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Weekly Review
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December 9, 2008
 
 
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In This Issue
November: Another month of revenue decline
FY 2010 State pension payments to increase $1.2 billion over FY 2009
Incentives for hard to staff schools
Calendar of Events
 
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.
 


 
Pensions
 
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, the
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


 
Education
 
CAP
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 p
ay 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.

 
Calendar
 
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.

 

 



Do you have something to add to the Weekly Review?
email Chrissy Mancini @
cmancini@ctbaonline.org

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Chicago, IL  60601
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