Are New Buildings the Answer?

Education |
By Susan Pendergrass | Read Time 2 minutes minutes

In 2000, the Kansas City 33 School District (KCPS) had over 37,000 students attending 87 schools. Last year, the district had just over 13,000 students attending 14 schools. Part of the reason for this is that over half of the families living in the district have chosen charter schools over KCPS schools.

So it seems surprising that KCPS is asking taxpayers to approve spending $424 million to buy bonds to improve buildings in the district. These bonds require an increase in the property tax rate that would cost the owner of a $200,000 home an additional $231 in property taxes each year. That seems like a lot.

The last time KCPS tried to convince taxpayers to do this, the bond referendum failed because, according to the superintendent, “families weren’t inspired” by the plan. This time, the goal is to send any student who has to move or whose school is closed to a new or newer school. The claim is that this will make the students feel more important and more worthy.

KCPS is certainly struggling. Last year, despite spending over $22,000 per student, only 22 percent scored on grade level in reading and 21 percent did so in math. In other words, four out of five students are below grade level. It’s not surprising that families have turned to charter schools.

The question is—will new buildings turn that around? The district plans to spend more than $50,000 per child on these capital improvements. Could that money be better spent in the existing classrooms?

About the Author

Before joining the Show-Me Institute, Susan Pendergrass was Vice President of Research and Evaluation for the National Alliance for Public Charter Schools, where she oversaw data collection and analysis and carried out a rigorous research program. Susan earned a Bachelor of Science degree in Business, with a concentration in Finance, at the University of Colorado in 1983. She earned her Masters in Business Administration at George Washington University, with a concentration in Finance (1992) and a doctorate in public policy from George Mason University, with a concentration in social policy (2002). Susan began researching charter schools with her dissertation on the competitive effects of Massachusetts charter schools. Since then, she has conducted numerous studies on the fiscal impact of school choice legislation. Susan has also taught quantitative methods courses at the Paul H. Nitze School for Advanced International Studies, at Johns Hopkins University, and at the School of Public Policy at George Mason University. Prior to coming to the National Alliance, Susan was a senior policy advisor at the U.S. Department of Education during the Bush administration and a senior research scientist at the National Center for Education Statistics during the Obama administration.

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