PA Basic Education Funding Commission brings hearing to Luzerne County

Hazleton Area School District Advocates for Fair Funding

Hazleton, Luzerne Co. —

It has been 8 months since the court ruled Pennsylvania’s school funding unconstitutional. Since then, the state has recreated the Basic Education Funding Commission, which has been holding hearings for the past couple of weeks.

The Hazleton Area School District’s Funding Challenges

Today, the commission visited Hazleton, where the Hazleton Area School District, one of the largest districts in the state, shared their funding issues. Despite its size and growth, the district is ranked 497 out of 500 in terms of per pupil spending.

Superintendent Dr. Brian Uplinger expressed his concerns about the lack of funding and its impact on the district’s ability to provide quality education to its students. He emphasized the district’s commitment to educating all students, regardless of their background or circumstances.

• “We don’t care who comes to us, we don’t care how they come to us, we will educate them to the best of our ability. But not having that funding really handcuffs us to what we are able to provide to the students,” said Dr. Brian T. Uplinger.

Dr. Uplinger also highlighted the district’s specific challenges, including constant space issues due to growth and the need for additional resources to support their growing Latin population. The district requires more educators who can speak Spanish and teach English effectively.

Understanding the Importance of Language Acquisition

State Senator Dave Argall (R-29), who serves as the co-chair of the senate education committee and is a member of the commission, expressed surprise at the time it takes for students to fully read, write, and speak a new language. He shared his personal experience studying German and acknowledged the difficulty faced by students who are learning subjects like algebra or economics in a language they are still mastering.

• “I studied German for a long time,” said Argall. “I can’t imagine studying algebra or economics in German. And that’s what these young students are faced with every day. And it’s not going to happen overnight.”

Diverse Funding Needs for Pennsylvania’s Public Schools

Testimonies were also provided by the Pennsylvania School Boards Association, an architect firm specializing in school infrastructure, and the Hazleton Integration Project, all highlighting the challenges they have faced with school funding.

Senator Argall emphasized the need to find a better way to fund public schools, considering the significant diversity among districts across the state.

• “The bottom line is we need to find a better way to fund our public schools, and there’s such great diversity. Philadelphia is different from Hazleton. Hazleton is different from Harrisburg. We have small towns where everything is very different,” said Argall.

Moving Forward with Budget Proposals

The Commission voted to commission an independent fiscal office to conduct a survey on school funding. Their next meeting is scheduled in Pittsburgh, and they aim to have a budget proposal ready by February.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 4: Quality Education

The article discusses the issues related to school funding and its impact on the quality of education provided by the Hazleton Area School District. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all.

SDG 10: Reduced Inequalities

The article highlights the disparities in per pupil spending and the need for more resources to support the growing Latin population in the Hazleton Area School District. This relates to SDG 10, which focuses on reducing inequalities within and among countries.

2. What specific targets under those SDGs can be identified based on the article’s content?

Under SDG 4: Quality Education:

– Target 4.1: Ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.

– Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.

– Target 4.a: Build and upgrade education facilities that are child, disability, and gender-sensitive and provide safe, non-violent, inclusive, and effective learning environments for all.

– Target 4.c: Substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

Under SDG 10: Reduced Inequalities:

– Target 10.1: Achieve and sustain income growth of the bottom 40 percent of the population at a rate higher than the national average.

– Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

– Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article mentions the following indicators that can be used to measure progress towards the identified targets:

– Per pupil spending ranking: This indicator reflects the resource allocation and funding disparities among different school districts. It can be used to assess progress towards targets related to equitable access to quality education (Target 4.1) and reducing inequalities (Target 10.1 and 10.3).

– Access to education for the Latin population: This indicator highlights the need for inclusive education and equal access to educational opportunities for vulnerable populations. It can be used to measure progress towards targets related to gender disparities in education (Target 4.5) and promoting social inclusion (Target 10.2).

– Space issues in schools: This indicator reflects the need for adequate infrastructure and facilities to provide a safe and effective learning environment. It can be used to assess progress towards the target of building and upgrading education facilities (Target 4.a).

– Need for more educators who can speak Spanish and teach English: This indicator highlights the importance of qualified teachers who can meet the diverse needs of students. It can be used to measure progress towards the target of increasing the supply of qualified teachers (Target 4.c).

4. Table: SDGs, Targets, and Indicators