The Basic Education Funding Commission (BEFC) Report
Introduction
The Basic Education Funding Commission (BEFC) has approved its final report on distributing basic education funding for Pennsylvania’s 500 school districts.
The report recommends an additional $5.4 billion in basic education funding, which raises concerns about increased taxes for Pennsylvania families.
No Bipartisanship
The BEFC is an intentionally diverse group, consisting of equal representation of Republicans and Democrats from both legislative chambers and three members from the governor’s administration.
However, their final report lacks bipartisan support, with all Republican members voting against it.
One Democrat, Sen. Lindsay Williams, also voted no, but only because she views the proposal as not going far enough.
Lawmakers Must Step Up
The BEFC report doesn’t acknowledge the commission’s defined, limited role: review the distribution of Pennsylvania’s basic education funding.
Only the General Assembly, through the annual appropriations process, can determine the level of state funding for basic education. The BEFC has no power to impose educational funding levels.
Thus, lawmakers must work together to negotiate timely, good-faith solutions that put all policy options on the table.
More Money isn’t a Quick Fix
Since 2013, state support for public education is up 55 percent in Pennsylvania, reaching an all-time high of $15.5 billion in fiscal year 2023–24. However, increased funding doesn’t correlate with increased student achievement.
Pennsylvania student performance has lagged despite record spending.
Accountability and Choice
The BEFC report doesn’t address accountability.
Furthermore, what are parents and students to do if their school continues to fail them? Students need better schools now, not later.
To acknowledge the vital role school choice programs play in Pennsylvania’s education system, lawmakers and the governor should expand existing programs, such as the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs, or legislate new ones, such as Lifeline Scholarships, also known as the Pennsylvania Award for Student Success (PASS).
Conclusion
Regardless of what the commission recommends, lawmakers on both sides of the aisle and the governor are the ones who must step up and find common ground to ensure that Pennsylvania funds students, not broken systems.
Stephen Bloom, a former state representative, is the Vice President of the Commonwealth Foundation, Pennsylvania’s free-market think tank. X: @StephenLBloom; @Liberty4pa.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
- SDG 16: Peace, Justice, and Strong Institutions
The article discusses issues related to education funding in Pennsylvania, which is connected to SDG 4 – Quality Education. It also highlights the lack of bipartisan support and the need for lawmakers to work together, which relates to SDG 10 – Reduced Inequalities and SDG 16 – Peace, Justice, and Strong Institutions.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
- SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- SDG 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.
Based on the article’s content, the specific targets that can be identified are related to ensuring equitable access to quality education (SDG 4.1), promoting inclusivity and reducing inequalities (SDG 10.2), and fostering inclusive decision-making processes (SDG 16.7).
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator for SDG 4.1: Completion rate of primary and secondary education
- Indicator for SDG 10.2: Proportion of population with access to essential services, including education
- Indicator for SDG 16.7: Proportion of population who believe they have a say in decision-making processes
The article does not explicitly mention specific indicators, but the identified targets can be measured using indicators such as the completion rate of primary and secondary education (SDG 4.1), the proportion of the population with access to essential services, including education (SDG 10.2), and the proportion of the population who believe they have a say in decision-making processes (SDG 16.7).
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education. | Completion rate of primary and secondary education |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. | Proportion of population with access to essential services, including education |
| 10.3 Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard. | Proportion of population who believe they have a say in decision-making processes | |
| SDG 16: Peace, Justice, and Strong Institutions | 16.7 Ensure responsive, inclusive, participatory and representative decision-making at all levels. | Proportion of population who believe they have a say in decision-making processes |
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Source: pennlive.com
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