Legislation

Since 1993, Michigan's Legislature has passed numerous reforms affecting the way our public school system is funded and governed, and creating new options for curriculum development, school accountability, and the structure of individual schools. The changes have been sweeping and controversial. The following summaries reflect the impact of the most recent legislation on local schools and communities.

Finance
In 1993, the Michigan Legislature fundamentally changed the way public schools are funded. School property taxes have been reduced by more than half, and the state's share of K-12 revenue has risen from 45 percent to 79 percent. Furthermore, differences among local districts in per-pupil revenues have been substantially reduced. The new finance system is generally viewed as both more equitable and better aligned with Michigan's program of systemic education reform than the previous system.

Governance
The most recent legislation (SB679) increases the powers of local school boards and districts. The language governing the powers of school boards was changed from enumerated powers, which means you can if legislation says you can, to "general powers," which means you can unless legislation says you cannot.

A new section assuring parental rights to reasonable review of curriculum and materials and to attend classroom teaching of their children was added. The new code states that parents have the natural and fundamental right to determine and direct the care, teaching, and education of their children.

Core curriculum
Under the 1993 quality reforms adopted by the Legislature, the State Board of Education was directed to develop and distribute a recommended model core academic curriculum. The original legislation would have shifted the recommended model core curriculum to a mandated state core curriculum by 1997/98. In 1995, SB679 strengthened the concept of a strong model core curriculum based on high standards for academic content and increased the role of local schools in determining the model they will adopt.

School districts are now required to consider the state-recommended model and adopt it or a locally determined variation. Districts must explain deviations from the model in their annual report and must provide the core curriculum to all pupils. The state-recommended core curriculum will remain the basis for the Michigan Education Assessment Program (MEAP)and state-endorsed diploma tests. MEAP scores and changes in those scores will be used as criteria in accreditation.

Accountability
Reform legislation required that all assessment instruments developed or supported by the state be consistent with the state-recommended core academic curriculum standards. MEAP and High School Proficiency tests will be directly linked to these standards.

Since 1997, the High School Proficiency Test is used to determine whether or not graduating students receive endorsed diplomas. Employers should request this information in making hiring decisions.

Under Public Act 25 of 1991, all public schools must become accredited. Accreditation will be linked to performance on MEAP tests and to changes in those scores over multiple years. However, performance on MEAP tests cannot be used as the sole criterion for accreditation. Schools that fail to meet accreditation standards are subject to sanctions and ultimately, the state can take over the school. Current legislation focuses on actions to be taken by the state when failure to perform occurs, rather than on rewards for high performance.

Public School Academies
Public Act 416 established Public School Academies for the purpose of improving public elementary and secondary schools of the state. Public School Academies may be established within the state's system of public schools for the following purposes:

> To provide parents and pupils with greater choices among public schools, both within and outside their existing school districts.
> To improve pupil achievement for all pupils, including, but not limited to, educationally disadvantaged pupils, by improving the learning environment.
> To stimulate innovative teaching methods.
> To create new professional opportunities for teachers in a new type of public school in which the school structure and educational program can be innovatively designed and managed by teachers at the school site level.
> To achieve school accountability for pupil educational outcomes by placing full responsibility for performance at the school site level.
> To determine whether state educational funds can be more effectively, efficiently, and equitably utilized by allocating funds on a per-pupil basis directly to the school rather than through school district administration.

Any school district can establish an academy in its district. Community college authorized academies are not limited in number, but are limited to operating in the college district. Universities may authorize a limited number of academies to operate in any part of the state.