Weekly Review
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December 9,
2008
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Revenues |
Another Month of
Failing Revenues
The Commission on Government Forecasting and
Accountability (COGFA) reported in the November
monthly report that State revenues were $344 million
less in November 2008 compared to November 2007,
mostly due to a decline in federal sources, a result
lower State reimbursable spending. Another
contributor was the number of receipting days in the
month. November had three fewer receipting days
(days in which the State takes in revenue) in 2008
compared to 2007.
How Did Taxes Perform?
Sales and the Individual Income tax did not do well
in November. Individual income tax receipts were
down $126 million net of refunds. Sales tax receipts
fell $50 million. Other tax revenue receipts that
fell were:
- Inheritance tax down $46 million
- Interest income off $18 million
- Other sources lost $12 million
- Insurance taxes were down $10 million
- Public utility off $4 million
- Cook County IGT dropped $3 million
- Riverboat revenues fell $15 million
- Other transfers fell $4 million
- Lottery transfers were flat for the month
- Federal sources fell $106 million
Year to Date
Through November, overall base revenues are down
$751 million from last year. Most of the decline is
due to a loss of federal revenues as federal
receipts are down $402 million. Many revenue
sources are down for the year including riverboat,
lottery, income, sales, investments and federal
sources.
COGFA has continued to raise their concerns about
Fiscal Year 2009 revenues. The economy along with
increased refund percentages, lower miscellaneous
transfers, and lack of federal source growth,
"...spells serious budgetary problems."
Read more about the FY 2009 revenue picture here.
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Pensions
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Bad Economy is Bad News for State
Retirement System's Health
FY 2010 State
Pension Payments Scheduled
to Increase $1.2 Billion Over FY 2009
The bad economy creates problems for more
than state revenues, pension investments
also suffer. Each system invests the
state's pension funds in the market in order
to grow that money and put it back into the
systems. During the past few years, the
state pension systems have enjoyed positive
investment returns. However, like most
other states, corporations and individuals
in the market place, the pension systems
investment returns are down this year. That
means the State must now put more money into
the systems to make up for the loss.
When the Commission on Government
Forecasting and Accountability (COGFA)
released the 2008 Report on the Financial
Condition of the State Retirement Systems
last February, the actuaries for the five
systems had projected a total FY 2010
contribution of $3,537.3 million (this
projection was based on the June 30, 2007
actuarial valuations of the systems). That
projection assumed an 8.5% return on
investments in FY 2008. However, due to the
poor economy, the systems did not return
8.5% on their investments. Hence, the total
FY 2010 contribution will be approximately
$510 million higher than originally assumed,
due in large part to negative investment
returns in FY 2008. That makes the total
increase in FY 2010 State pension payments
over FY 2009 $1.2 billion.
COGFA reports that P.A. 88-593, commonly
known as the "1995 funding law," requires
that state contributions to the retirement
systems must be made in order to achieve a
90% funded ratio by June 30, 2045. The Act
stipulated that for fiscal years 2011
through 2045, the required state
contribution will be calculated as a level
percentage of payroll, following a 15-year
phase-in, or "ramp," which began in FY 1996.
If the FY 2010 contribution is made in
accordance with the requirements of P.A.
88-0593, then FY 2010 will be the last year
of the ramp. In FY 2011 and each fiscal year
thereafter, contributions to the pension
systems will be made as a level percentage
of payroll, and the yearly increases will
not be as drastic as in recent years.
Illinois gets the revenue to fund its
pension contributions primarily from general
taxes, like income and
sales. These are the same revenue sources
that constitute the bulk of the General
Fund. In addition to covering pensions, the
General Fund is the source for funding the
vast majority of public services the state
provides, including everything from
education, healthcare, human services and
public safety.
While the cost of providing public services
grows normally with the economy over time,
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state's poorly designed tax system does not
grow with the economy, hence generates less
revenue than needed to maintain current
public service levels and make the required
pension payments from year to year,
adjusting solely for inflation. This fiscal
year the situation is even worse, as
revenues are predicted to DECLINE from last
year. The combination of declining revenues
and poor pension system investment returns
means the state will either have to find new
revenue sources, skirt pension payments, or
cut public services.
Unfortunately the current situation is
nothing new, policymakers consistently have
been confronted with the politically
difficult choice of either significantly
reducing the level of public services to pay
pension contributions, or modernizing how
the state taxes to raise adequate current
revenue for the state to pay its bills.
Instead of confronting this politically
difficult dilemma head-on, policymakers have
generally made the fiscally unsound, third
choice year after year: defer making the
full employer pension
contributions then due, just to maintain
current services. For example, in FY 2006,
the state was unable to meet the required
contribution of $2.1 billion, actually
paying less than half that amount. The same
happened in FY 2007.
However, the state's pension debt is now so
large that it simply cannot be put off to
future
generations (The State Retirement System's
unfunded liability is $54.3 billion as of
June 30, 2008). But making these pension
payments is highly unlikely under the
current tax system, without drastically
cutting public services for future
generations.
For more information on the State Retirement
Systems please visit the Illinois Retirement
Security Initiative's homepage
here.
CTBA has analyzed the pension system in the
following reports. You can download them at
the following links:
The Illinois Public Pension Funding Crisis:
Is Moving from the Current Defined Benefit
System to a Defined Contribution System an
Option that Makes Sense?
Illinois Pension Funding Problem: Why it
Matters
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Education
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Financial Incentives for Hard-to-Staff Positions
The Center for American Progress recently released
an interesting report on filling hard-to-staff
teacher positions in K-12 education.
You can read the full report here.
Executive Summary:
Schools across the country struggle to attract and
retain effective teachers in "hard-to-staff" subject
areas, such as math and science. They also struggle
with retaining and attracting effective teachers in
hard-to-staff schools-those that have a history of
low performance, enroll high proportions of
disadvantaged students, or are located in poor urban
or isolated rural areas.
How can states and districts recruit and retain
larger numbers of effective teachers in these
schools and subject areas? One approach is to change
compensation-to pay teachers more, through salary
adjustments or incentives, for working in particular
schools and subject areas. Unlike across-the-board
pay raises, differentiated pay for these positions
aims to make up for differences in the level of
challenge teachers face in hard-to-staff schools or
the higher pay available outside of education to
people with certain expertise.
Though several districts and states are
experimenting with hard-to-staff pay, education
leaders have little research about the effectiveness
of these programs or practical guidance on which to
base the design of new ones.
Outside of education, however, in civil service, the
military, the medical field, and private industry,
paying more for hard-to-staff positions, or "market
pay," is common practice. Rural communities often
struggle to recruit a sufficient number of
high-quality nurses and physicians, the military has
committed to filling even its most dangerous jobs
with an all-volunteer force, and human resource
directors in the private sector are familiar with
the ebbs and flows of supply and demand in many
positions. Across these sectors, bonuses and other
incentives are used as a matter of course to attract
a greater number of applicants, increase retention,
and increase staff performance.
Each of these sectors offers significantly more
research about the effectiveness of incentive
programs than can be found in education. Due to the
number of programs and depth of experience, they
also offer practical lessons about their design and
implementation. For this report, we collected
research and experience from across sectors to help
guide state and district leaders as they design and
refine hard-to-staff programs in public education.
Many of the approaches we explore here, such as job
auctions, are rarely if ever used in U.S. public
education. Others are better known, though still
infrequent in education, including
various forms of recruitment incentives and
performance-contingent bonuses. The rarity of these
solutions in public education highlights what is
perhaps our most important finding from cross-sector
experience: The education sector stands alone in its
extreme reluctance to modify compensation in service
of its ultimate mission. In the realm of
compensation reform, the politics of parity have
largely trumped the sector's will to succeed.
Nowhere is the terrible consequence of our
misalignment of resources more evident than in the
nation's hardest-to-staff classrooms and most
disadvantaged schools.
Based on our review of research on hard-to-staff pay
programs in both the public and private sectors, as
well as interviews with experts in fields with
significant experience addressing hard-to-staff
positions, we offer the following additional lessons
for policymakers in education. These lessons are
intended as a launch pad for the detailed
compensation design required to implement
hard-to-staff pay reforms effectively in education.
Compensation is
powerful. In most other sectors, the question
of whether to use pay
to fill hard-to-staff positions is rarely even
raised. Experts from across sectors agree that using
compensation as a tool to address staffing
challenges is a no-brainer, an integral part of
business as usual that responds to the economic
principle of "compensating differentials" and the
realities of a changing labor market. With more
expenditures tied up in personnel than almost any
other aspect of an organization, compensation is one
of managers' and policymakers' most powerful and
manipulable tools to address staffing shortages. And
there is compelling evidence that targeted
incentives work-research and experience from each of
the sectors we reviewed suggests that financial
incentives can be highly effective for both
recruitment and retention in hard-to-staff
positions.
A "portfolio" of
incentives may be most effective for a diverse
candidate pool and workforce. The
cross-sector evidence suggests that loan repayment
programs, recruitment and retention bonuses, and
salary supplements can all be highly effective in
recruiting and retaining employees in hard-to-staff
positions. Their success, however, depends largely
upon the degree to which they are tailored to meet
the specific needs of candidates and current
employees. In education, a combination of loan
repayment programs, recruitment bonuses, retention
bonuses, performance bonuses, and other types of
incentives may be the best approach to ensure that
they are attractive to a variety of new candidates
and current teachers.
Including a
performance-based component boosts the recruitment
and retention power of hard-to-staff pay.
Compensation research from across sectors strongly
suggests that adding a performance-based pay
component to compensation consistently attracts and
retains higher performers. In addition, the larger
the performance-based pay opportunity available for
a job, the higher its attraction for high
performers. In education, policymakers' ultimate
goal must be not only to increase the number of
teachers in hard-to-staff schools and subject areas,
but also to increase the quality. Providing rewards
for performance could serve as an incentive for
candidates who believe that they will succeed in
these venues, thereby increasing the quality of the
candidate pool and potentially its size, as well.
Hard-to-staff
incentives in other sectors typically make up a
substantial portion of recipients' total
compensation. The cross-sector research does
not offer a concrete formula for determining the
most effective amount of hard-to-staff incentives.
What is clear, however, is that employers across
sectors are providing much larger incentives than
the majority of hard-to-staff pay programs in
education. Incentives between 10 percent and 30
percent of a teacher's salary would be more in line
with other sectors.
Decisions about
which "units" are hard to staff are best made at the
top, but on-the-ground managers should have
discretion over distribution and amounts.
Research from the public, defense, and private
sectors makes clear that decisions about which
particular jobs or units of an organization are hard
to staff are best made at the top, to allow leaders
with a broad view of the organization's goals to
prioritize staffing shortages across branches or
divisions. But the evidence suggests it is the
managers who work most closely with new candidates
and staff who may be best suited to distribute the
incentives and set individual incentive amounts.
Translating this finding successfully to education
will require education leaders to experiment with
different levels of discretion, giving districts and
school leaders varying levels of authority over
incentive distribution and amounts, and monitoring
the results.
Employers across
sectors target a ready pool of candidates to help
reduce the additional incentives required to get
them into tough positions. Alongside
financial incentives to address staffing shortages,
successful organizations across sectors work to find
candidates who already value certain aspects of the
hard-to-fill job or who do not perceive the
undesirable characteristics as drawbacks. Decades of
economics research on "compensating differentials"
have shown that most labor pools are heterogeneous
when it comes to candidates' values and preferences
for particular aspects of a job. Education leaders
can also capitalize on this heterogeneity through
the use of auctions or by investing in targeted
recruitment for candidates who are inherently
attracted to the conditions that make some schools
harder to staff-and so will require less
differentiation in pay or none at all.
Organizations
frequently solve staffing problems by reorganizing
their operations to eliminate the disamenity or the
need for the position. Employers in other
sectors are also likely to rethink the nature of
hard-to-staff positions entirely. If a particular
position is chronically difficult to fill-especially
due to disamenities, which are challenging or
undesirable working conditions that come with the
job-successful organizations in other sectors will
reorganize operations, often using new technologies
to eliminate the disamenity or the need for the
position entirely. Education leaders also should
consider using technology to alter the roles and
location of teaching staff. In its basic form, this
might include delivering programmed instruction in
hard-to-staff subjects, such as math, online. It
also might include bringing the job to the people
rather than the people to the job in hard-to-staff
locations: Excellent content instructors can be
located anywhere if their interactions with students
occur through a combination of video, audio, and
online technologies. Such solutions would both allow
and require significant changes in staff roles at
the schoolhouse level and in compensation for all
who contribute to the instructional process.
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Calendar
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WHAT:
Leadership for Diversity Conference
Social Justice for Illinois Schools
Pre K-12
WHEN:
Friday-Saturday, January 30-31, 2009
WHERE:
Bradley University · Robert H. Michel Student Center
· Peoria, IL
INFO: The
purpose of this conference is to promote a statewide
dialogue about best leadership practices to promote
learning in diverse environments. We seek to
understand policy implications at the local, state,
and national levels that affect all stakeholders in
diverse settings. It is our hope that from this
dialogue will emerge effective leadership practices
that build inclusive learning communities where
diversity is valued, respected and promoted.
Keynote Speakers:
Dr. Linda Skrla,
Associate Dean for Research, P-16 Initiatives, &
International Programs, Texas A&M University, Ralph
Martire, Executive Director, Center for Tax and
Budget Accountability, Phillip Jackson, Founder &
CEO, The Black Star Project
Registration Fees:
Friday Afternoon Diversity & Inclusion Awareness
Workshop $50.00
Friday Evening $50.00
Saturday $125.00
CPDU credit available - $15.00 Register online at
www.iwel.org. (Deadline for registration is January
9th.) Questions? Contact Dr. Jenny Tripses at
309-677-3593 or jtripses@bradley.edu
WHAT: Dupage Federation on Human Services
Reform, Making the Connection: Accessing Public
Benefits for Low Income Persons
WHEN: October
1, 8, 15, 22, 29
February
18, 25
March 4,
11, 18
June 3,
10, 17, 24
July 1
WHERE: All trainings held at NIU Naperville,
1120 Diehl Road, Naperville, IL
INFO: Making the Connection training sessions
contain information in an easy-to-understand format
regarding many programs available to assist low
income persons.
Individuals who register for a Making the Connection
training session now receive membership access to
the Federation's newly developed Making the
Connection Illinois website, www.mtcil.org.
To register and for more information please visit
www.dupagefederation.org.
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Do you have something to add to the Weekly
Review?
email Chrissy Mancini @
cmancini@ctbaonline.org
___________________________________________________________________________
Center for
Tax and Budget Accountability
70 East Lake Street, Suite 1700
Chicago, IL 60601
312-332-1041
www.ctbaonline.org
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