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Assembly Colleges & Universities Committee Testimony

Assembly Bill 100
Senate Bill 77

Governor Thompson's
1997-99 Biennial Budget Proposal

By Steve Holden,
WEAC Board member

Wednesday, APRIL 9, 1997

MY NAME IS STEVE HOLDEN. I AM A MEMBER OF THE WISCONSIN EDUCATION ASSOCIATION COUNCIL BOARD OF DIRECTORS. I AM ALSO HERE REPRESENTING THE WISCONSIN FEDERATION OF TEACHERS. I WOULD LIKE TO THANK CHAIRPERSON POTTER AND MEMBERS OF THE SENATE EDUCATION COMMITTEE FOR THIS OPPORTUNITY TO SPEAK TODAY ON THE WISCONSIN TECHNICAL COLLEGE SYSTEM PROVISIONS OF THE 1997-99 BIENNIAL BUDGET.

WTCS GENERAL STATE AID:

GOVERNOR THOMPSON'S 1997 BUDGET BILL (SB 77/AB 100) PROPOSES TO INCREASE THE WISCONSIN TECHNICAL COLLEGE SYSTEM BUDGET 1% ANNUALLY. THE WISCONSIN EDUCATION ASSOCIATION COUNCIL AND THE WISCONSIN FEDERATION OF TEACHERS SUPPORT INCREASING THE WISCONSIN TECHNICAL COLLEGE SYSTEM BUDGET TO 4.5% ANNUALLY.

GENERAL AID, WHICH SUPPORTS ABOUT 25% OF WTCS DISTRICT AIDABLE COSTS, HAS REMAINED AT $110.2 MILLION GPR PER YEAR FOR THE LAST THREE FISCAL YEARS.

FROZEN STATE AIDS HAVE PLACED EXTRA PRESSURE ON THE PROPERTY TAX. STATEWIDE, THE WTCS LEVY INCREASED BY APPROXIMATELY $20 MILLION (OR 6%) PER YEAR IN THE 1995-97 BIENNIUM. HOWEVER, THE ANNUAL INCREASE IN WTCS OPERATING BUDGETS HAS BEEN BELOW 5%.

THE STATE RELIES UPON THE WTCS TO MEET THE INCREASING DEMAND FOR SKILLED, WELL-EDUCATED WORKERS WHOSE EMPLOYMENT HELPS FUEL THE STATE'S ECONOMY. THE WTCS ALSO RESPONDS TO SPECIFIC REQUESTS FROM BUSINESS AND INDUSTRY FOR RETRAINING, UPGRADING, TECHNICAL ASSISTANCE AND INITIAL JOB TRAINING.

THE WTCS HAS BECOME THE PRIMARY PUBLIC EDUCATION SYSTEM RESPONDING TO THE NEEDS OF THE ACADEMICALLY DISADVANTAGED, THE ECONOMICALLY DISADVANTAGED, THE DISABLED, DISPLACED HOMEMAKERS AND OTHER SPECIAL POPULATIONS. MOREOVER, THERE WILL BE PRESSURE TO EXPAND BASIC EDUCATION/LITERACY TRAINING AND EMPLOYABILITY SKILLS FOR W-2 CLIENTS.

WHILE WTCS DISTRICTS HAVE IMPLEMENTED NUMEROUS ECONOMIZING MEASURES (SUCH AS SHARED INSTRUCTIONAL PROGRAMS AND COOPERATIVE PURCHASING), THE COST OF PROVIDING NEEDED PROGRAMS AND SERVICES WILL CONTINUE TO INCREASE SYSTEM WIDE BY APPROXIMATELY 4.5% ANNUALLY. THEREFORE, NO GROWTH IN GENERAL AIDS IN 1995-97 FOLLOWED BY 1% INCREASES FOR 1997-99 WILL CAUSE THE STATE'S SUPPORT LEVEL TO DIMINISH SIGNIFICANTLY. SUCH A DECLINE LEADS TO CONCERNS REGARDING THE STATE'S LONG-TERM ROLE IN SUPPORTING THE SYSTEM.

A GENERAL AID INCREASE BEYOND THE 1% LEVEL WOULD REDUCE THE SYSTEM'S NEED TO OFFSET PART OF THEIR REVENUE REQUIREMENTS THROUGH THE PROPERTY TAX.

INCREASED STATE AID WOULD ALLOW WTCS DISTRICTS TO UNDERTAKE NEW INITIATIVES IN AREAS SUCH AS INSTRUCTIONAL TECHNOLOGY, STAFF TRAINING, CURRICULUM DEVELOPMENT AND SCHOOL-TO-WORK EXPANSION. AT THE PROPOSED 1% LEVEL, IT IS MUCH MORE LIKELY THAT SUCH INITIATIVES WOULD EITHER NOT OCCUR OR THEY WOULD BE FUNDED AT THE EXPENSE OF OTHER SERVICES OR TRAINING OPPORTUNITIES.

THE WTCS HAS PROVEN TO BE RESPONSIVE TO COMMUNITY NEEDS AND OFFERS A FLEXIBLE PROGRAM TO STUDENTS.

YOUTH OPTIONS PROGRAM:

THE TECHNICAL COLLEGE YOUTH OPTION PROPOSAL CAN CREATE A NEW EDUCATIONAL AVENUE FOR HIGH SCHOOL STUDENTS WHO WANT TO GAIN TECHNICAL SKILLS AND ADVANCE THEIR EDUCATIONAL STATUS WHILE EARNING THEIR HIGH SCHOOL DIPLOMA. THIS CAN TRULY CREATE A WIN - WIN SITUATION FOR STUDENTS WHO WISH TO ATTEND A TECHNICAL COLLEGE DURING THEIR LAST TWO YEARS OF HIGH SCHOOL.

IN ADDITION, THE YOUTH OPTION PROPOSAL CAN EXPAND THE WORKING RELATIONSHIP BETWEEN HIGH SCHOOLS AND TECHNICAL COLLEGES THAT ALREADY EXISTS BECAUSE OF SCHOOL-TO-WORK, AT-RISK, AND OTHER ADVANCE STANDING PROGRAMS. HIGH SCHOOLS WILL BE ABLE TO ENHANCE THEIR EDUCATIONAL OFFERINGS TO HIGH SCHOOL STUDENTS WHO WILL BE ABLE TO CONTINUE IN TECHNICAL COLLEGE PROGRAMS WHEN THEY GRADUATE FROM THE HIGH SCHOOL PROGRAM. THEREFORE, IT IS IMPORTANT THAT THE DETAILS OF THE YOUTH OPTION PROPOSAL BE EXAMINED CAREFULLY SO THAT THIS CAN BE A TRULY WINNING PARTNERSHIP FOR WISCONSIN TECHNICAL COLLEGES, HIGH SCHOOLS, AND STUDENTS.

THIS PROPOSAL SHOULD NOT IMPOSE COSTS UNFAIRLY ON SCHOOLS OR THE STUDENTS. IT IS IMPORTANT THAT THIS BE COST-NEUTRAL FOR THE HIGH SCHOOLS, TECHNICAL COLLEGES, AND STUDENTS. THE OVER-RIDING MOTIVATION MUST BE WHETHER THIS IS A GOOD OPTION FOR THE STUDENT AND NOT THE FISCAL IMPACT ON EITHER THE SCHOOLS OR THE STUDENT. THEREFORE, SOME OF THE ISSUES TO CONSIDERED ARE:

  • THE FISCAL IMPACT ON HIGH SCHOOLS THAT HAVE LIMITED FLEXIBILITY TO PAY INSTRUCTIONAL COSTS AND SUPPLEMENTAL CHARGES TO TECHNICAL COLLEGES BECAUSE OF REVENUE CAPS.
  • THE FISCAL IMPACT ON TECHNICAL COLLEGES THAT MAY NEED TO PROVIDE MANDATED EXCEPTIONAL EDUCATIONAL NEEDS AND OTHER SERVICES TO HIGH SCHOOLS STUDENTS. THE SUPPLEMENTAL CHARGE FOR EXCEPTIONAL NEEDS MAY NOT BE SUFFICIENT TO PROVIDE THE SERVICE, WHILE THE HIGH SCHOOL MAY NEED TO CONTINUE THE SAME LEVEL OF SERVICES FOR OTHER STUDENTS.
  • THE IMPACT ON STUDENTS FOR TRANSPORTATION, TOOLS, DAILY EXPENSES, AND EDUCATIONAL COSTS NOT INCLUDED IN THE TUITION AND FEES.
  • THE ISSUE OF ACCESS FOR STUDENTS IN RURAL AREAS PARTICULARLY WHERE THE TECHNICAL COLLEGE CAMPUS IS A CONSIDERABLE DISTANCE AWAY FROM THE HIGH SCHOOL. DISTANCE LEARNING NETWORKS CANNOT PROVIDE COMPLETE ACCESS ESPECIALLY WITH REGARD TO VOCATIONAL AND TECHNICAL "HANDS ON" EDUCATION OPPORTUNITIES.
  • THE IMPACT OF DPI LICENSURE AND BACKGROUND CHECKS THAT DIFFERS FROM TECHNICAL COLLEGE CERTIFICATION REQUIREMENTS.
  • THE IMPACT ON TECHNICAL COLLEGES TO MEET COMPULSORY ATTENDANCE, PRIVACY LAWS, MANDATES, AND SERVICES THAT APPLY TO MINORS THAT DO NOT APPLY TO THEIR ADULT TECHNICAL COLLEGE STUDENTS.
  • THE IMPACT ON THE STAFF DEVELOPMENT NEEDS OF TECHNICAL COLLEGE FACULTY TO HELP THEM MEET THE MINIMUM STANDARDS FOR HIGH SCHOOL GRADUATION REQUIREMENTS.

TO BE A SUCCESSFUL PROGRAM, THE EDUCATIONAL DECISION REGARDING WHETHER THE TECHNICAL COLLEGE YOUTH OPTION IS A GOOD DECISION FOR A STUDENT SHOULD NOT BE DRIVEN BY FINANCIAL OR OTHER BURDENS ON THE STUDENTS OR THE SCHOOLS. IT MUST BE A DECISION DRIVEN BY "IS THIS GOOD FOR THE STUDENT?"

SCHOOL-TO-WORK:

THE SCHOOL TO WORK PROGRAM PROVIDES VALUABLE LEARNING OPPORTUNITIES AND OPTIONS FOR STUDENTS TO LEARN IN VARIOUS FORMATS AND THROUGH A WIDE VARIETY OF COORDINATED SCHOOL-BASED AND WORK- BASED ACTIVITIES. SCHOOL-TO-WORK- IS, AND MUST CONTINUE TO BE VIEWED, AS AN EDUCATION PROGRAM FOR THE BENEFIT OF STUDENTS, NOT AS A WORK PROGRAM.

THE ADMINISTRATION OF SCHOOL-TO-WORK SHOULD REMAIN HOUSED IN THE STATE'S EDUCATIONAL AGENCIES, THE DEPARTMENT OF PUBLIC INSTRUCTION AND THE WISCONSIN TECHNICAL COLLEGE SYSTEM; NOT TRANSFERRED TO THE DEPARTMENT OF WORKFORCE DEVELOPMENT.

WTCS AND W2:

WEAC/WFT SUPPORT CHANGES TO THE CURRENT WELFARE REFORM LAW (W-2) TO CONTAIN THE FOLLOWING EDUCATIONAL COMPONENT:

  • EACH PERSON ENROLLED IN SCHOOL SHALL RECEIVE CREDIT TOWARD MEETING THE FULL WORK REQUIREMENT OF THE W-2 LAW BASED ON THE CRITERIA THAT EVERY CLASS HOUR PLUS TWO (2) HOURS OF STUDY TIME FOR EACH CLASS HOUR WILL BE CREDITED AS THREE (3) HOURS TOWARD MEETING THE FULL WORK REQUIREMENT.

MANY OF THE PEOPLE RECEIVING WELFARE BENEFITS NEED EDUCATION AND TRAINING TO PROVIDE THEM WITH THE NECESSARY SKILLS TO BECOME SELF-SUFFICIENT, PRODUCTIVE, CONTRIBUTING MEMBERS OF SOCIETY ON A LONG-TERM BASIS. THE WTCS SYSTEM WAS ESTABLISHED AND IS IN THE BEST POSITION TO PROVIDE SUCH EDUCATION AND TRAINING. IT IS IN THE BEST INTEREST OF BUSINESS AND INDUSTRY TO HAVE A SKILLED WORK FORCE. PLACING WELFARE RECIPIENTS INTO LOW SKILL, LOW WAGE JOBS IS NOT THE ANSWER. INSTEAD, WE NEED TO SUPPORT TRAINING FOR EMPLOYMENT.

AGAIN, THANK YOU CHAIRPERSON AND MEMBERS OF THE SENATE EDUCATION COMMITTEE FOR THIS OPPORTUNITY TO APPEAR BEFORE YOU TODAY TO DISCUSS THE WISCONSIN TECHNICAL COLLEGE SYSTEM PROVISIONS IN THE BIENNIAL BUDGET.

Posted April 12, 1997