Questions and Answers
Capital, Taxes and Tests
By Phil Warner
Superintendent
Wilmington City Schools
I like to get questions about Wilmington City Schools. They show that people are interested, and they give us the opportunity to tell our story. Here are two questions that I am frequently asked these days, so I’m thinking these issues may be on the minds of others in the community.
Q. I’m confused about the Capital Campaign and the Income Tax. What’s the difference?
A. The Capital Campaign is a VOLUNTARY (the capital letters are mine for emphasis) campaign designed to provide our students and the community with some facility upgrades and academic enhancements that are simply not possible to fund through general operating revenues. While we recognize that athletics has a place in the high school educational experience, it’s pretty hard to spend money on a football stadium when we have so many other needs that can have a more direct impact on academic achievement.
The Capital Campaign fundraising goal is $2.5 million. About $1.5 million will go to upgrading Alumni Field. The other $1 million will go to the Wilmington City Schools Foundation to fund academic programs and activities that are simply beyond the reach of our operating budget. We have applied for some grants and maybe get a little federal money, but the lion’s share of the funding will have to come from local businesses and individuals. We’re about one-third of the way toward the goal.
Wilmington residents voted in 2002 to add funding for the District through a one percent income tax. An emergency property tax ended. Funds from the income tax represent about 20% of the District’s operating budget and are allowing us to catch up, add some necessities and get on track to regularly replace outdated material and equipment. While our per-pupil expense is still below our peers, we feel current operating revenues allow us to get the job done.
Q. As a parent, I don’t understand the purpose of state tests. They cause a lot of stress on the kids and they force teachers to put too much emphasis on the test in their teaching.
A. State Achievement Tests (they used to be called proficiency tests) are designed to improve learning by making schools more accountable, and I think that’s a good thing. The tests may not be perfect, but they continue to get better as educators refine them to reflect what today’s students are going to need to know in order to succeed in college and/or their chosen profession. We have made changes to align our curriculum more closely to the tests … not just because we want good test scores, but because we want to be teaching what is going to enable our students to compete in an increasingly competitive and expanding workplace. Businesses and other professions are continually refining their performance measures because they know, as a former mentor once told me, “Keeping score drives performance … we do what is measured.” Education must do the same because our stakeholders are demanding it and because it will enhance learning.
Teachers try hard to minimize any stress associated with the test. They know that some students do better on these kinds of tests than others. My own experience is that tests and learning have a lot in common with sports. Players who work hard in practice every day improve their chances of playing well in the game. So, pay attention in class, do a good job on homework, and try to get the most out of every class. The confidence that comes from an increased knowledge of the material reduces stress, and that generally means improved performance.
A lot of material about state tests is on the web site of the Ohio Department of Education. Check it out at – www.ode.state.oh.us.
As always, I welcome your feedback, comments and questions. My telephone number is 937/382-1641, Ext. 7485. My email address is Phil.Warner@wilmington.k12.oh.us.