Good point. Couldn’t agree with you more. I’ve said basically the same thing in other posts concerning this election. More than 4% of Boise District enrollment is from outside the Boise District.

Good points on salaries and the audit also!

Too bad more folks weren’t as enlightened and aware as you.

I do not attempt to fake my affirmation of confidence. As I noted above there are differences – whether they be regional, state based or local. I just prefer comparisons to be pertinent to the issue at hand. I agree each school district is different – unique, if you will. That’s why I don’t support school district consolidation. I really don’t believe it will save much money, if any, and may create more problems than it would purportedly solve.

And in past posts on the Guardian I’ve noted that Boise District is becoming an older, more urbanized District. Nothing new there.

“,,, costs of living in Boise are much higher than Meridian, Kuna, Nampa, Caldwell, etc.” And your FACTUAL basis for that statement is?

When the quality of the District management reaches the quality of the instruction in the classroom I’ll support District levies and bond issues. But until the District begins answering questions about its budget, explains why it is expanding and enhancing programs (see budget) while at the same time saying it doesn’t have enough money, answers questions about its non – certified salary scales and positions, and open enrollment I’ll be voting no.

Voting No! writes,”The ‘problems’ that teachers have to deal with in Idaho schools pale in comparison to those in urbanized districts in larger states.” Following this same logic, Boise is not the same as surrounding districts. It faces different issues as Boise continues to shift, change, and “urbanize.” Boise High School, as defined by the Great State of Idaho, is the only urban school in the state.

Furthermore, continuing the “apple-cart” analogy, costs of living in Boise are much higher than Meridian, Kuna, Nampa, Caldwell, etc.

Last, if paying people better generates better quality, as Boise versus the other districts, why not support it?

P.S. Voted yes, and things are looking good. It seems Boise is still an area supporting education unlike many on this message board.

In a capitalistic society, those private school supporters should be happy. The better public education is, the harder the private sector must work to create a desirable product.

I believe voters are misled when we are told that the only way to improve education is to increase spending. Education costs around the nation have risen dramatically over the years, but test scores nationwide are either stagnant or sinking. It is time for us to look at where that money actually goes.

Our children ought to be able to obtain a “quality education” from numerous sources, not just a government-run, unionized public education system.

A couple comments on your dissertation.

You say the BEA is not a Union but an Association. OK, it may not be technically a Union. It may not be affiliated with the AFL-CIO. Maybe we could call it a Guild. In any case, the Boise District negotiates with the BEA on wages and benefits and those wages and benefits form the basis for wages and benefits paid to other District employees.

If the BEA is only an Association, as you maintain, why did it threaten to strike Boise District in the mid 90s and why did the District, in response to that strike threat, implement strike management procedures? Unions strike. If an Association strikes what is the difference between an Association striking and a Union striking? A Union (or union if you prefer) is nothing more than an association of people with common interests pursuing a common goal. In this case, I’d suggest an Association by any other name is a Union no matter what sheep’s clothing it is dressed in and regardless of whether or not it has AFL-CIO affiliation.

I agree teachers should be paid a living wage and be compensated for their educational background. I also support non – certified staff being paid less, in most cases, than certified staff – something that doesn’t happen in the Boise District. But as part of the whole wage discussion shouldn’t we talk about summer school principal jobs, summer driver ed instructors, or summer school teachers? All that is extra income by choice. And then there are those who chose to fight wildland fires (or any other job) during the summer months. Again, extra income by choice.

And please don’t try and compare Idaho starting teacher salaries to the national average. That’s an apples and oranges comparison. A better comparison might be to rural states or Intermountain states or States that have demographics similar to that of Idaho. The “problems” that teachers have to deal with in Idaho schools pale in comparison to those in urbanized districts in larger states.

It’s my observation that Meridian District underpays, and overworks, its employees. On the other hand, Boise District overpays its management. I’d suggest Boise District try a Zero Based Budget approach at least one time just to see how things fall out.

And speaking of management, I assume you’re talking about school principals when you say the average public school administrator oversees 38 people. Let’s take that a step or two up the ladder, like to the Area Director level, and the number becomes more like 16 – pretty close to that “average business manager.”

Lastly, you say “… there does not seem to be a habitual need to return or rerun bonds.” The reason there was no increase in taxes for the last construction bond was because the new bond merely replaced an old bond that was about to expire. Had there not been a new bond we all would have gotten a tax decrease when the old bond expired.

I agree, I hope facts will win out with a victorious levy Tuesday.

High school graduates will:
-Sell to the world.
-Buy from the world.
-Work for international companies.
-Manage employees from other cultures and countries.
-Collaborate with people all over the world in joint ventures.
-Compete with people on the other side of the world for jobs and markets.
-Tackle global problems, such as AIDS, avian flu, pollution, and disaster recovery (Center for International Understanding).

To best compete in a globalizing world, students will need a quality education.