I appreciate Envision Utah’s recent efforts to examine how to engage, retain and support teachers in Utah. Their report, “A Vision for Teacher Excellence,” is informative, specific, and encouraging. Much thought and collaboration has gone into its creation.
What remains is to work out how this vision may be funded.
During my 35 years of teaching in Utah, and since retiring, I have watched how proposed allocations for increased educational funding have been swallowed up by various economic factors, while salaries, class sizes and per-pupil spending remain relatively static.
One of the biggest factors is growth. There is a perennial need for new schools, more educators and increased teaching resources. Utah is an attractive destination, with a stable economy and a low unemployment rate. In addition, Utah has a high birthrate, which results in ever-increasing demands on its public schools.
I find it appalling that tax forgiveness can be used as an incentive to lure prospective businesses and employers to locate in Utah. These new entities often contribute to in-migration, increasing our population and straining our resources.
Instead of paying their fair share of the taxes that should support our infrastructure, these businesses are given reduced tax rates, often for years to come. Thus, the burden on our schools increases and the education system is continually strapped for money.
State legislators are now debating changes to Utah’s tax structure, which would lower the income tax rate. Beyond that, families with children would be given significantly increased tax subsidies.
The income tax is the major source of revenue for Utah’s public schools. If these measures are approved, schools could receive much less revenue than they do now. Moreover, the biggest beneficiaries of the education system would be contributing even less than they do presently to support the services their children receive.
Tax revision impacts many stakeholders. However, I feel that we are not doing our best job of identifying ways to improve public education, unless we address these major losses of potential funding.
Penelope Smith, Sandy
