE program administration and staffing Background There is no better example of a program that makes classrooms work than the Student Achievement Guarantee in Education (SAGE) program. The SAGE program is designed to increase the academic achievement of low-income children in grades K-3 by reducing class size, developing rigorous academic programs, providing professional development for teachers, and opening schools to morning and evening activities. Schools participating in the SAGE program are required to: Reduce class size to 15 pupils. Keep the school open every day for extended hours and collaborate with the community in educational, recreational, and social service activities. Provide a rigorous academic curriculum designed to improve academic achievement. Improve professional development programs and staff evaluation practices. Enhance parental and family involvement in school. There is a solid body of evidence to show that reduced class sizes in the lower primary grades can have long-lasting effects on student achievement. Studies such as the Lasting Benefits Study, Project STAR (Tennessee, 1990), the Educational Testing Service Study, Wisconsin's Student Achievement Guarantee in Education (SAGE), and the WEAC class-size studies support what teachers have always known: Small classes allow for better education. The Education Policy Research Unit at Arizona State University released the most recent study of the SAGE program in October 2003. Phil Smith, University of Wisconsin-Milwaukee; Alex Molnar, Arizona State University; and John Zahorik, UW-Milwaukee, conducted the study. The study compares the academic achievement of students in schools that participate in the SAGE program to that of students in non-SAGE comparison schools located in SAGE districts. It concludes the SAGE program: Increases student achievement. Upholds gains through 3rd grade. Is most beneficial to African-American students. Narrows the achievement gap between African-American and white students. Compensates for poor attendance. Legislative history Participation has grown from 30 schools in 1996-97 to nearly 600. State funding, which was $4.5 million in 96-97 grew to $95 million in 2002-03. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE. WEAC continues to lead efforts in the Legislature to secure full funding for the SAGE program through 3rd grade. WEAC position WEAC believes that excellence in the classroom can best be attained by small class size. Class-size maximums must be based on the type of students, subject area content, physical facilities, and other criteria. Smaller class sizes provide the opportunity for students to learn and teachers to teach at much higher levels. WEAC supports the addition of administrative staff at the Department of Public Instruction to better serve SAGE schools, parents and children throughout the state. Talking points Smaller class size is a necessary condition for improving student learning. Teachers who give as much individual attention as possible to each student will make effective use of smaller classes. Overall, analysis of SAGE student test results at the class level suggest that students in smaller classrooms tend to score significantly higher in language arts, mathematics and reading as well as total score after adjusting for individual pre-test results, socioeconomic status, and attendance. Classrooms with fewer students are more likely to have higher class average achievement scores and are more likely to contribute to closing the achievement gap between African American and White students than classrooms with a higher number of students. WEAC believes that great schools are located in great neighborhoods and are an important part of a vibrant local economy. The Wisconsin REALTORS® Association (WRA) has formed a unique partnership with WEAC in support of SAGE. This complements a partnership among educators, parents, school administrators and elected officials. It brings to light the clear-cut link between the quality of schools and the vitality and viability of neighborhoods. Additional information Contact Bob Burke at WEAC at 800-362-8034 ext. 254 or by e-mail at burkeb@weac.org with any reactions, comments or questions. Posted March 30, 2004

2005-06 WEAC Legislative Agenda - SAGE program administration and staffing

Background
There is no better example of a program that makes classrooms work than the Student Achievement Guarantee in Education (SAGE) program. The SAGE program is designed to increase the academic achievement of low-income children in grades K-3 by reducing class size, developing rigorous academic programs, providing professional development for teachers, and opening schools to morning and evening activities.

Schools participating in the SAGE program are required to:

Reduce class size to 15 pupils.
Keep the school open every day for extended hours and collaborate with the community in educational, recreational, and social service activities.
Provide a rigorous academic curriculum designed to improve academic achievement.
Improve professional development programs and staff evaluation practices.
Enhance parental and family involvement in school.

There is a solid body of evidence to show that reduced class sizes in the lower primary grades can have long-lasting effects on student achievement. Studies such as the Lasting Benefits Study, Project STAR (Tennessee, 1990), the Educational Testing Service Study, Wisconsin's Student Achievement Guarantee in Education (SAGE), and the WEAC class-size studies support what teachers have always known: Small classes allow for better education.

The Education Policy Research Unit at Arizona State University released the most recent study of the SAGE program in October 2003. Phil Smith, University of Wisconsin-Milwaukee; Alex Molnar, Arizona State University; and John Zahorik, UW-Milwaukee, conducted the study.

The study compares the academic achievement of students in schools that participate in the SAGE program to that of students in non-SAGE comparison schools located in SAGE districts.

It concludes the SAGE program:

Increases student achievement.
Upholds gains through 3rd grade.
Is most beneficial to African-American students.
Narrows the achievement gap between African-American and white students.
Compensates for poor attendance.

Legislative history
Participation has grown from 30 schools in 1996-97 to nearly 600. State funding, which was $4.5 million in 96-97 grew to $95 million in 2002-03. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE.

WEAC continues to lead efforts in the Legislature to secure full funding for the SAGE program through 3rd grade.

WEAC position
WEAC believes that excellence in the classroom can best be attained by small class size. Class-size maximums must be based on the type of students, subject area content, physical facilities, and other criteria. Smaller class sizes provide the opportunity for students to learn and teachers to teach at much higher levels. WEAC supports the addition of administrative staff at the Department of Public Instruction to better serve SAGE schools, parents and children throughout the state.

Talking points

Smaller class size is a necessary condition for improving student learning. Teachers who give as much individual attention as possible to each student will make effective use of smaller classes.
Overall, analysis of SAGE student test results at the class level suggest that students in smaller classrooms tend to score significantly higher in language arts, mathematics and reading as well as total score after adjusting for individual pre-test results, socioeconomic status, and attendance.
Classrooms with fewer students are more likely to have higher class average achievement scores and are more likely to contribute to closing the achievement gap between African American and White students than classrooms with a higher number of students.
WEAC believes that great schools are located in great neighborhoods and are an important part of a vibrant local economy. The Wisconsin REALTORS® Association (WRA) has formed a unique partnership with WEAC in support of SAGE. This complements a partnership among educators, parents, school administrators and elected officials. It brings to light the clear-cut link between the quality of schools and the vitality and viability of neighborhoods.

Additional information
Contact Bob Burke at WEAC at 800-362-8034 ext. 254 or by e-mail at burkeb@weac.org with any reactions, comments or questions.

Posted March 30, 2004