Alternative programs retain school funds

The state Board of Education has reversed its decision to cut direct funding to popular "school within a school" learning centers, alternative programs for struggling students and peer education, but warned the money is far from safe given continuing budget shortages.

The board voted in June to transfer about $4.5 million designated for the programs for the 2012-13 school year to the weighted student formula pot, effectively dividing the money among all schools based on enrollment and the educational needs of their students.

To save the programs, principals and complex areas were directed to pool their resources. The Department of Education argued the funding change was more equitable to all students and would help lessen the blow of other funding cuts. But others said that relying on cash-strapped schools to support the programs was unrealistic.

Statewide, there are 29 "school within a school" centers that focus on special interests such as performing arts, 31 alternative learning centers for those who aren’t making it in traditional schools and hundreds of students served through peer education.

At a meeting Tuesday, board members said they wanted to ensure the future of the programs and would — for at least the next school year — return their funds. But all of the programs’ budgets were cut 10 percent and could have to go through the exercise again soon. Board members warned that the funds aren’t guaranteed.

Board member Wesley Lo, chairman of the board’s Finance and Infrastructure Committee, said at the meeting that if sizable budget cuts continue, "there will be hard decisions that this board will have to make."

"I firmly believe we are going to be faced with some very tough budgets," Lo said.

Budget reductions could also trigger another look at the issue.

"The truth is there’s not enough money to go around," said Brian De Lima, board vice chairman, who introduced the motions to return designated funding for the programs.

The funding change has the programs’ leaders breathing a little easier.

Robin Kitsu, coordinator of the Nanakuli High performing arts center, said the decision will ensure the programs survive, though they will have to find additional funds to make up for the 10 percent cut.

"Every learning center, what the state gives us, we’re grateful for," he said. "But it still doesn’t cover all the expenses."

The Nanakuli High learning center, which puts on several performances statewide annually, gets about $21,000 in funds. Kitsu said its annual budget is more like $40,000, so the remainder has to be collected through donations and ticket sales.

"It’s never ending," he said, adding the return of the funds is a weight lifted.

Though the board’s action Tuesday restores the status quo for learning centers, how funding is doled out for alternative learning centers and peer education programs was changed. The board decided instead of sending the money to the programs, it would go to the superintendent, who would decide how to fund the centers and peer education program based on a set of criteria that she will develop.

That could result in some programs seeing less.

At the board meeting, staff and students at alternative learning centers — along with former students — made impassioned appeals for the programs, which serve about 1,700 students statewide who need to make up credits. Many have failed multiple classes.

Amanda Hicks, who attends Wahiawa’s "storefront" alternative learning center, said she was the "epitome of the lost cause" when she came to the center. She now dreams of one day getting a doctoral degree. She asked the board, "What happens when programs like this are gone? Think about the lives you’re risking for a few extra dollars."

Colette Miyamoto-Kajiwara, longtime coordinator of the Wahiawa "storefront," has compared the alternative learning centers to educational emergency rooms, which need stable funding year-round even though enrollment fluctuates. (It is lowest at the start of the school year and rises as students start to struggle in their classes).

She said schools value the programs but would "find it difficult to pay for."