SAGE Funding

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.

The SAGE program was implemented for grades K-1 at the beginning of the 1996-97 school year with 30 schools in 21 districts. It was expanded to second grade in 1997-98 and to third grade in 1998-99 when 78 additional schools joined SAGE. Approximately 500 additional schools joined the program in 2000-01. During 2005-06, 494 schools participated in SAGE serving 93,129 children in 222 districts. SAGE schools have renewable five-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.

There is evidence to show that reducing class sizes in the early primary grades improves student achievement and lays a strong foundation for basic skills. Research shows that reduced class sizes tend to be most effective when implemented early and sequentially.

Smaller classes also have been found to reduce discipline problems and increase instruction time for teachers. Reduced class sizes have the greatest positive effects on disadvantaged and minority students.

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

Finn explains succinctly why smaller classes are effective:

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).

A 2001 study by WEAC of nearly 1,700 SAGE teachers (unpublished) supports Finn's comment about there being fewer discipline problems in smaller classes.

In that study, significant percentages of teachers said as a result of participation in SAGE, conditions were "Much Improved or Improved" in six areas:

• Suspensions-25%
• Student Absences-- 30%
• Special Education Referrals-39%
• Discipline Problems-72%
• Teacher-Parent Communication-77%
• Teacher Satisfaction/Morale-80%

The Wisconsin Department of Public Instruction also notes that SAGE has been evaluated extensively and that the results have tended to be overwhelmingly positive (see: http://www.dpi.state.wi.us/dpi/oea/sage/index.html).

Legislative History

Since the program was created in 1996, SAGE has provided participating schools with up to $2,000 in state aid based on each eligible low-income pupil. As costs have risen, the per pupil support for the SAGE program has been held constant over the years, forcing some school districts to choose between eliminating the program or cutting back on other critical educational offerings.

WEAC Position

The Wisconsin Education Association Council supports increasing the SAGE per pupil reimbursement level from $2,000 to $2,500 to make it more affordable for schools to participate in the achievement-boosting SAGE program.

Talking Points

. Increasing the per pupil reimbursement level for SAGE will make it more likely that schools will continue to participate in the program.

o The unchanged level of SAGE aid of $2,000 per low-income student is no longer sufficient to cover the costs of the program.

o Since 2001-02, more than 30 schools have dropped out of the program with many citing financial reasons.

. Without an increase in the per-pupil reimbursement level for SAGE, it is likely some school districts will leave the program and, as a result, student achievement will suffer.

o Overall, analysis of SAGE student test results 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.

o 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 children of color and their peers.

Additional Information

Contact Deb Sybell, WEAC Legislative Program Coordinator, at 800-362-8034 ext. 227 or by e-mail at sybelld@weac.org with any reactions, comments or questions.

Posted May 4, 2006