SCHOOLS OUR KEIKI DESERVE From the HSTA Speakers Bureau Public education in Hawai‘i has the potential power to democratize to the Top), and the possibilities for change presently available. and make our society more equal, fair, and just. The teacher They considered major continuing trends, novel emerging issues, leaders of the Hawai‘i State Teachers Association think that public and significant continuities from the past. Teacher participants education policy should accordingly be designed, developed, used this analysis to ‘envision their preferred futures,’ and provided and assessed in as democratic a fashion as possible. This report, feedback that the state leadership used to develop the shared vision which emerged from conversations and forums with public school of the association and to determine the most effective strategy to teachers in every chapter and on every island of the state of Hawai‘i, move towards our shared preferred future. represents the contribution of teachers to the public conversation about public education. We seek to raise awareness about what is The most important concepts informing this shared vision for happening in our schools and to advocate changes that will restore our preferred future for public education in Hawai‘i are ola (well- ola (well-being), lokahi (balance), pono (fairness), and aloha (care) being), lokahi (balance), pono (fairness), and aloha (care). Teachers to state education policy in Hawai‘i. want schools to promote the development and well-being of the whole student, intellectually, physically, spiritually, and socially This report is a result of a long process of continuing internal (ola). They think that educational policy should be designed dialogue within our association. In member-to-member forums around recognition of the vital interdependence and need for facilitated through a statewide “listening tour,” teachers engaged balance of all of these aspects of development, within each student in a common process to move from a ‘language of critique’ to a and the community as a whole (lokahi). They argued that public ‘language of hope’ and possibility. In these forums, teacher education policy should cultivate the individual talents and potential participants engaged in extended discussion of the problems facing of all students, whatever their circumstances, and respect the roles public education, the exacerbation of these issues by the recent and responsibilities of those who work with them (pono). And, education ‘reform’ policies (i.e., No Child Left Behind and Race most importantly, they argued that sound public education policy should create optimal conditions for students’ development, based When the primary desired social good or outcome is the on compassion, experience, and practical wisdom (aloha/malama). development of human potential rather than economic growth, the The “Schools Our Keiki Deserve” campaign is our first step in the entire design of education is transformed. There is a shift in two effort to realize this vision. main areas, the first of which is the desire to learn and willingness to be creatively challenged. With a focus on embracing challenges, In this shared preferred future, public schools become a primary students and educators alike build upon their areas of strength site of public investment structured around visions of equity and and welcome the opportunity to explore areas in which they might excellence, and the resources and facilities available for learning not feel as comfortable. As adults, students will reflect the high value accorded to the knowledge shared with future generations. There were four main purposes of public education identified by teacher participants: economic, cultural, Public education in H awaii social, and personal. Educators recognized the importance of potential ‘ has the enabling students to become economically responsible and power to democratize make our and independent. Teachers also emphasized the role of public education society more equal, fair in helping students understand and appreciate their own cultures and just. , and respect the diversity of others. The social function of public When the primary social desired education, teachers argued, is to support students in becoming good or outcome active and compassionate citizens. And public education should develo is the pment of have a personal impact: it should serve the students themselves, to human potential rather contribute not simply to their ‘happiness’ but ultimately, to student than economic growt ‘flourishing’. This redefinition of the purposes of education the entire h, design of education centers the process on “opening the world to more questions, transformed is to deeper uncertainties, to shared and contested meanings, to . community engagement, to imagination, action and joy.”[1] SCHOOLS OUR KEIKI DESERVE

Public schools play a critical role in any kind of democratic political need to be able to critically and creatively grapple with overlapping system and should serve as centers of community and collaborative ecological, economic and political crises. A second important learning. The first implication of this renewed emphasis on the capacity that will be developed as a result of this shift is the public schools as centers for community building is a shift in the willingness to use political participation through legal channels to understanding of the purposes of public goods and resources. The raise questions about social problems and to achieve justice. This purpose of education is to provide opportunities for young people is critical as we move towards shared challenges: students need to explore what it means to be fully human. Young people need to develop the ability to engage in public reasoning in a spirit of support and guidance in discovering who they are, as humans, in mutual respect and willingness to listen. relation to others, and in exploring different ways of expressing themselves and developing meaningful relationships with the The public school teachers of Hawai‘i seek to reclaim public world around them. Young people should be given opportunities education for public purposes. In the following pages, we attempt to acquire a wider rather than narrower range of skills, because to raise awareness about what is happening in our schools and all members of society need a range of knowledge and capacities, to advocate changes that will restore ola (well-being), lokahi broad and deep enough to know how to further that knowledge (balance), pono (fairness), and aloha (care) to state education should they so desire. Public schools in Hawai‘i should educate policy in Hawai‘i. But this is just the beginning. Teachers are and children so that they can be effective and reasonable participants have always been powerful advocates on behalf of the young people in public decision-making, and, perhaps most importantly, so that of our communities and partners with their families. We look they understand the intrinsic value of intellectual pursuits to serve forward to continuing to build relationships with our communities the ends of life-enhancement. to strengthen our public schools, to help create the schools our keiki deserve. WHOLE CHILD EDUCATION Our keiki come to school with a diverse set of experiences, connection with the community focused on nurturing strong talents, cultural knowledge, and questions to be explored.[1] To teachers, integrated teaching, and whole schools.[6] Teachers be authentic and positive places of learning, schools should engage should be supported in exercising mindfulness that enables them children’s natural curiosity and creativity, and provide students with to be fully present for and supportive of their students, rather opportunities to better understand themselves in relation to their than being driven by fear of test scores in their decision-making. local, national, and global communities.[2] Integrated teaching “links individual subjects, instructional units, and lessons to their larger meaning; helps students see connections incorporating a variety of instructional approaches,” and whole ducation esigned to park E D S schools act as “sanctuaries in which students and teachers feel a Curiosity and Creativity deep sense of community and acceptance.”[7]

urrent ocio conomic All students in Hawai‘i deserve access to a world-class education, C S -E not just those of the social and economic elite. At Punahou Contextual Challenges School, students in the Junior School (K – 8) enjoy the benefits of a sequenced, inquiry-based curriculum, in which students in each grade explore issues of global sustainability. The curriculum Attentiveness to the ‘whole child’ requires not only a broadening features spiraling instruction in language arts, global languages, of the curriculum but also a willingness to examine the particular science, math, social studies, physical education, music, art, struggles faced by the students in our public schools. Although technology, and outdoor education, all focused on creativity and the particular expression of these struggles varies across the critical thinking.[3] At ‘Iolani School, in the new Sullivan Center state, HIDOE students in public schools generally come from for Innovation and Leadership (a sustainably-designed 40,000 less privileged ethnic and social class backgrounds than their square foot, four-story facility) students are engaged in project- counterparts in private schools: a full 52% of the student population based inquiry connecting citizenship, applied technology, scientific in Hawai‘i public schools come from ‘economically disadvantaged’ discovery, and digital communication. This Center includes a households, those which meet the income eligibility guidelines fabrication lab, a rooftop garden, a digital media lab, flexible project for free or reduced-price meals (less than or equal to 185% of spaces, collaboration classrooms, and a research lab, all designed to Federal Poverty Guidelines).[8] Hawai‘i public schools serve cultivate 21st century learning skills.[4] The curriculum, learning students from a unique blend of races, cultures, and experiences. In activities, and assessments in these private schools, because they are school year 2013-2014, Native Hawaiians constituted the largest not constrained by the same ‘accountability’ measures that currently group of students in the Hawai‘i public school system, making up narrow and impoverish the learning possibilities in Hawai‘i public 26% of the population, while Filipino Americans made up 22%, schools, are designed to maximize student curiosity, engagement, whites 17%, Japanese Americans 9%, Micronesians 4%, Latinos and learning. 3.8%, Samoans 3.5% and Chinese Americans 3.2%; our HIDOE teaching population, on the other hand, is primarily white and Japanese-American.[9] Addressing the social justice implications mplications of the urrent I C of this disparity will require that we take seriously the importance Hawai‘i Public School Model of ‘growing our own teachers’ within our communities, young leaders who understand and want to serve their communities.

In Hawai‘i public schools, on the other hand, the adoption of While there are differences within and between these groups of ‘standards-based accountability’ measures has had the effect students, there are also important social indicators that suggest that of generally putting far too much emphasis on instruction in our failure to attend to the ‘whole child’ does not serve us well as preparation for high-stakes standardized testing, narrowly focused a community. Taken together, students of Hawaiian, Filipino, and on mathematics and language arts. As a result, most of our other Pacific Islander descent make up the majority, about 55%, elementary students now have much more limited learning time of our public school students. These same groups of students and resources devoted to physical education, arts education (music, are extremely underrepresented at the major institution of higher drama, art, dance, choir, band, etc.), rich and authentic social studies education in Hawai‘i, University of Hawai‘i at Manoa. Moreover, education, Hawaiian studies, library/media instruction, scientific according to the results of the Youth Risk Behavior Survey, inquiry, or project-based learning designed to cultivate curiosity and conducted every two years by the Center for Disease Control, the creativity.[5] There are, however, culture-based teaching approaches students in Hawai‘i public schools report persistent and increasingly currently being developed in Hawai‘i that support a more holistic trenchant problems of poor nutrition, lack of physical activity, vision of education designed to cultivate curiosity, creativity, and obesity, drug and alcohol abuse, bullying, and sexual exploitation.

child’ requires to the ‘whole Attentiveness the curriculum broadening of not only a the to examine a willingness but also the faced by struggles places that feel uniquely Hawaiian, reflecting the rich particular ithout schools. ...W history and cultures that make our islands different than in our public students olistic anywhere else in the world. Children should have the in a more h hing education opportunity to learn about Polynesian and Hawaiian approac these hope to address cultural traditions and actively practice Hawaiian hion, we cannot fas barriers to , and economic language, arts, and customs. Our state constitution physical, social acknowledges the importance of Hawaiian language and learning. culture, and we need to ensure that our public schools actually preserve and promote the language and culture of this place. Doing so in ways that helps students in our very ethnically diverse society connect with their own [10] Without approaching education in a more cultures and social identities, accepting and celebrating students for holistic fashion, we cannot hope to address these physical, social, who they are – as opposed to what they do – is integrally related and economic barriers to learning. to the idea of teaching the ‘whole child.’ And while it is critical that our approach to education reflect the host culture, we also need to foster culturally relevant education for all of our students, ulture ased ducation and C -B E a pedagogical approach grounded in teachers’ display of cultural Culturally Relevant Education competence and skill at teaching in a cross-cultural or multicultural setting, enabling each and every student to relate course content to his or her cultural context, which produces significant benefits for Given the history of these islands, our public schools should be all students.[11]

Hawai‘i’s public schools serve many vulnerable groups of young people, including economically disadvantaged students, students with special needs and English Language Learners. , as many H IDOE schools While about 13% of the total student population (about In some have 180,000 students) falls into more than one group, students of our students as a third from these three groups taken together make up a solid lans ( IEPs). Education P majority, or 56%, of our student population.[1] About 52%, Individual hers are often or 92,808, of our students are economically disadvantaged; education teac Special , lack 10%, or 17,373, of our students have special needs; and with paperwork about 8%, or 13,883, of our students are English Language overburdened complete Individualized Learners (ELL).[2] If public education is to be a space in time to adequate , and lack which we can restore ola (well-being), lokahi (balance), pono (IEP) tasks Education Plan (fairness), and aloha (care), we need to begin by addressing the materials funds for learning needs of those students who are most vulnerable. sufficient . and equipment Special Education documentation for one-to-one services (i.e., Skills Special education instruction meets the unique needs of students Trainer), or completing IEP reporting during the work day. In with disabilities. Special education services include academic, addition, more than 60% of special education teachers did not receive speech-language, psychological, physical and occupational, and appropriate support services and workload support or additional counseling accommodations. Governed by the federal Individuals time to complete IEP reporting from school administrators. with Disabilities Education Improvement Act of 2004 (IDEA) In the 2010-2011 school year, due to a loss of federal funding, and state regulations requiring the Hawai‘i State Department of the DOE discontinued the yearly supplemental supply funding Education to provide a free, appropriate public education (FAPE) of $1,690 to special education teachers. As a result, 63% of the to eligible students, special education services are made available teachers responding to the survey revealed they had not received to any student aged 3 to 22 who demonstrates a need for specially any separate SPED allocation from their school administrators designed instruction.[3] for supplies or curriculum, and more than 80% made out-of- pocket purchases to meet specific needs of their SPED students. Despite reform efforts over the past fifteen years, special The loss of the $1,690 funding resulted in a lack of appropriate education in Hawai‘i requires additional support. Most students learning materials and increased the teacher workload significantly with Individualized Education Programs (IEPs) in Hawai‘i in order to replicate appropriate teaching materials. Improving the SUPPORTING ALL public schools are performing below grade level in reading and educational experience for special education students requires that mathematics as measured by statewide assessments. While most we not only lessen the workload of special education teachers, but of the public policy attention to these students has been focused also give special education teachers funding for classroom materials on the dramatically widening ‘achievement gap’ between special that boost learning growth. education students and their general education peers, teachers of special needs students are often much more concerned about the nglish anguage earners psychological effects that the ‘toxic testing’ culture has had on these E L L students, and the ways in which students’ fundamental sense of humanity and self-worth are increasingly undermined by our highly According to the 2010 U.S. Census survey, over 25% of the pressurized and hypercompetitive public school culture. population in Hawai‘i speak a language other than English, and the majority of people immigrating to Hawai‘i come from Asia and the In some HIDOE schools, as many as a third of our students have Pacific Islands. The top five foreign languages spoken by Hawai‘i Individualized Education Plans (IEPs). Special education teachers public school students are Ilokano, Chuukese, Marshallese, are often overburdened with paperwork, lack adequate time to Tagalog, and Spanish.[4] Hawai‘i public school educators have complete IEP tasks, and lack sufficient funds for learning materials been struggling with inadequate support and the impossible and equipment. In a 2015 HSTA survey of special education challenge of asking their students to be prepared for high-stakes teachers in Hawai‘i, more than 70% of respondents reported they testing. This issue requires the attention of policy makers. were not given adequate time to plan for teaching, completing OF OUR STUDENTS Federal law requires programs that educate children with limited college, career and community contribution,” building upon the English proficiency be 1) based on a sound educational theory; pedagogical “advantages of multilingualism for equitable and 2) adequately supported, with adequate and effective staff and quality education” by using the home language for content learning resources so that the program has a realistic chance of success; and while developing English language abilities. This shift in education 3) periodically evaluated and, if necessary, revised.[5] In that vein, policy to one better grounded in educational theory still requires recent community discussions around multilingualism could help substantial additional funding so that it is adequately supported provide a way to strengthen the educational methods used with with adequate and effective staff and resources for a realistic chance English Language Learners. This work is based on the premise of success. This approach is already being explored by some of that there is strength in the diverse multicultural and multilingual Hawai‘i’s most transformational teachers and can be used to help students we serve in Hawai‘i, inasmuch as students who are English students explore their diverse backgrounds and different ways of Language Learners are potentially multilingual learners who may making meaning.[6] have first languages other than or in addition to English, capacities which should be used as resources for their educational success. It is also critical that this movement be connected to a more holistic analysis of the current state of public education in Hawai‘i, and This approach effectively seeks to fulfill the mandates of federal coupled with a vision for the future based on cooperation, creativity, law by “providing program guidance to promote academic trust-based responsibility, professionalism, and equity. achievement, English language development, and personal growth for multilingual learners, which supports preparation for

CLASS SIZE IS A SOCIAL JUSTICE ISSUE

Research conducted by the Institute of Education Sciences, within and attentiveness, contributing to higher graduation rates and the U.S. Department of Education, concludes that “class size fewer dropping out of school.[5] Another point that should reduction is one of only four evidence-based reforms that have not be overlooked is that smaller class sizes allow teachers to been proven to increase student achievement.”[1] Experiments in develop stronger connections with students and more frequent Tennessee, Wisconsin, and other states have demonstrated that communication with their families. School connectedness is vital students in smaller classes have higher academic achievement, for student success.[6] receive better grades, and exhibit improved attendance. Moreover, the students benefiting the most from smaller class sizes are from lass ize in ur ocal ontext poor and minority backgrounds, and they experience twice the C S O L C achievement gains of the average student when they are placed in smaller classes. A study commissioned by the U.S. Department The student-teacher ratios that are listed for each Hawai‘i of Education analyzed the achievement of students in 2,561 Department of Education school represent the total number schools across the nation by their performance on the National of students enrolled at a school divided by the total number of Assessment of Educational Progress (NAEP) exams. After teachers at a school. It is important to note that the number of controlling for student background, the only objective factor that teachers included in this ratio include non-classroom teacher correlated with higher test scores was class size.[2] positions, such as registrars, librarians, curriculum coordinators, curriculum coaches, and counselors. In reality, class size should refer to the actual number of students on a teacher’s roster for a lass ize atters for C S M particular class, not a ratio or average. For example, at a middle All Grade Levels school, the student-teacher ratio might state that it is 15-to-1, but their actual class size at that particular middle school might be from 30-35 students, or more, depending on the class. There are Reducing class size drastically affects student learning positively, also special education classes that should be smaller, due to the especially with younger students in grades K-3, as shown by the well- needs of the special education students. Although there is a class known Tennessee Project STAR (Student Teacher Achievement size limit for grades K-2 of 25 students in Hawai‘i, there is no Ratio) that included smaller class sizes.[3] In addition, it has also clear limit established for class sizes in grades 3-12. For example, been shown that reduced class size has particularly positive effects at Campbell High School, there are often classes in core academic on secondary students who are performing at lower levels. If subjects of 40 or more students in class. At the secondary level, placed in larger class sizes, these lower achieving students continue teachers currently instruct 6 classes in the state of Hawai‘i. This to perform at low levels and their achievement levels actually means their teaching load, if each class consists of 30-35 students, decline in larger class settings. If these lower achieving students is a total of 180- 210 students (or more, if they have 40 students are placed in larger classes, they tend to have off-task behaviors in each class, such as the classes at Campbell High School). that interfere with their learning. Teachers then spend the majority of their time redirecting student behavior, instead of focusing on Setting a limit of a class size of 20 students for grades K-3 and a important instruction. When these lower achieving secondary limit of 26 students for grades 4-12, as recommended by Hawai‘i students are placed in smaller classes, their academic progress and Board of Education Policy 2237, is an integral step necessary achievement dramatically increase; and, if they remain in lower to support student learning. It is needed to increase student class sizes, they continue to make great gains in their achievement achievement, to improve attendance rates, contribute to student over an extended period of time.[4] connectedness, reduce off-task behaviors, and generally provide a better learning environment for all students to be successful. Class Size and Teaching

A smaller class size allows teachers to be able to use a variety of pedagogical approaches more effectively as well as provide more individualized instruction and deeper teacher feedback while also improving students’ non-cognitive skills such as engagement Our keiki deserve robust vocational education paths to rewarding set aside for CTE programs to improve students’ performance careers. Recent national public education ‘reform’ efforts under No in areas directly mentioned in the legislation, in order to meet Child Left Behind, and more specifically, Hawai‘i’s involvement accountability requirements, devoting more instructional time in Obama’s Race to the Top initiative, have had the effect of and curriculum attention to English Language Arts (ELA) and marginalizing and even gutting career and technical education mathematics.[3] (CTE) programs in Hawai‘i as schools have redirected their limited resources to fulfilling the educational reform agenda of raising Because a majority of all current job openings, both locally and scores on standardized tests.[1] nationally, are for positions that do not require college, the rhetoric of education reform that emphasizes college while minimizing the possibilities of other pathways does students a grave disservice.[4] ffects of ducation eform on E E R Families in our communities value the goal of a college education, Career and Technical Education but in Hawai‘i, job projections by the Hawai‘i Department of Labor show that overall, more than 72% of the state’s projected job openings through 2022 require only a high school diploma or less. About 15% There is a unified concern among Career and Technical Education of the future openings will require a Bachelor’s degree and another 3% (CTE) constituents in Hawai‘i (teachers, industry experts, and will need an Associate’s degree. The prerequisite for less than 2% of employers) about continued negative effects of federal legislation all openings will be a Master’s degree, while another 2% will require because no area of CTE (agriculture; business, marketing, and a Doctoral or Professional degree for employment.[5] While these computer; family and consumer sciences; health occupations; or projections are based on a continuation of the existing economic model, technology, trade and industry education) was discussed at any it is not clear that our definition of meaningful and productive work in length in either No Child Left Behind (NCLB) or in the more society should be limited to that which requires a college degree. If the recently passed Every Student Succeeds Act (ESSA).[2] As a result end of poverty and social inequality are genuinely desired by those who of the shift in emphasis to accountability measures that focus on advocate education reform, then there should be strong support by all scores in high stakes standardized tests, secondary schools across the parties for measures which unequivocally address social inequality, such state, mirroring the national trend, have utilized funding normally as more egalitarian tax measures and an increase in the minimum wage. Impact on Economic Security developing teachers who can work at the intersection of disciplines. Attracting these instructors to apply for teaching positions in our public schools has been a challenge, according to Michael Barros, The current imbalance in educational direction is contributing to head of Hawai‘i’s Department of Education Career and Technical deepening economic insecurity for our young people. Not only Education programs.[10] Offering teachers salaries worthy of do current state and federal education policies overemphasize the their professional status will attract high-quality instructors to importance of the attainment of college degrees at the expense CTE programs in the public school, and reducing the onerous and of supporting students in a multitude of pathways, but they also irrational current teacher evaluation requirements will further assist contribute to a social and economic situation that impoverishes in attracting and retaining valuable CTE instructors. Moreover, young people. Students are strongly encouraged to attend college instructors moving straight into teaching, without training or at all costs so that schools can improve their college attendance rate experience in working with adolescents and their parents, should without regard to the wisdom of that imperative. As a result, many be provided with mentoring, support, and appropriate, yet flexible, young people are becoming mired in debt, with “six out of ten professional development to help them develop their skills and gain college graduates incurring an average of $30,000 in student loan teacher certification. debt.”[6] Underemployment, a situation faced by far too many of our young people, can be crippling to a young adult’s finances if Hawai‘i, like most states, is “working toward the goal of getting their he or she cannot find full-time employment within six months of students ‘college-and career-ready,’” but CTE experts are concerned graduating from college, when most loan repayment is scheduled to that “what we mean by ‘career-ready’ is not always clear, and the begin. According to a national study, “more people than ever before supply of quality career-technical education programs has not kept are earning college degrees, and as many as 39% of people under pace with demand.”[11] It is currently impractical, especially with 25 are unemployed or underemployed,” and according to the Bureau such sharply limited funding for public education, that all high of Labor Statistics, nearly “8 percent of those under the age of 25 schools establish and maintain expensive facilities and infrastructure who have a four-year degree cannot find a job at all.”[7] In Hawai‘i, with technical equipment that will require modernization over time. that statistic is thought to be even higher.[8] “Career education in Community colleges in Hawai‘i, on the other hand, are poised too many of our secondary schools reflects an outdated model… to become the center for partnerships in vocational training.[12] VOCATIONAL EDUCATION [resulting in an] increasingly pronounced skills gap that plagues With solid introductory courses to various professions and strong American businesses as they struggle to find qualified workers and vocational counseling provided by high schools, our secondary dead ends for our students who rely on career preparation programs school system can and should serve as catalysts to post-secondary as their ticket into the middle class.”[9] When we coerce all students vocational training both on-the-job and in community colleges and to follow a narrow pathway to a four-year college without regard trade schools. Students must have several options available to them to student preference and personal vision, we unjustly put them in in order to explore creative expression, academic excellence, and competition for fewer jobs, force them to incur unreasonable and practical plans for their future. Vocational counseling efforts must insurmountable debt, and contribute to the creation of a shortage be improved to help students see the opportunities of vocational in Hawai‘i’s workforce of individuals prepared for a majority of pathways. According to a national study, “only 25 percent of polled socially and economically critical jobs. job seekers reported receiving career pathing in high school, and 41 percent said they wished they had received more guidance.”[13] Adequate provision of skilled and knowledgeable high school estoring alance in the R B counselors is essential to support individualized student planning Educational System of coursework. Because of the unique geographical challenges among the public high schools in Hawai‘i, the variety of programs available at each school should be decided upon by a collaborative Hawai‘i’s Career and Technical Education programs need to effort of the community and school officials, so that they effectively be expanded to provide greater opportunity to prepare young meet individual student and community needs. people to design their own futures. This will require attracting and retaining qualified instructors in many vocational fields and Our keiki deserve, at the very least, school facilities that have adequate lighting, clean air, comfortable heating and cooling, properly-insulated windows that open and close, roofs that do air-conditioned Adults seek out not leak, classrooms large enough to move around in (for projects during work and leisure and group work), cafeterias, library media centers, functioning spaces for days, yet we subject plumbing in bathrooms, computer labs, science labs, auditoriums increasingly hot with chairs, and fresh paint.[1] There is a growing body of work conditions our children to sweltering linking educational achievement and student performance to the far less only make learning quality of learning environment in which students and teachers that not , spend the majority of their waking hours.[2] Learning spaces have more importantly likely but also, become a critical social justice issue, and many researchers and threat to the advocates in Hawai‘i and across the country are concerned about pose an imminent and teachers the disproportionate effect of unhealthy public school facility health of students conditions on students from racial or ethnic minority groups and from families having lower socio-economic status.[3] alike. Investigations linking indoor air quality, lighting, ventilation, and fundamentally urgent repairs for decades.[12] There has been temperature to student learning have emerged over the past three increasing media attention to the issue in recent years, as the decades and have produced clear results: facilities not conducive to destructive effects of underfunding repair and upkeep of 256 human health make teachers and students sick - sick students and schools generally built around 65 years ago have worsened. teachers cannot perform as well as healthy ones.[4] Specifically, [13] The average age of a typical Hawai‘i public school is 59 poor air quality, weak or overly intense fluorescent lighting, lack years old, and “more than one-third of schools are over 75 years of adequate ventilation, and extreme classroom temperatures in old.”[14] Even with efforts to renovate, classrooms occupied by Hawai‘i, as in classrooms in the other dramatically underfunded young children all day have termite droppings, mold, peeling paint, school districts around the country, have been associated and rusty structures. Neglecting needed structural improvements to with increased student absenteeism, less productive learning our school facilities puts our children in danger and represents an environments, student dissatisfaction, alienation, and poor evasion of the most basic social responsibility to future generations. educational performance. This scholarship supports the sensible It was a miracle that the collapse of Farrington High School’s gym inference that physical environments (which include seating, in 2012 did not result in harm to students, and it is not unlikely furnishings, spatial density, privacy, noise and acoustics, windowless that such events will reoccur without attention to this issue.[15] classrooms, vandalism, and playgrounds) have a dramatic effect on students’ engagement, attainment, attendance, and well-being.[5] With school buildings that are aging rapidly and in distressingly poor repair, the environmental issues facing the islands have an Some of the most important insights about the connections intensified impact on our unprotected children.[16] Air quality between place, space and learning include: issues for students include vog and exposure to pollutants from pesticides being sprayed on or near campuses.[17] With poor Temperature, heating, and air quality are the most important ventilation, these irritants and pollutants are often either trapped individual elements for student achievement.[6] inside the classroom or kept out by eliminating all airflow in classrooms without air conditioning, creating a stiflingly hot and Chronic noise exposure impairs cognitive functioning, with toxic environment for the students. The manifestations of climate a number of studies finding noise-related reading problems, change, including increasingly high temperatures for longer periods deficiencies in pre-reading skills, more general cognitive deficits, of the year and dramatic climate events, leave our children the most and higher stress levels for students.[7] vulnerable.[18] Adults seek out air-conditioned spaces for work and leisure during increasingly hot days, yet we subject our children Classroom lighting plays a particularly critical role in student to sweltering conditions that not only make learning far less likely performance: appropriate lighting improves test scores, reduces off- but also, more importantly, pose an imminent threat to the health task behavior, and plays a significant role in students’ achievement. of students and teachers alike.[19] [8] It is in the public charter schools, however, that the children and QUALITY FACILITIES Hawai‘i ranks LAST in the nation in capital improvement teachers have the least physical support because they have not been investment per student.[9] This chronic failure to adequately invest receiving funding for facilities despite the fact that they are public in public schools is not just a source of public embarrassment. and not private charter schools. Although Hawai‘i law now allows When students see that buildings are neglected and dilapidated, the Charter School Commission to request facilities funding as part research has shown that they question whether or not education of its annual budget request to the director of finance, and it may is valued by their community, and this has noticeable effect receive, expend, or allocate any funds provided by the facilities funding on their level of motivation.[10] The Hawai‘i state legislature request beginning with fiscal year 2014–15, the legislature has not annually allocates far less to capital improvement funding than is been providing funding for facilities costs.[20] There are multiple even necessary to address the backlog of maintenance issues. In public charter schools across the state that lack adequate building the January 2016 Supplemental Budget request, the Hawai‘i State space, who have to conduct class outdoors, on covered lanais, or in Department of Education only requested a total of an additional makeshift structures.[21] Public charter schools are forced to spend $80 million in funding for capital improvement projects, when the time and energy seeking funds for facilities from outside sources total cost of addressing the actual backlog of maintenance issues instead of focusing on student learning. Some of these public charter has been estimated at $3.8 billion.[11] schools were established in remote, rural areas, and they exist because the state has simply never constructed a public school to meet the Teachers, students and administrators actually working in the needs of the growing populations of the area.[22] The perpetuation public schools across the state have been begging for basic and of these conditions is unconscionable – our keiki deserve better. SUPPORTING SMALL Nearly one in six schools in Hawai‘i is rural, and these small, rural schools serve over 8,500 students. Our students in small and rural schools require more focused attention and policy-making because the students in these schools are generally more vulnerable with fewer social and economic supports. Despite median household incomes close to the national median, persistent rural adult unemployment remains a concern in Hawai‘i.[1] Rural household mobility in Hawai‘i is very high, at almost 15%, and national analysis reveals that children of all racial-ethnic groups are more likely to live in poverty if they live in a rural place than if they live in either an urban or suburban place.[2] In rural areas of Hawai‘i, over 40% of families with children from ages 0-5 are below the poverty line, and over 75% of single mother families with children from ages 0-5 are below the poverty line.[3] This is a critical issue for education policy in Hawai‘i because research suggests that experiencing poverty before age 18 is particularly harmful and has implications for brain development as well as educational, occupational, health, and family consequences.[4] While developing policies to reduce poverty rates is the more holistic approach, because it can reduce overall societal costs and improve outcomes for individuals and families, we can begin by buffering our children in rural areas from the most brutal effects of this poverty and lack of stability in multiple ways.[5]

Basic Staffing

Policymakers first need to fund rural schools in ways that are at least sufficient to support basic educational goals. Our keiki in less populated rural areas deserve quality school opportunities, do not have adequate funding under the WSF and that WSF does and to strengthen the educational institutions in rural areas, every not account adequately for diseconomies of scale associated with school should be adequately staffed to provide a solid educational small schools or for additional costs due to geographic isolation.”[7] foundation with counselors, librarians, and elective teachers. To do this, we will need to increase the differentials for rural schools and Lack of funding is a major challenge, especially for small schools that decrease financial incentives designed to reward increases in school “need to support essential personnel,” and small schools and those size, as a wide body of research shows the small schools generally in geographically remote locations were “especially lacking sufficient yield better learning outcomes.[6] funding to cover much more than a minimally operating program.”[8] Other factors that have cost implications for operating schools need to be taken into account, such as the inability of “necessarily small” eighted tudent ormula W S F schools to take advantage of the economies of scale associated with operating larger schools. More isolated communities lack wider and In the past few years, with the support of federal funds, Hawai‘i deeper alternative funding sources. Lack of opportunity is more has embarked on a focused campaign to improve education for its pronounced in rural areas, due to distance from services, and rural most disadvantaged students. This includes the establishment of communities and families in poverty have less access to technology. Zones of School Improvement and the creation of the Weighted The American Institutes for Research suggest that “extra support” Student Formula (WSF) under the Reinventing Education Act of be provided for schools that are small or isolated.[9] This requires 2004. WSF was intended to make funding for public education a reconsideration of the weighting factors that make up the WSF more equitable, transparent, and decentralized. However, the so that they more “accurately account for the differential costs of academic opportunities available to children in rural and small providing an equal opportunity for all students to achieve, regardless schools has been dramatically limited by the unintended effects of their individual needs or circumstances (such as geographic of this funding mechanism. A recent report commissioned by the location).”[10] Hawai‘i Department of Education and completed by the American Institutes of Research (AIR) reveals that “small or isolated schools AND RURAL SCHOOLS poverty stricken areas.[14] In Windward Oahu, 98% of schools have at least one school librarian, while fewer than 30% of schools on the Big Island, the county with the highest poverty rate in the state, have a school librarian (and those are mostly in the urban areas). [15] This type of deep disparity indicates that the implementation of Weighted Student Formula has not resulted in educational equity. Compounding the issue of unfunded core positions, like certified librarians, counselors and elective teachers, is the absence of appropriate and useful professional development opportunities for teachers in rural schools aligned with teachers’ professional needs. There is a mismatch between the perceived usefulness of professional development and the content of professional development that teachers in rural schools are offered. In addition, very few rural schools offer incentives to pursue professional development, such as stipends or re-certification credit.

Fairness, grounded in a strong sense of what is pono, requires that we provide, at the very least, equality of learning opportunities for our children. Hawai‘i is first in the nation in terms of the percent of students of color in rural schools.[16] NAEP performance in Hawai‘i’s rural areas for 2013-2014 is lower than in nearly all other states, with the absolute lowest score in fourth grade reading.[17] Hawai‘i ranks in the lowest overall quartile, with the lowest rural NAEP scores, on all four NAEP

hted Student Using the Weig , small rural Teacher Staffing Formula mechanism likely to have schools are less , and a wide There are a number of issues connected to teacher staffing in counselors, librarians rural schools. Rural schools in Hawai‘i serve children with high ewer than of electives. F needs who require additional resources, special programs, and choice ools on the Big expert teachers to be successful learners. Class size in Hawai‘i’s 30 percent of sch rural public schools is above average for rural schools nationally. , and have school librarians [11] There are “geographic differences in resource prices, Island hools are urban. especially with respect to staff,” so that not all rural schools most of those sc are able to attract and retain qualified staff.[12] Rural schools in Hawai‘i are generally “hard-to-staff ” with highly qualified teachers, tend to have high rates of teacher turnover and out-of- field teaching assignments, and frequently use substitutes to fill indicators, both 4th and 8th grade in both reading and vacancies or assign out-of-field teachers, thereby failing to place a math.[18] Many of these challenges of providing equal educational qualified teacher in each classroom. While there is currently a bonus opportunities in rural and small schools in Hawai‘i can be addressed for teaching at hard-to-staff schools, the authors of the AIR report if our first principle is that all of our keiki deserve the very best question whether it “is large enough to fully adjust for this cost education we can offer them. This principle will require that factor.”[13] policymakers return to the mechanisms used to allocate resources and not only find additional funding for all public schools, but also Using the Weighted Student Formula mechanism, small rural schools use existing resources to more equitably support our small, rural are less likely to have counselors, librarians, and a wide choice of schools, which could have a profound effect on stabilizing remote electives. Research has established that certified school librarians communities and contribute to a more sustainable Hawai‘i. have a positive effect of literacy and achievement, particularly for RETENTION AND RECRUITMENT

Good education starts with good teachers, and our keiki in Hawai‘i teacher turnover costs from 2008 to 2014 could have amounted to deserve the best. However, difficulties in the retention of existing almost $70 million.[2] qualified teachers and recruitment of the next generation of qualified teachers has reached crisis proportions, as the number of teachers eacher hortage risis leaving their classrooms has been rising dramatically over the past five T S C : years. The number of annual vacancies presents a serious problem Impact on Students – every year at least 10% of all teachers leave Hawai‘i schools. This number is one of the highest in the country (the national average is 6.8%), and these high teacher attrition rates come at a high price.[1] Unfortunately, the real cost of teacher attrition is paid not by the state Richard Ingersoll, a University of Pennsylvania professor whose work but our students.[3] So many educators leave the classroom every year centers on teacher retention, estimated that filling all the vacancies that teacher preparation programs in the state of Hawai‘i cannot keep could have cost Hawai‘i up to $13 million in 2008. This means that up with the demand for new teachers.[4] This forces the state to recruit teachers from the mainland (more than half of new teachers who have 10 years of experience earn merely 9% more than teachers with no completed a Teacher Education Program have obtained their degrees experience whatsoever (in comparison, nationwide, teachers with 10 from out-of-state institutions) and alternative teaching pipelines, such years of classroom experience on average enjoy 28% higher pay than as Teach for America (TFA), who are less likely to stay in the classroom. beginning teachers).[19] This appalling lack of upward mobility [5] Every year, hundreds of vacancies are filled with emergency hires and continues to erode the appeal of the teaching profession and forces substitute teachers who often lack the appropriate training to facilitate many veteran teachers to look for jobs elsewhere. Because the Hawai‘i student success in the classroom.[6] For the 2015-2016 school year, Department of Education only considers a maximum of six years of there were 1,210 open positions statewide for teachers. Of those 1210, teaching experience from non-DOE teachers (i.e. charter, private, and 584 were hired under the designation of “emergency hire” (a teacher out-of-state) for salary placement purposes, many experienced teachers that has not yet complete a State Approved Teacher Education Program would face major pay cuts in order to teach in Hawai‘i’s public schools. (SATEP)[7]: this includes all entering Teach for America teachers (98 This policy, coupled with extraordinarily low mid-career teacher salaries in 2013-2014), which is projected to decline as TFA, too, has seen a and the high cost of living in Hawai‘i, effectively prevents schools from large drop in enrollment over the past two years.[8] keeping and recruiting experienced teachers.[20]

The students who suffer the most attend schools that already have a eyond ay hard time filling their open positions because their schools are remote, B P rural, or struggling with poverty, crime, alienation and disaffection.[9] Beginning and inexperienced teachers are those most likely to leave, Poor working conditions, going beyond dangerously overheated creating a perpetual “revolving door” that has a profoundly negative classrooms and dilapidated facilities to include deprofessionalization effect on student learning and school community building.[10] Of the and loss of teacher autonomy and voice, are accelerating this attrition teachers who leave the DOE each year, 60% resign (30% retire and 10% rate. In a recent interview on NPR, Bill McDiarmid, Dean of the are terminated).[11] “What we have is a retention crisis,” says National University of North Carolina School of Education, points to the Commission on Teaching and America’s Future commission President erosion of teaching’s image as a stable career. “There’s a growing Tom Carroll. The greatest problem is retaining teachers because of sense…that K-12 teachers simply have less control over their high levels of attrition. Over 40 percent of new teachers leave the professional lives in an increasingly bitter, politicized environment…. profession within the first five years.[12] Pouring more teachers into the The list of potential headaches for new teachers is long, starting system will not solve the retention problem. “As fast as [districts] are with the ongoing, ideological fisticuffs over the Common Core State moving teachers into schools, they’re leaving,” Carroll says.[13] When Standards, high-stakes testing and efforts to link test results to teacher almost 70% of new teachers hired each year have no previous teaching evaluations.”[21] A November 2014 National Education Association experience, and research shows that teachers only become fully effective survey reported that nearly 50 percent of all teachers are considering after four or five years of classroom experience, the implications of our leaving due to standardized testing.[22] Teaching has been dramatically inability to retain qualified teachers for students, student learning and deprofessionalized, with teachers too often scapegoated by politicians, school community-building become clear.[14] policymakers, foundations and the media.[23] This is due largely to the radical change in the education landscape in recent years, with No Child Left Behind as just one “particularly brutal manifestation of the ources of the eacher S T anti-teacher, anti-education mindset.”[24] Retention Problem Beginning to Grapple The most glaring source of the teacher retention problem is pay. Those with the Problem entering the teaching profession suffer from a “teacher pay penalty” nationally – similar college-educated workers in other professions out- earn their teacher counterparts significantly. On average, teachers earn While the policy makers in Hawai‘i will need to muster strong 13% less than they would in a different vocation.[15] The high cost of support for public education to address these issues, there are clear living in Hawai‘i creates an even more challenging economic situation strategies to create maximal positive impact. The first set of strategies for teachers.[16] With highest food, gas, and rent prices in the country, should immediately create learning environments in which adults are teachers’ salaries are often literally unsustainable for young teachers, who compensated properly for their work, where “teachers are not blamed often need to pay off their student loans as well.[17] Almost 50% of for every manifestation of social problems, [and] where meaningless college students in Hawai‘i graduate with an average debt of $25,000, tests given for the sake of “accountability” do not dominate the school and about 50% of new teachers hired each year are between 21 and 30 year.”[25] The second set of strategies will require foresight and years old, so that far too many young HIDOE teachers suffer from such commitment to social justice in public education, with policies designed heavy college debt burden that they have to get second jobs.[18] to increase the attractiveness and appeal of the teaching profession for talented young people from our own communities with college debt Hawai‘i’s teachers are not only poorly compensated when they start – forgiveness programs, better salary schedules that reward commitment their future outlook is also quite bleak. In Hawai‘i, teachers who stay to the profession, opportunities for professional advancement, and in the classroom see very little pay growth over time. Teachers with marked improvements to the teaching environment. ENDING HIGH-STAKES TESTING Since No Child Left Behind (NCLB) was enacted in 2001, Hawai‘i schools have gradually been forced to shift their focus from teaching to testing. Although it may not have been the intention, teachers have spent more and more class time preparing their students for tests, and much less time engaging in rich and meaningful instruction that does not pertain directly to the narrow goal of achieving a desired test score.[1] The precise impact of standardized testing has no doubt differed from school to school, grade-level to grade-level, classroom to classroom. Such variation is based on many factors, including school demographics and the relative ability of faculties and administrative teams to withstand or curb the negative impact of corrosive assessment practices. Despite such variation, there now exists a clear consensus among educators in Hawai‘i and across the U.S. that the overall effect of testing on public schools and public school culture has been detrimental if not devastating.

Negative Impact of the Common Core State Standards

Many educators were initially enthusiastic about the now famous Common Core State Standards (CCSS), as the new standards seemed to grant educational consistency from state to state and were reportedly more “rigorous” than previous state standards documents. Enthusiasm quickly waned, however, as it became apparent that, in the words of one recent commentator, CCSS had come “shrink-wrapped” [2] with a pair of highly complicated and expensive testing systems (the Smarter Balanced Assessment and the PARCC Assessment) from which states were to choose. It appeared that schools would be devoting even more time to standardized testing than before, when states were free to develop their own tests.

Act Student Succeeds Under the Every lacement signed (ESSA), the NCLB rep of 2015, states in December into law to maintain standardized will be required be granted considerable testing but will the tests will look regarding what leeway and be implemented, , how they will like from hich data collected the uses to w them will be put. Race to the Top, Teacher Evaluations, and “Teaching to the Test”

The final turn of the screw took place in 2012 when Hawai‘i received the $75 million Race to the Top (RTTT) grant. To qualify for the grant, states had to agree to evaluate teachers based on their performance. Similar to evaluation systems in other RTTT states, the Educator Effectiveness System (EES) was developed in order to satisfy this requirement. Teachers’ ratings would reflect their students’ scores on the new tests, and these ratings would determine pay raises as well as job continuance, despite considerable research showing that teachers’ impact on student performance on standardized tests is minimal.

Indeed, research has placed heavy doubt on the so-called “value- added method,” or VAM, used in Hawai‘i to calculate teacher effectiveness: “[T]he tests used for calculating VAM are not particularly able to detect differences in the content or quality of classroom instruction.”[3] Furthermore, the American Statistical Association has established that the VAM formulas fail to determine effectiveness “with sufficient reliability and validity.”[4] The same teacher can receive wildly fluctuating results from year to year. VAM scores are currently being used as part of EES to evaluate teachers who do not even teach, and have never taught, the students currently being assessed.

Damage to Public Education

The impact of the adoption of this faulty evaluation process by the Hawai‘i DOE has been a widespread drop in teacher morale, as teachers recognize that they are not being evaluated in a way that is fair or reliable. The other outcome, of course, has been an relative merits of ESSA, we find ourselves at an exciting turning even more narrow and rigid focus on testing in Hawai‘i public point if for no other reason than the shift of decision-making schools. The adoption of Educator Effectiveness System, which power with regard to testing from the federal back to the state links student test scores to teacher evaluation through the now level. ESSA allows a state to adopt other types of assessment widely delegitimated “value-added method” (VAM), have virtually beyond standardized tests, and teachers know that more authentic guaranteed that many teachers, in order to maintain their rating assessments are more useful in informing instruction. We now have as “effective” (as opposed to “marginal” or “unsatisfactory”), the dual task of reversing the damage done by years of toxic testing and even survive as teachers, feel that they must compromise their and rebuilding an educational culture based on what teachers know professional integrity and decision-making by “teaching to the through experience and what educational research confirms will test.” lead to the highest degrees of success for our students. We believe that the following six steps must be taken: oment of pportunity M O 1. Minimize the amount of time devoted to standardized tests. This will involve re-examining our current commitment to use Under the Every Student Succeeds Act (ESSA), the NCLB of the Smarter Balanced Assessment, which is expensive, time- replacement signed into law in December of 2015, states will consuming, and of doubtful quality.[5] be required to maintain standardized testing but will be granted considerable leeway regarding what the tests will look like, how 2. Seriously question the many uses to which data from the they will be implemented, and the uses to which data collected Smarter Balanced Assessment is currently being put, including from them will be put. While there is varying opinion as to the Strive HI, which the Department of Education touts as “a diagnostic tool to understand a school’s performance and progress and differentiate schools based on their individual needs for reward, support and intervention,”[6] but which unfairly ranks schools from best to worst - a ranking that is based heavily on the highly questionable data from the Smarter Balanced tests.

3. Remove the barriers that are currently preventing teachers from making the best decisions for their students. This entails not only a thorough reexamination of the standardized testing currently in place, but also a rethinking of the tremendously time- consuming teacher evaluation system currently in place – a “top- down” system that teachers have almost unanimously decried as wasteful, misguided, and professionally insulting.

4. Grant teachers the critical autonomy and professional dignity, both to work collaboratively to devise the formative assessment methods and practices best suited to their particular students, and to determine the fittest methods for evaluating their own professional performance.

5. Support teachers with the funds and resources they need to reestablish an educational culture that consists of a well-rounded curriculum and an approach to assessment that, rather than ranking, promoting, and penalizing teachers and schools according to narrow and mismeasured parameters, serves the goals to which sound assessment has always been put – namely, understanding what students have and haven’t learned from instruction and adjusting that instruction accordingly.

6. Support the rights of parents in determining how their children spend the school day. Parents must be allowed to opt-out or refuse standardized testing and demand their children receive an education that is focused on real learning and that truly prepares them for a better future. Furthermore, the Board and Department of Education must inform parents of their rights to refuse standardized testing without fear of penalty to or retaliation against students, parents, teachers, and schools.

Genuine School Reform Parents must be allowed refuse to opt-out or As educational historian and critic Diane Ravitch has and written, “Genuine school reform must be built on hope, not standardized testing fear; on encouragement, not threats . . . on belief in the their children dignity of the human person, not a slavish devotion to data; demand on support and mutual respect, not a regime of punishment an education that is and blame.”[7] Hawai‘i public schools have too long receive languished in a system that has generated fear, employed and focused on real learning threats, and assigned blame to teachers, seriously affecting them the decisions of teachers and principals and casting a gloom that truly prepares that has become pervasive in schools, ultimately affecting our students and their families. It is now time for us to for a better future. reverse the damage done through “slavish devotion” to bad data coming from mediocre tests. This will only happen when teachers are granted the support, respect, and dignity they need to determine how and in what measure their students are to be tested. The first five years in a child’s life are essential to lay a foundation Socio-Economic Impact of for future learning. Children who have access to quality Early Childhood Education (ECE) meaningfully enhance their social, Early Childhood Education academic, and cognitive skill set.[1] Students who have access to quality preschool are given a chance to hone those skills at the International research has demonstrated the “well-designed (Early most critical time, a process which supports their development Childhood Care and Education) ECCE policies present policy and learning in later elementary years. Longitudinal studies have makers with an opportunity to increase economic growth and at shown that high-quality programs not only improve academics, the same time reduce inequality” and that public investment in

EARLY CHILDHOOD but also improve long-term personal outcomes for children and ECCE is an important component of a larger economic strategy reduce social costs from crime and welfare.[2] Students who have that “produces more balanced and, therefore, more sustainable had access to quality pre-kindergarten early childhood education growth.”[5] Other studies have shown that state investment in demonstrate improved school performance, better mastery of quality Pre-K programs provides substantial economic benefit by language and math, longer attention spans, reduced special contributing to the development of a better-educated workforce education placement, and lower school dropout rates.[3] Socially and higher tax base.[6] Additionally, a report entitled “Economics and emotionally, students are advantaged by having improved of Early Childhood Investments” published in 2014 by the interactions with peers, decreased behavioral concerns, and easier White House reveals that such investment decreases long-term adjustments to the high demands of later elementary school.[4] social and economic costs of prisons, welfare, and other social programs. Early childhood education, by improving cognitive and socio-emotional development, can lower involvement with the criminal justice system. Lower crime translates into benefits to society from increased safety and security as well as lower costs Universal Public Preschools to the criminal justice system and incarceration. Early childhood interventions can also reduce the need for remedial education. This research shows that benefits in children’s development may Education policies in Hawai‘i should reflect a comprehensive also reduce the need for special education placements and remedial approach to providing equitable access to high-quality early education, thereby lowering public school expenditures.[7] learning, with a particular focus on children living in poverty, multilingual children, children of color, and children with Research by the bipartisan National Council for State Legislatures disabilities. It is critical that these programs be accessible to all has additionally found continuing positive long-term social and families, particularly those in which children are the most vulnerable economic effects of high-quality early childhood care and education and have the least access to social services and social support. on low-income 3- and 4-year-olds. Overall, the study recently Access to early learning remains out of reach for many families. documented a “return to society of more than $17 for every dollar [13] Private programs outside of Hawai‘i’s K-12 public education invested in the early care and education program, primarily because have the greatest difficulty in meeting the criteria of consistently of the large continuing effect on the reduction of male crime.”[8] good quality, equitable compensation, and affordable access.[14] These figures show a dramatic increase in long-term returns and are Currently, most early childhood care and education services in supported by additional findings that a much higher percentage of Hawai‘i operate in a very price-sensitive market financed primarily the group who received high-quality early education than the non- by fees from families and supplemented by private contributions, a program group were employed at age 40 (76% vs. 62%), that more system which is inherently unstable, uncertain, and not subject to of the group who received high-quality early education graduated adequate public oversight.[15] from high school than the non-program group, and that the group who received high-quality early education had significantly fewer A public program for early childhood education that is connected arrests than the non-program group (36% vs. 55% were arrested to the existing K-12 public education structure in Hawai‘i, with a five times or more).[9] relatively stable if inadequate funding base, can provide the critical social and institutional stability necessary for continuity and real social and economic gains over time if properly financed. As the ublic olicy P P experiences of other states demonstrate, a universal early childhood program increases the benefits for the entire system of public This scholarship has begun to inform education policy at education, as all students arrive at kindergarten better prepared to multiple levels, and its implications have not escaped the Obama learn, and early elementary teachers can more easily support their administration: “In states that make it a priority to educate our students to meet higher expectations. Connecting early learning to youngest children…studies show students grow up more likely the existing K-12 public education not only makes possible stronger to read and do math at grade level, graduate high school, hold a alignment of early childhood education with early elementary job, [and] form more stable families of their own.”[10] Currently, programming but also creates a shared structure for teacher the Hawai‘i pre-kindergarten pilot program, funded in Hawai‘i professional development and enhanced learning environments. through a federal grant, has a very limited reach, expanding to only [16] Continuity and stability in this kind of initiative are critical, twenty sites in the state’s lowest performing and highest poverty as the full benefits of strong early childhood programs, those with elementary schools. Act 109 of 2015 established the Executive small class sizes, well-crafted learning environments, and extensive Office on Early Learning Public Pre-Kindergarten Program to family engagement take years to become fully visible. be administered by the Executive Office on Early Learning and EDUCATION MATTERS provided through Department of Education public schools and public charter schools.[11] The next necessary step will be to had access to appropriate additional funds for the Executive Office on Early Students who have early Learning Public Pre-Kindergarten Program and mandate universal quality pre-kindergarten demonstrate preschool for all eligible children by the 2020-2021 school year. childhood education We believe that preschool should serve children in the year prior performance, improved school to the year of kindergarten eligibility, with priority extended to of language and math, underserved or at-risk children, extending to all children no better mastery ans, reduced later than 2020-2021. Schools must hire qualified, properly longer attention sp , and compensated teachers, have appropriate class sizes, and have access special education placement rates. to resources necessary for young children.[12] lower school dropout Public school teachers in Hawai‘i have been under attack for the past eacher gency fifteen years, as policy makers, community leaders and politicians at all T A levels have blamed teachers and their union for our state’s low standing on national and international tests, and for the social and political ills The construction of teacher identity, how teachers understand themselves, that result from the failure to educate citizens. Under the new Hawai‘i is dependent upon their power and agency over their working conditions Educator Effectiveness System, teacher ratings based in part on student and their capacity, within positive learning environments, to contribute standardized test scores (shown to be an inaccurate and misleading to student learning and engagement.[5] There has been no recent ‘golden indicator of teacher effectiveness[1]), and a new top-down approach age’ of public school teacher autonomy or empowerment in Hawai‘i, but to school administration[2] have demoralized teachers and undermined there is strong evidence that the landscape has shifted dramatically in the schools as sites of collaborative learning and teaching. These new policies past twenty years. In the 1980s, scholars of public education were already are the result of our state leadership’s response to No Child Left Behind, arguing that “the prevalent use of textbook and teachers’ guide packages” which have resulted in years of narrowed curricula, teaching to the test was one of the “greatest factors responsible for the current ills affecting and schools increasingly emptied of the joy of learning. Teachers have teaching,” with “administrators…too frequently insisting on the slavish been watching with a great deal of distress and frustration as the sort use of these prefabricated materials, which reflects a deprofessionalized of engaging and relevant learning that attracted them to the profession image of teaching.”[6] Yet as recently as the 1990s, teachers studied in is increasingly eliminated from the public school experience.[3] Teacher all content areas and types of schools reported relatively high degrees job satisfaction in Hawai‘i, as across the country, has continued to drop of personal control over both content and pedagogy, connecting a sense precipitously over the course of the 21st century.[4] This dissatisfaction of being efficacious in the classroom with satisfaction about their jobs. has emerged in large part from the deprofessionalization of teaching in [7] Prior to passage of No Child Left Behind, most teachers in public public schools. schools said they had considerable influence over classroom decisions, RESPECT, SUPPORT, PROFESSIONALISM with more than half indicating they had considerable control over selecting differ across teaching level (elementary, middle, high school).[15] The textbooks and other instructional materials and the content, topics, and growing economic- and management-oriented perspective on education skills to be taught, and more than three-quarters indicating they were leads to intensification of teachers’ work, implying deskilling and firmly in control of selecting teaching techniques, evaluating and grading deprofessionalization.[16] However, there appear to be multiple sources students and determining the amount of homework to be assigned.[8] for the intensification of teacher work, so that the intensification impact The results of multiple studies indicated a significant relationship among is mediated and does not operate in a linear and automatic way, and that curriculum control policies and effects on teachers’ perceptions of their it impacts different teachers in different ways. Thus, we argue for an own professional discretion and satisfaction.[9] alternative form of professionalization through the acknowledgement of teachers’ specific knowledge base as well as the need to develop it (even if this implies more work). Teachers’ professional development ffects of ducation eform E E D therefore needs to go hand in hand with efforts to “buffer” the threat of intensification.[17] After the passage of No Child Left Behind, key popular educational ‘reform’ policies in Hawai‘i and across the country moved teaching away from ublic chools as paces for professionalism. These reforms included policies that evaluated teachers P S S based on students’ annual standardized test score gains (using the higly Student Empowerment questionable ‘value-added method’), fast-track teacher preparation and licensure; and scripted, narrowed curricula. All three educational ‘reforms’ have found by scholars to lower the professional status of teaching. Value- In order for public schools to become spaces of authentic and empowering added policies are ‘de-professionalizing’ in that they pressure teachers to learning, students must not only experience democratic practices, but also mechanically teach to tests while systematically devaluing the broader yet feel that they have ownership in the educational process and the power to essential elements of teaching. Additionally, fast-track teacher preparation effect change. Teachers play a critical role in building student confidence RESPECT, SUPPORT, PROFESSIONALISM and licensure programs de-professionalize teaching by the “lack of focus and creating an environment in which students can begin to exercise on pedagogical training, the small amount of time dedicated to preparing democratic principles and empowerment. Empowered teachers are in the teachers to teach, the assignment of inexperienced personnel to the most best position to empower students because they can effect change not only challenging schools, and the itinerant nature of these teachers.”[10] Scripted in their classrooms, but in the school. Empowerment has been defined as and narrowed curriculum moves teaching away from professionalization a “process by which people gain control over their lives…a participation by preventing teachers from using “their professional judgment to make with others to achieve goals, an effort to gain access to resources, and curricula decisions for student learning, with the consequent sacrifice of some critical understanding of the sociopolitical environment.”[18] higher-level learning, creativity, flexibility, and breadth of learning.”[11] True empowerment requires more than just autonomy and control. It This process serves to disconnect teachers from curriculum design work: requires support from administration in the form of access to resources the way teacher knowledge has been embedded in practice has been such as time and money. Teachers need to be able to advocate, through replaced by a ‘disembedding’ of this knowledge, so that teacher planning a collaborative process of developing academic and financial plans, for becomes disconnected from instructional practice in itself, a process that shared knowledge of resources and support in decision-making from happens ‘before [and outside of] action.’[12] school and state administration. Teachers need to lobby for the recognition that shared power for the benefit of students actually helps to empower In studies that explored teacher identity and agency, “teacher agency has administrators and communities. Some of the qualities of an empowering clearly been constrained in the new reform context,” as teachers struggled school environment that need to be developed within Hawai‘i public to “remain openly vulnerable with their students, and to create trusting schools include: a) clarity of role and expectations, with less reliance on learning environments in what they described as a more managerial command-and-control leadership tactics, b) political support and respect profession with increased accountability pressures.”[13] Additional studies for the actual work of teaching, c) socio-emotional peer support with a examined the relationship between teacher autonomy and on-the-job sense of community, actively developed and sustained through thoughtful stress, work satisfaction, empowerment, and professionalism, and found policies, d) access to strategic resources such as space, materials, time, and that “as curriculum autonomy decreased, on-the-job stress increased,” and funds, and e) inspired state and school leadership who share the vision that “as general teacher autonomy increased so did empowerment and of empowering students and value teacher input.[19] These factors can professionalism.”[14] Also, as job satisfaction, perceived empowerment, lead teachers to feel that they have an honest impact on students and and professionalism increased, on-the-job stress decreased, and greater student learning, and the ability to exert influence over their daily work job satisfaction was associated with a high degree of professionalism lives. Teachers who do not work in this kind of environment are far less and empowerment. These effects of professional autonomy did not likely to feel empowered, and are not likely to empower students.[20] The factors that contribute to the current deplorable state of affairs in public education in Hawai‘i are grounded in the original purposes of the public education system and the ways in which it perpetuates and hardens social divisions along racial, ethnic and class lines. The historical context of cultural imperialism, illegal occupation, and racial assimilation informed the original purposes of public education in Hawai‘i, and can still be seen in the ways in which public education suffers from underfunding and marginalization, especially in comparison to the private schools in Hawai‘i.[1]

Historical Background: Tale of Two Systems

The deep and dramatic divide between public and private education in Hawai‘i originated in the relations of production shaped by sugar and pineapple plantations from the late nineteenth century. American sugar planters, most of whom were the sons of American Protestant missionaries who had come to Hawai‘i to proselytize, benefitted both from the Mahele and from a later 1872 non-judicial foreclosure law, acquiring vast swathes of the most productive land by the late nineteenth century.[2] Importing laborers largely from China, Japan, Puerto Rico, and the Philippines, these white plantation owners used race-based wage rates, language and cultural barriers, and differential access to perquisites within the plantation system to divide the plantation workers and successfully control them as sources of cheap labor power.[3] Although Kamehameha II had established the first public schools in Hawai‘i as part of his constitutional nation-state building,[4] the American missionaries established the first private school in Hawai‘i (Punahou) so that their children would not have to go to school with Hawaiian children. [5] The illegal overthrow of the Hawaiian kingdom by American forces in 1893 and subsequent American occupation of Hawai‘i under pretext of annexation had important implications for public education.[6]

Under American occupation, public schools became a more explicit site of assimilation and cultural imperialism, especially as the children of plantation workers came of school age and were required to attend public school.[7] White plantation owners from Kohala and Pahala, George C. Watt and James Campsie, reflected the dominant ideas of the social elite: “Every penny we spend educating these kids beyond the sixth grade is wasted,” complained Watt, to which Campsie responded, “Public education beyond the fourth grade is not only a waste, it is a menace. We spend to educate them and they will destroy us.”[8] In 1910, when Governor Frear sought to minimally increase the starvation budget of the public education system, the editorial board of The Friend (a missionary publication) supported a tax to resources (e.g., libraries), salaries, number of teachers, and number of raise money for schools and teachers’ salaries, arguing that “Hawai‘i schools, were deemed inadequate….[because] ‘the expense to which is richer than the rest of the American Union in annual per capita the Territory has been placed on account of its schools is but a small production of wealth. Yet it spends a niggardly* $2.07 per capita on fraction of the costs which communities on the mainland have had to its public schools annually, against a mainland average of $3.66.”[9] meet.’”[10] Strikingly, the investigation team found that then, as now, The tax measure still failed. A 1920 federal survey of education in property tax rates were unusually low and that “the tax rates in the Hawai‘i found, tellingly, that “Buildings, maintenance, equipment, islands fall most heavily on those…. who can least afford to pay.” [11]

* The original language of this quote has been retained with use of the word ‘niggardly’ to emphasize historical preconceptions of missionaries and plantation owners at the time. A CRITICAL NEED FOR FUNDING unable to address fundamental underlying inequality evident in widely disparate resources available for the public and private education systems. A Segregated Education System? This existing social hierarchy in Hawai‘i, slightly modified by the Hawai‘i became ‘Americanized’ as a territory, in the first half of effects of the labor movement, statehood, the Democratic Revolution the twentieth century, in part through the work of educators and the Hawaiian Renaissance, continues to be reproduced through who helped to create a two-tiered public school system (English a bifurcated educational system.[16] The reproduction of inequality Standard and Common Schools).[12] The Common Schools were through the starvation of public education, and privileging of institutionalized for plantation workers and English Standard private education by the political elite, was evident even prior to the Schools were developed for white “middle level plantation Democratic Revolution. As John Reineke points out in 1956, the management and technicians, physicians, teachers, social workers, “reluctance of the industrial interests who controlled taxation and shop keepers, skilled craftsmen, and members of the American government spending, to spend money on high schools, was a powerful military.”[13] For most of the twentieth century, public schools factor” in the strengthening of the private school system even at that in Hawai‘i served the children of workers and lower middle time.[17] class, while the social and political elite sent their children into a substantial and well-funded private school system.[14] However, it awmaking einforcing is important to note that, despite the widening disparities between L R the public and private systems of education in Hawai‘i, there were the Status Quo strong agents for democratic and ‘progressive’ change in the public school system in the first half of the twentieth century, including Superintendent MacCaughey and Miles Cary, famed principal of Evidence of the continuation and perpetuation of a racially segregated McKinley High School.[15] While such efforts did have positive education system is clearly written into the legislative record of effects on public education, both MacCaughey and Cary were Hawai‘i, as elected representatives, all members of the social and DISTRICT SPENDING PER PUPIL $30,000 $26,661 $25,061 $25,000 $22,762 $22,600 $22,157

$20,000 $18,361

$15,000

$10,000

$5,000

$0 Washington, NewYork Boston, MA Pittsburgh, Cincinnati, Detroit, MI D.C. City, NY PA OH

economic elite, most of whom send their own children to private school, high costs of living are averaged with school districts with rural districts fail year after year to provide anything resembling adequate funding for with lower costs of living in statewide aggregate analysis. Illinois, which public education in Hawai‘i. Lawmakers in the twenty-first century have, has a similar cost per pupil as Hawai‘i, has 863 school districts, with one rather, dedicated their considerable powers to measures that make public expensive school district: Chicago.[23] When comparing school districts schools less democratic, less creative, and less joyful places of learning. of similar size, Hawai‘i is 227 on the list, even without adjusting for cost [18] The current underfunding of Hawai‘i’s public schools is part of a of living. Comparisons of spending per pupil in America’s largest school larger historical pattern of almost criminal neglect. When the cost of districts yield interesting results.[24] living is factored in, Hawai‘i is last in the nation in the percent of state and local expenditures for public education per student.[19] Hawai‘i also Hawai‘i’s major private schools average $15,173 in per pupil spending. ranks last in the nation with regards to capital improvement money per When Catholic schools, which are subsidized by the Roman Catholic student per year, with the Hawai‘i state legislature allocating about $300 Diocese, are removed from the aggregate, per pupil spending in Hawai‘i per pupil whereas the mainland averages $1,200 to $1,500.[20] Hawai‘i private schools reaches nearly $19,173 dollars per student. [25] This also currently ranks last in the nation when it comes to teacher pay adjusted figure does not, however, include endowment funds that increase the actual for cost of living. The average teacher salary in Hawai‘i, adjusted for cost amount spent per pupil. As Punahou President Jim Scott revealed in 2014, of living, is $32,312. [21] “The real cost of our education per student is $26,000. … The difference is met through our endowment — now at $235 million — and fund- raising $12 million or $15 million a year. Every tuition-paying parent is omparing awai i ublic C H ‘ P being subsidized by fundraising and by the Punahou endowment.” [26] School Funding What Is To Be Done? Hawai‘i underfunds its public schools when compared to both school districts on the mainland with similar costs of living and with private While funding provides one lens useful in examining how social hierarchy schools in Hawai‘i. Hawai‘i spends $11,823 per pupil, which is 17th is reproduced by education in Hawai‘i, it is a critical and previously in the nation when compared to other states.[22] However, using a inadequately examined area of analysis. And the possible remedies for the state-by-state comparison is not the most accurate measure of public inequities resulting from underfunding are limited only by the imagination education funding. Better, more insightful comparison is possible through and political will, not of legislators but of the citizens of Hawai‘i. This is comparison of Hawai‘i’s funding with other school districts of similar the education of our children, and if we are not willing to hold ourselves size and demographics, rather than with other states. Hawai‘i is the only accountable, no one will. statewide school district, and school districts on the continent with ENDNOTES INTRODUCTION – SCHOOLS OUR KEIKI DESERVE Akelheilm, Karen. “Does Class Size Matter?” Science Direct. Elsevier Ltd, June [1] Jones, Denisha. “Another Casualty in the Fight to Save Public Education: An 2002. Web. 16 Jan. 2016. Interview with Barbara Madeloni.” EmPower Magazine. EmPower, 13 June 2012. [3] Boyd-Zaharias, J., & Pate-Bain, H. 2000. “Early and new findings from Web. 14 Jan. 2016. Tennessee’s Project STAR.” The CEIC Review, 9(2), 4. [4] Blatchford, P., Bassett, P. & Brown, P. “Examining the effect of class size on WHOLE CHILD EDUCATION classroom engagement and teacher - pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools,” Report of the [1] “ARCH || State DOE Accountability || Superintendent’s Annual Report || Department of Psychology and Human Development, University of London, 1 2014.” ARCH || State DOE Accountability || Superintendent’s Annual Report April 2011. || 2014. Web. 07 Jan. 2016. [5] Evertson, C. M., & Randolph, C. H. 1989. “Teaching Practices and Class [2] Azzam, Amy M. “Why Creativity Now? A Conversation with Sir Ken Size: A New Look at an Old Issue.” Peabody Journal of Education, 67(1), 85- Robinson.” Educational Leadership: Teaching for the 21st Century. ASCD. Web. 105. Graue, E., Rauscher, E., & Sherfinski, M. (2008). Using Multiple Data 07 Jan. 2016. Moke, Heather. “Motivating Students to Learn.” Policy Priorities: Sources to Understand the Synergy of Class Size Reduction & Classroom Practice Student Engagement. Association for Supervision and Curriculum Development. in Wisconsin. Paper to American Educational Research Association Annual Web. 07 Jan. 2016. Meeting, New York. Dee, T., West, M. (2011) “The non-cognitive returns to class [3] “Junior School (K - 8).” Punahou School:. Punahou. Web. 07 Jan. 2016. size.” Educational Evaluation and Policy Analysis. 33-1:23-46. Boyd-Zaharias, J., & [4] “’Iolani School: Sullivan Center.” ‘Iolani School: Sullivan Center. Web. 07 Jan. Pate-Bain, H. 2000. “Early and new findings from Tennessee’s Project STAR.” The 2016. CEIC Review, 9(2), 4. [5] “ARCH || State DOE Accountability || Superintendent’s Annual Report || [6] Centers for Disease Control and Prevention. “School Connectedness: Strategies 2014.” ARCH || State DOE Accountability || Superintendent’s Annual Report for Increasing Protective Factors Among Youth.” Atlanta, GA: U.S. Department of || 2014. Web. 07 Jan. 2016. Health and Human Services; 2009. [6] “The Power of the Indigenous: Native Success in Education and in Life.”Pacific Rim International Conference on Disability and Diversity. Web. 07 Jan. 2016. VOCATIONAL EDUCATION [7] Miller, John P. “Whole Teaching, Whole Schools, Whole Teachers.”Educational [1] Daggett, Willard. “The Future of Career and Technical Education.” ERIC, Mar. Leadership:Engaging the Whole Child (online Only). ASCD, n.d. Web. 07 Jan. 2003. Web. 17 Jan. 2016. 2016. [2] “Every Student Succeeds Act (ESSA).” Every Student Succeeds Act (ESSA). [8] Hawai‘i. Department of Education. Hawai‘i State Senate. Supplemental Budget Ed.gov, 10 Dec. 2015. Web. 17 Jan. 2016. Briefing FY 2016-17. Hawai‘i State Department of Education, 8 Jan. 2016. Web. [3] “The Goals of Education.” Economic Policy Institute. EPI.org, 4 Dec. 2006. 8 Jan. 2016. Web. 17 Jan. 2016. [9] Department of Education, State of Hawai‘i. (2014). Superintendent’s annual [4] “Occupational Employment Projections to 2022.” Monthly Labor report, 2014. Honolulu, HI: Department of Education, State of Hawai‘i. Review(2013): 1-44. U.S. Bureau of Labor Statistics. Bls.gov, Dec. 2013. Web. 17 [10] Hawai‘i Health Data Warehouse, State of Hawai‘i. (2015, November Jan. 2016. 5). Hawai‘i School Health Survey: Youth Risk Behavior Survey Module, Report [5] “Hawai‘i Labor Market Dynamics.” Hawai‘i Workforce Infonet (2015): 14. Created: 5/30/14. Research and Statistics Office Department of Labor & Industrial Relations, State [11] Rajagopal, Kadjir. “Culturally Responsive Instruction.” Create Success! ASCD. of Hawai‘i. Hiwi.org, Sept. 2015. Web. 17 Sept. 2016. Web. 08 Jan. 2016. [6] NEA’s Degrees Not Debt: An Organizer’s Guide to Kick Student Debt (2014): 1-18. National Education Association. Neo.org, June 2014. Web. 17 Jan. 2016. SUPPORTING ALL OF OUR STUDENTS [7] The Shocking Truth About The Skills Gap (2015): 3. Career Builder. [1] Hawai‘i State Senate. Supplemental Budget Briefing FY 2016-17. Hawai‘i State Careerbuildercommunications.org, Dec. 2014. Web. 17 Jan. 2016. Department of Education, 8 Jan. 2016. Web. 9 Jan. 2016. [8] LaFrance, Adrienne. “More People Are Underemployed in Hawai‘i Than Are [2] Ibid. Jobless.” Civil Beat News. Civilbeat.org, 26 Mar. 2014. Web. 17 Jan. 2016. [3] “IDEA - Building The Legacy of IDEA 2004.” USDOE, Web. 09 Jan. 2016. [9] Making Career Preparation Work for Students (2014): 2. Council of Chief State School Officers. Ccsso.org, Nov. 2014. Web. 17 Jan. 2016. [4] “Hawai‘i DOE | English Language Learners (ELL).” Hawai‘i State Department of Education. Web. 09 Jan. 2016. [10] “Michael Barros: Hawai‘i’s Career and Technical Education Programs.” Telephone interview. 19 Dec. 2015. [5] Brown, Emma. “Feds Push Schools to Observe Civil Rights of Children Learning English As a Second Language.” Washington Post. 15 Jan. 2015. Web. [11] Making Career Preparation Work for Students (2014): 1-28. Council of 09 Jan. 2016. Chief State School Officers. Ccsso.org, Nov. 2014. Web. 17 Jan. 2016. [6] Studies of Heritage and Academic Languages and Literacies Program Part 1 of [12] “Programs of Study.” University of Hawai‘i Community College. University 3. Perf. Farrington SHALL Students. Olelo. Farrington High School, 9 Nov. 2009. of Hawai‘i, 7 Jan. 2016. Web. 17 Jan. 2016. Web. 9 Jan. 2015. [13] The Shocking Truth About The Skills Gap (2015): 6-7. Career Builder. Careerbuildercommunications.org, Dec. 2014. Web. 17 Jan. 2016. CLASS SIZE IS A SOCIAL JUSTICE ISSUE [1]”Class Size Reduction Research.” Class Size Matters RSS. Classizematters.org, QUALITY FACILITIES 05 Nov. 2012. Web. 16 Jan. 2016. [1] Schneider, Mark. “Do School Facilities Affect Academic Outcomes?” National [2] Haimson, Leonie. Is There a Threshold Effect in Reducing Class Size? (2009): Clearinghouse for Educational Facilities. National Institute of Building Sciences, 1-4. Class Size Matters. Classizematters.org, 9 Dec. 2009. Web. 16 Jan. 2016. Nov. 2002. Web. 14 Jan. 2016. Uline, Cynthia, and Megan Tschannen?Moran. “The Walls Speak: The Interplay of Quality Facilities, School Climate, and Student Achievement,” Journal of Educational Administration: Vol 46, No 1. Emerald [1] Johnson, Jerry, Daniel Showalter, and Robert Klein. “The Facts About Rural Insight, 1 Sept. 2008. Web. 14 Jan. 2016. Education in the 50 States.” Why Rural Matters 2013-14 (May 2014): 55. Rural. [2] Lyons, John. “Do School Facilities Really Impact A Child’s Education ?” edu. Rural School and Community Trust, May 2014. Web. 15 Jan. 2016. School Design and Planning Laboratory: University of Georgia. Web. 14 Jan. [2] Ibid. 2016. “Appendix B Additional Resources, Planning Guide for Maintaining School [3] Ibid. Facilities.” National Center for Education Statistics. Web. 14 Jan. 2016. [4] Jensen, Eric. “How Poverty Affects Behavior and Academic Performance.”ASCD. [3] “Research Publications.” The Childrens Environmental Health Network. org. Association for Supervision and Curriculum Development, n.d. Web. 15 Jan. Childrens Environmental Health Network, 18 Nov. 2015. Web. 14 Jan. 2016. 2016. [4] “Creating Healthy Indoor Air Quality in Schools.” EPA. Environmental [5] Biddle, Bruce J. The Unacknowledged Disaster: Youth Poverty and Educational Protection Agency, Web. 14 Jan. 2016. Failure in America. Boston: Sense, 2014. Print. [5] Lackney, J. A. “Assessing School Facilities for Learning/Assessing the Impact of [6] Iatarola, Patrice, Amy Ellen Schwartz, Leanne Steifel, and Colin Chellman. the Physical Environment on the Educational Process: Integrating Theoretical Issues “Small Schools, Large Districts: Small-School Reform and New York City Students.” with Practical Concerns.” Diss. Mississippi State: Educational Design Institute, 17 TCRecord.com. Teachers College Record, 1 Dec. 2008. Web. 15 Jan. 2016. Sept. 1999. Web. 14 Jan. 2016. [7] Levins, Jesse, Jay Chambers, Diane Epstein, Nick Mills, Mahala Archer, Antonia [6] Earthman, Glen. Prioritization of 31 Criteria For School Building Adequacy. Wong, and Kevin Lane. Evaluation of Hawai‘i’s Weighted Student Formula, p. 144. Rep. Blacksburg: Virginia Polytechnic Institute & State U, 2004. Print. Rep. American Institutes for Research, June 2013. Web. 15 Jan. 2016. [7] Woolner, Pamela, and Elaine Hall. “Noise in Schools: A Holistic Approach [8] Ibid, 149. to the Issue.” International Journal of Environmental Research and Public Health. Molecular Diversity Preservation International (MDPI), 23 Aug. 2010. Web. 14 [9] Ibid, 145. Jan. 2016. [10] Ibid, 149. [8] Mott, Michael, Daniel Robinson, Ashley Walden, Jodie Burnett, and Angela [11] Johnson, Jerry, Daniel Showalter, and Robert Klein. “The Facts About Rural Rutherford. “Illuminating the Effects of Dynamic Lighting on Student Learning.” Education in the 50 States.” Why Rural Matters 2013-14 (May 2014): 55. Rural. Sage Publishing Company, Sept. 2011. Web. 14 Jan. 2016. edu. Rural School and Community Trust, May 2014. Web. 15 Jan. 2016. [9] Coco, Kim. “Entering Another Cycle of Neglect for School Maintenance.” [12] Levins, Jesse, Jay Chambers, Diane Epstein, Nick Mills, Mahala Archer, Antonia Civilbeat.com. Civil Beat, 19 Jan. 2015. Web. 14 Jan. 2016. Wong, and Kevin Lane. Evaluation of Hawai‘i’s Weighted Student Formula, p. 154. [10] Bowers, J. Howard, and Charles Burkett. “Relationship of Student Achievement Rep. American Institutes for Research, June 2013. Web. 15 Jan. 2016. and Characteristics in Two Selected School Facility Environmental Settings.” ERIC, [13] Ibid. Oct. 1987. Web. 14 Jan. 2016. [14] School Library Impact Studies Project. School Library & Information [11] Hawai‘i State Senate. Supplemental Budget Briefing FY 2016-17. Hawai‘i Technologies Graduate Program, 1 Dec. 2013. Web. 16 Jan. 2016. State Department of Education, 8 Jan. 2016. Web. 9 Jan. 2016. Coco, Kim. [15] “Poverty Map.” Poverty USA: A CCRD Initiative. PovertyUSA.org, 1 Dec. “Entering Another Cycle of Neglect for School Maintenance.” Civilbeat.com. Civil 2015. Web. 16 Jan. 2016. Beat, 19 Jan. 2015. Web. 14 Jan. 2016. [16] Jimerson, Lorna. “Teachers and Teaching Conditions in Rural New [12] Coco, Kim. “Entering Another Cycle of Neglect for School Maintenance - Mexico.”Rural.edu. Rural School & Community Trust, 1 June 2004. Web. 15 Jan. Civil Beat News.” Civilbeat.com. Civil Beat, 19 Jan. 2015. Web. 14 Jan. 2016. 2016. [13] Bussewitz, Kathy. “With No ACs And Record High Temps, Hawai‘i Schools [17] Johnson, Jerry, Daniel Showalter, and Robert Klein. “The Facts About Rural Consider ‘Heat Days’” Huffingtonpost.com. Huffington Post, 12 Aug. 2015. Web. Education in the 50 States.” Why Rural Matters 2013-14 (May 2014): 1-94. Rural. 15 Jan. 2016. edu. Rural School and Community Trust, May 2014. Web. 15 Jan. 2016. [14] Blair, Allyson. “DOE Asks for $534 Million for Schools Repairs, Heat [18] Ibid. Abatement.” HNN.com. Hawai‘i News Now, 23 Oct. 2015. Web. 14 Jan. 2016. [15] Kerr, Keoki, and Ben Gutierrez. “No Injuries as Roof Collapses at Farrington RETENTION AND RECRUITMENT High.” HNN.com. Hawai‘i News Now, 24 Nov. 2012. Web. 15 Jan. 2016. [1] Haynes, Mariana. “On the Path to Equity: Improving the Effectiveness of [16] Kubota, Lisa. “Sizzling Temperatures during Record-setting Summer.” HNN. Beginning Teachers.” Alliance For Excellent Education On the Path to Equity com. Hawai‘i News Now, Sept. 2015. Web. 15 Jan. 2016. Improving the Effectiveness of Beginning Teachers Comments. All4ed.org, 14 July [17] Kerr, Keoki. “Coalition Pushes for Pesticide-Free Buffer Zones Around 2014. Web. 18 Jan. 2016. Schools.” HNN.com. Hawai‘i News Now, 21 Jan. 2015. Web. 15 Jan. 2016. [2] Ibid. [18] Blair, Allyson. “DOE Asks for $534 Million for Schools Repairs, Heat [3] Southern, Kyle. “Stopping the Revolving Door of Teacher Turnover.” SCORE. Abatement.” HNN.com. Hawai‘i News Now, 23 Oct. 2015. Web. 14 Jan. 2016. State Collaborative on Reforming Education, 29 Mar. 2012. Web. 18 Jan. 2016. [19] Mendoza, Jim. “Oahu Teacher Sent to ER Due to Heat Exhaustion in [4] Kelleher, Jennifer Sinco. “Hawai‘i Schools Struggling to Keep New Teachers.”The Classroom.” HNN.com. Hawai‘i News Now, 2 Sept. 2015. Web. 14 Jan. 2016. Maui News. Mauinews.com, 11 Aug. 2013. Web. 18 Jan. 2016. “Ewa Beach Teacher Treated for Heat Exhaustion.” SA.com. Star Advertiser, 2 Sept. 2015. Web. 15 Jan. 2016. [5] Kim, Amber, Ph.D. “The Truth about TFA: A Book Review of Learning from Counternarratives in Teach for America by S. Matsui.” Teach for America. [20] “Measuring Up: Hawai‘i.” Publiccharterschools.org. National Alliance for Amberkkim.wordpress.com, 05 Oct. 2015. Web. 18 Jan. 2016. Public Charter Schools, 1 Dec. 2015. Web. 15 Jan. 2016. [6] Employment Report School Year 2013-2014. Rep. Hawai‘i Department of [21] Ahana, Elizabeth. “Cultivating Native Hawaiian Learning: Hawaiian-Focused Education, 2015. Web. 18 Jan. 2016. Charter Schools.” KSBE.edu. Kamehameha Schools: I Mua Newsroom, 10 Nov. 2015. Web. 15 Jan. 2016. [7] Ibid. [22] Terrell, Jessica. “Disagreements Over Charter School Oversight Coming To A [8] Rich, Motoko. “Fewer Top Graduates Want to Join Teach for America.” The Head.”Civilbeat.com. Civil Beat News, 29 Nov. 2015. Web. 15 Jan. 2016. New York Times. The New York Times, 05 Feb. 2015. Web. 18 Jan. 2016. [9] “Hawai‘i Schools Fill Teacher Shortage with Recruits from Mainland but Struggle to Keep Them.” Fox News. Fox News Network, 10 Aug. 2013. Web. 18 SUPPORTING SMALL AND RURAL SCHOOLS Jan. 2016. [10] Kain, John F., Steve Rivkin, and Eric Hanushek. “The Revolving Door.”Education Next. Educationnect.org, 13 July 2006. Web. 18 Jan. 2016. [11] “Table XIII.” Employment Report School Year 2013-2014. Rep. Hawai‘i [2] Hirsh-Pasek, Kathy. A Mandate for Playful Learning in Preschool: Presenting Department of Education, 2015. Web. 18 Jan. 2016. the Evidence. Oxford: Oxford UP, 2009. Print. [12] Kopkowski, Cynthia. “Why They Leave.” National Education Association. [3] Magnuson, Katherine A., Christopher Ruhm, and Jane Waldfogel. “The Nea.org, 5 Apr. 2008. Web. 18 Jan. 2016. Persistence of Preschool Effects: Do Subsequent Classroom Experiences Matter?” [13] Ibid. Early Childhood Research Quarterly 22.1 (2007): 18-38. Web. [14] “Table VIII.” Employment Report School Year 2013-2014. Rep. Hawai‘i [4] Barnett, W. Stephen, Ph.D. “Expanding Access to Quality Pre-K Is Sound Department of Education, 2015. Web. 18 Jan. 2016. Public Policy.” NIEER. National Institute for Early Education Research. Web. 10 Jan. 2016. Fitzpatrick, Maria. “Starting School at Four: The Effect of Universal [15] Allegreto, Sylvia. “Teacher Pay Penalty.” Economic Policy Institute. Epi.org, 20 Pre-Kindergarten on Children’s Academic Achievement.” The B.E. Journal of Nov. 2014. Web. 18 Jan. 2016. Economic Analysis & Policy. Stanford University Press, 18 Nov. 2008. Web. 18 Jan. [16] Murakami, Kery. “Living Hawai‘i: Why Is the Price of Paradise So High?” 2016. Weiland, Christina, and Hirokazu Yoshikawa. “Impacts of a Prekindergarten Civil Beat News. Civilbeat.com, 04 Sept. 2013. Web. 18 Jan. 2016. Program on Children’s Mathematics, Language, Literacy, Executive Function, and [17] Wong, Alia. “How Come So Many Teachers Bail on Hawai‘i’s Public Schools?” Emotional Skills.” Child Development. Wiley Library, Nov.-Dec. 2013. Web. 18 Civil Beat News. Civilbeat.com, 04 Sept. 2013. Web. 18 Jan. 2016. Jan. 2016. [18] “Student Debt and the Class of 2014.” Student Debt (2015): 1-35. Institute [5] Barnett, W. Steven, and Milagros Nores. “Investing in Early Childhood for College Access and Success. Ticas.org, Oct. 2015. Web. 18 Jan. 2016. “Table Education.” Early Childhood Education: A Global Perspective | Nieer.org. National VI.” Employment Report School Year 2013-2014. Rep. Hawai‘i Department of Institute for Early Education Research, Nov. 2012. Web. 18 Jan. 2016. Education, 2015. Web. 18 Jan. 2016. [6] Berger, Noah, and Peter Fisher. “A Well-Educated Workforce Is Key to State [19] Ibid. Prosperity.” Economic Policy Institute. Epi.org, 22 Aug. 2013. Web. 18 Jan. 2016. [20] “Table 2. Percentage of Public School Districts That Had Salary Schedules for [7] The Economics of Early Childhood Investments. Rep. White House, Dec. Teachers and among Those That Had Salary Schedules, the Average Yearly Teacher 2014. Web. 10 Jan. 2016. Base Salary, by Various Levels of Degrees and Experience and State: 2007–08.” [8] Clothier, Steffanie, and Julie Poppe. “New Research: Early Education as School and Staffing Survey (SASS). National Center for Education Statistics, Web. Economic Investment.” National Conference for State Legislatures. Ncsl.gov, Dec. 18 Jan. 2016. 2005. Web. 18 Jan. 2016. [21] Westervelt, Eric. “Where Have All The Teachers Gone?” NPR. NPR, 4 Mar. [9] Clothier, Steffanie, and Julie Poppe. “New Research: Early Education as 2015. Web. 18 Jan. 2016. Economic Investment.” National Conference for State Legislatures. Ncsl.gov, Dec. [22] Walker, Tim. “NEA Survey: Nearly Half Of Teachers Consider Leaving 2005. Web. 18 Jan. 2016. Profession Due to Standardized Testing.” NEA Today. Nea.org, 02 Nov. 2014. [10] “Remarks by the President in the State of the Union Address.” The White Web. 18 Jan. 2016. House. The White House. Web. 10 Jan. 2016. [23] Kumashiro, Kevin K. Bad Teacher!: How Blaming Teachers Distorts the Bigger [11] “Results of the 2015 Legislative Session Early Learning Legislation.”Executive Picture. New York: Teachers College, Columbia U, 2012. Print. Office on Early Learning. Earlylearning.hawai‘i.gov, Oct. 2015. Web. 18 Jan. 2016. [24] Newton, Steven. “Where Have All the Teachers Gone?” The Huffington Post. [12] Why Teacher Quality Matters and How We Can Improve It. Rep. National TheHuffingtonPost.com, 29 Sept. 2015. Web. 18 Jan. 2016. Association for the Education of Young Children. Web. 10 Jan. 2016. [25] Ibid. [13] Mendoza, Jim. “Preschool Funding at Risk for Low-income Families.” Hawai‘i News Now. Hnn.com, 13 Apr. 2015. Web. 18 Jan. 2016. ENDING HIGH STAKES TESTING [14] Wong, Alia. “Many Families Sacrifice to Put Kids in Private Schools.” Living Hawai‘i. Civilbeat.com, 17 Mar. 2014. Web. 18 Jan. 2016. [1] Walker, Tim. “NEA Survey: Nearly Half Of Teachers Consider Leaving Profession Due to Standardized Testing - NEA Today.” NEA Today. NEA, 02 Nov. [15] “Hawai‘i State Funding for Private Early Childhood Education 2014. Web. 14 Jan. 2016. Programs.”Amendment 4. Ballotpedia, 1 May 2015. Web. 18 Jan. 2016. [2] Hagopian, Jesse. “Arne Duncan. Testocracy Tsar. Educational Alchemist. [16] Lutton, Alison. “Early Childhood Workforce Systems Initiative.” National Corporate Lackey.” The Progressive, 01 Jan. 2016. Web. 14 Jan. 2016. Association for the Education of Young Children. Naeyc.org, 5 Dec. 2015. Web. 18 Jan. 2016. [3] Polikoff, M. S., and A. C. Porter. “Instructional Alignment as a Measure of Teaching Quality.” Educational Evaluation and Policy Analysis 36.4 (2014): 399- 416. Web. RESPECT, SUPPORT, PROFESSIONALISM [4] Strauss, Valerie. “Statisticians Slam Popular Teacher Evaluation Method.” [1] Baker, Eva, Paul Barton, Richard Shavelson, Linda Darling-Hammond, Edward Washington Post. The Washington Post, 13 Apr. 2014. Web. 14 Jan. 2016. Haertel, Helen Ladd, Diane Ravitch, and Richard Rothstein. “Problems With the [5] Strauss, Valerie. “What the New Common Core Tests Are - and Aren’t.” Use of Student Test Scores to Evaluate Teachers.” Economic Policy Institute. Epi. Washington Post. The Washington Post, 1 Jan. 2015. Web. 14 Jan. 2016. org, 27 Aug. 2010. Web. 20 Jan. 2016. Rasmussen, Steven. “The Smarter Balanced Common Core Mathematics Tests Are [2] “A great education begins with well-rounded teachers who model in their own Fatally Flawed and Should Not Be Used: An In-Depth Critique of the Smarter actions the skills and characteristics they would like students to develop. Now is Balanced the time to recognize that educational leadership is not power over schools and Tests for Mathematics.” SR Education Associates. Web. 14 Jan. 2016. students…..Rather, it is giving power to those in schools to make the decisions that work best for the students in each unique school.” Payne, Catherine. “New [6] “Strive HI System Index.” Hawai‘i State Department of Education. Web. 14 Legislation Offers Hope of Improving Public Schools.” Honolulu StarAdvertiser. Jan. 2016. Star Advertiser, 21 Jan. 2016. Web. 21 Jan. 2016. [7] Ravitch, Diane. (2013). Reign of Error: The Hoax of the Privatization [3] Wilson, Alisha. “An Open Letter to the Leaders of Education.” Medium. 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Tandfonline.com, 25 Aug. Hawai’i.” Hawaiian Journal of History 27 (1993): 63-90. Print. 2010. Web. 21 Jan. 2016. [6] Sai, David Keanu. Ua Mau Ke Ea - Sovereignty Endures: An Overview of the [6] Woodward, Arthur. “Over-Programmed Materials: Taking the Teacher out of Political and Legal History of the Hawaiian Islands. Honolulu: Pua’a Foundation, Teaching.” American Educator. ERIC, Spring 1986. Web. 22 Jan. 2016. 2011. Print. Perkins, Umi. “Moolelo Refigured: Developing a New Hawaiian [7] Archibald, Douglas, and Andrew Porter. “Curriculum Control and Teachers’ History Textbook: Umi Perkins at TEDxManoa.” Ted Talks. YouTube, 24 Oct. Perceptions of Autonomy and Satisfaction.” Education Evaluation and Policy 2012. Web. 22 Jan. 2016. Analysis. Sage Journal, 20 Mar. 1994. Web. 21 Jan. 2016. Perkins, Umi. “Moolelo Refigured: Developing a New Hawaiian History Textbook: [8] Anderson, Judith. “Who’s in Charge? Teachers Views on Control Over School Umi Perkins at TEDxManoa.” Ted Talks. YouTube, 24 Oct. 2012. Web. 22 Jan. Policy and Classroom Practices.” Office of Education Research and Improvement: 2016. Research Reports. Ed.gov, Aug. 1994. Web. 22 Jan. 2016. [7] This narrative challenges the celebratory work of earlier progressive scholars [9] May, Donald S. Curriculum Control and Teachers’ Perceptions of Professional like Francine Duplexis Gray, who argued in her 1972 Sugar-Coated Fortress Discretion and Satisfaction. Diss. U of Central Florida, 2010. Orlando: U of that “Twelve years after statehood (while the economic power and profit margins Central Florida, 2010. Print. of the Big Five remained undiluted), Hawai‘i could be described as having “the greatest racial equality, the highest union wages, the most efficient welfare system, [10] Milner, Richard, IV. “Policy Reforms and De-Professionalization of Teaching.” the highest voter participation, and the robust liberal legislature of any state in National Education Policy Center. ERIC, Feb. 2013. Web. 22 Jan. 2016. the Union” (Forbes, Robert. “The Education of a Territory: Origins of Hawaiian [11] Ibid. Statehood.” Origins of Hawaiian Statehood. Academia.edu, Dec. 2010. Web. 22 [12] Carlgren, Ingrid. “Professionalism and Teachers as Designers.” Journal of Jan. 2016). Wist, Benjamin. “A Century of Public Education in Hawai‘i, October Curriculum Studies. Tandfonline.com, June 2010. Web. 21 Jan. 2016. 15, 1840-October 15, 1940.” The Hawai‘i Educational Review. SearchWorks, 2000. Web. 22 Jan. 2016. [13] Lasky, Sue. “A Sociocultural Approach to Understanding Teacher Identity, Agency and Professional Vulnerability in a Context of Secondary School Reform.” [8] Dotts, Cecil K., and Mildred Sikkema. Challenging the Status Quo: Public Teaching and Teacher Education. Science Direct, Nov. 2005. Web. 22 Jan. 2016. Education in Hawai‘i, 1840-1980. Honolulu: Hawai‘i Education Association, 1994 (45). Print. [14] Pearson, L. Carolyn, and William Moomaw. “The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism, [9] Ibid, 55. Educational Research Quarterly, 2005.” Educational Research Quarterly. ERIC, [10] Ibid, 73. 2005. Web. 21 Jan. 2016. [11] Ibid. [15] Pearson, L. Carolyn, and William Moomaw. “The Relationship between Teacher [12] Ibid, 104. Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism, Educational Research Quarterly, 2005.” Educational Research Quarterly. ERIC, [13] Hughes, Judith. “The Demise of the English Standard School System in 2005. Web. 21 Jan. 2016. Hawai’i.” Hawaiian Journal of History 27 (1993): 67. Print. [16] Torres, Carlos Alberto. “No Child Left Behind: A Brainchild of Neoliberalism [14] Bayer, Ann Shea. Going Against the Grain: When Professionals in Hawai?i and American Politics.” New Politics. Newpol.org, Winter 2005. Web. 22 Jan. Choose Public Schools Instead of Private Schools. Honolulu: U of Hawai?i, 2009. 2016. Print. [17] Katrijn, Ballet, Geert Kelchtermans, and John Loughran. “Beyond [15] Dotts, Cecil K., and Mildred Sikkema. Challenging the Status Quo: Public Intensification Towards a Schotarship of Practice: Analysing Changes in Teachers’ Education in Hawai‘i, 1840-1980. Honolulu: Hawai‘i Education Association, Work Lives.” Teachers and Teaching: Theory and Practice. Tandfonline.com, June 1994 (116). Print. 2006. Web. 22 Jan. 2016. [16] Dotts, Cecil K., and Mildred Sikkema. Challenging the Status Quo: Public [18] Perkins, Douglas, and Mark Zimmerman. “Empowerment Theory: Research Education in Hawai‘i, 1840-1980. Honolulu: Hawai‘i Education Association, and Applications.” American Journal of Community Psychology. PubMed, Nov. 1994. Print. 1995. Web. 22 Jan. 2016. [17] Reinecke, John. “One-Sixth Of Hawai‘i Students Attend Private [19] Maton, K., and D. Salem. “Organizational Characteristics of Empowering Schools.” Honolulu Record. CLEAR.org, Dec. 2014. Web. 23 Jan. 2016. Community Settings: A Multiple Case Study Approach.” American Journal of [18] Keany, Michael, and Tiffany Hill. “‘The Death of Public School’: Ten Years Community Psychology. U.S. National Library of Medicine, Oct. 1995. Web. 22 Later.” Honolulu Magazine. Honolulumagazine.com, 2 May 2011. Web. 22 Jan. Jan. 2016. 2016. [20] Udom, Udoh Elijah. What Makes Students Tick?: Unlocking the Passion for [19] “Superintendent’s Annual Report.” State DOE Accountability. ARCH, 2014. Learning. Bloomington: Balboa, 2014. Print. Web. 07 Jan. 2016. [20] Eagle, Nathan. “Board Chair: Schools’ Brick-And-Mortar Projects ‘Woefully’ CRITICAL NEED FOR FUNDING Underfunded.” Honolulu Civil Beat. Civil Beat, 26 Oct. 2012. Web. 14 Jan. 2016. [1] Kame’eleihiwa, Lilikala?. Native Land and Foreign Desires - Ko Hawai?i ?a?ina [21] Villarreal, Pamela. “How Much Are Teachers Paid: Nationwide Analysis of a Me Na? Koi Pu?umake a Ka Po?e Haole: A History of Land Tenure Change Teacher Pay?” Highlights from Education at a Glance (2014). National Center for in Hawai?i from Traditional times until the 1848 Ma?hele, including an Analysis Policy Analysis, Sept. 2014. Web. 22 Feb. 2016. of Hawaiian Ali?i Nui and American Calvinists. Honolulu: Bishop Museum, [22] “Hawai‘i DOE Budget Sheet.” Hawai‘i Public Schools. Hawai‘ipublicschools. 1992. Print. Osorio, Jon Kamakawiwo?ole. Dismembering La?hui: A History of org, Dec. 2015. Web. 22 Jan. 2016. the Hawaiian Nation to 1887. Honolulu: U of Hawai?i, 2002. Print. Goodyear- [23] “A Profile of Illinois Public Schools in 2013-14.” (2015): 1-8. Illinois State Ka?o?pua, Noelani. The Seeds We Planted: Portraits of a Native Hawaiian Charter Board of Education Schools & Districts (Annual Report). Isbe.gov, Mar. 2015. School. St. Paul: U of Minnesota, 2013. Print. Web. 22 Jan. 2016. [2] Dotts, Cecil K., and Mildred Sikkema. Challenging the Status Quo: Public [24] Analysis of Spending in America’s Largest School Districts. Ballotpedia.org, Education in Hawai‘i, 1840-1980. Honolulu: Hawai‘i Education Association, 17 Nov. 2014. Web. 23 Jan. 2016. 1994. Print. [25] Kalani, Nanea. “Increases Stacking up.” Honolulu Star Advertiser. [3] Kent, Noel J. Hawai‘i Islands Under the Influence. Honolulu: U of Hawai‘i, Staradvertiser.com, 12 July 2015. Web. 23 Jan. 2016. 1993. Print. [26] Kalani, Nanea. “Private Schools Cite Increased Costs for Higher [4] Odgers, George Allen. Educational Legislation in Hawai‘i, 1845-1892. Prices.” Honolulu Star Advertiser. Staradvertiser.com, 07 Apr. 2014. Web. 23 Jan. Honolulu: U of Hawai‘i, 1932. Print. 2016. CONTRIBUTORS SPEAKERS BUREAU

Debbie Anderson Waiakea Intermediate School (Hilo)

Mireille Ellsworth Waiakea High School (Hilo)

Mitzie Higa Ewa Makai Middle School (Central)

Andy Jones ‘ Radford High School (Central)

Alexander Kendrick Kalani High School (Honolulu)

Terry Low Kauai High (Kauai)

Jessica Whitsett Ma‘ili Elementary (Leeward)

Tracy Monroe Ilima Intermediate (Leeward)

Lisa Morrison Maui Waena Intermediate (Maui)

Michal Nowicki University Lab School (Honolulu)

Amy Perruso Mililani High School (Central)

Cynthia Tong Waipahu Intermediate (Leeward)

Sandra Webb Mililani High School (Central)

K. Raina Whiting Naalehu Elementary (Hilo) POLICY ADVISOR

Kris Coffield DESIGN EDITOR

Chris Mikesell