Legislature(2013 - 2014)BELTZ 105 (TSBldg)
03/01/2013 08:00 AM Senate EDUCATION
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| Discussion No. 1 on Voucher Systems - Identifying the Stakeholders and Key Policy Areas | |
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* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
ALASKA STATE LEGISLATURE
SENATE EDUCATION STANDING COMMITTEE
March 1, 2013
8:02 a.m.
MEMBERS PRESENT
Senator Gary Stevens, Chair
Senator Mike Dunleavy, Vice Chair
Senator Charlie Huggins
Senator Berta Gardner
MEMBERS ABSENT
Senator Bert Stedman
COMMITTEE CALENDAR
DISCUSSION NO. 1 ON VOUCHER SYSTEMS - IDENTIFYING THE
STAKEHOLDERS AND KEY POLICY AREAS
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
ROBERT ENLOW, President & CEO
Freidman Foundation for Education Choice
Indianapolis, Indiana
POSITION STATEMENT: Participated in the discussion of school
voucher systems.
ALAN BORSUK, Senior Fellow
Law & Public Policy
Marquette University Law School
Milwaukee, Wisconsin
POSITION STATEMENT: Participated in the discussion of school
voucher systems.
DR. DIANE RAVITCH, Research Professor of Education
New York University
New York, New York
POSITION STATEMENT: Participated in the discussion of school
voucher systems.
ACTION NARRATIVE
8:02:54 AM
CHAIR GARY STEVENS called the Senate Education Standing
Committee meeting to order at 7:52 a.m. Present at the call to
order were Senators Gardner, Huggins, Vice-Chair Dunleavy, and
Chair Stevens.
^Discussion No. 1 on Voucher Systems - Identifying the
Stakeholders and Key Policy Areas
Discussion No. 1 on Voucher Systems - Identifying the
Stakeholders and Key Policy Areas
8:03:21 AM
CHAIR STEVENS announced the business before the committee was a
discussion on voucher systems. He introduced Mr. Robert Enlow.
ROBERT ENLOW, President and CEO, Freidman Foundation for
Education Choice, a national organization promoting parental
choice in education, stated that he would provide a broad
overview of school choice. He said he hoped to address some of
the fundamental questions about school choice, such as, "How has
school choice grown in America over the last 15 years?"
He stated that the important questions are: "Are children
learning more? Are children graduating at higher rates? Are
parents satisfied? Are traditional schools responding to
choices? Are there cost savings?"
He said he would conclude with a report on what is happening in
Indiana's scholarship program, in terms of its impact on school
districts in rural and urban areas.
8:05:27 AM
MR. ENLOW related that the growth in school choice has been
quite dramatic since 1996. In 1996 there were five school choice
programs in five states consisting of direct subsidy programs
through school vouchers, or tax credit programs where an
individual could claim a direct tax credit, or an individual or
company could claim a tax credit for a gift they made to a third
party that gives out scholarships. By comparison, today there
are 39 voucher programs operating in 21 states and Washington,
D.C.
MR. ENLOW explained that the movement towards greater parental
choice is based on two issues: that it is unfair that only those
who can afford it should have the freedom to choose good
schools, and that when a child moves from one traditional school
to another, the money follows the child to the other school
setting. The number of school voucher programs has grown
dramatically in the last 16 years, especially since 2006, where
the number of school choice programs has more than doubled. In
the last two years, 42 states have introduced school choice and
112 school choice bills were introduced. Fifteen states enacted
some form of school choice; 13 were brand new and two were
expanded programs. He cited that there was a 614 percent growth
in vouchers since 1996. He noted that yesterday, Alabama passed
a tax credit program.
8:08:19 AM
MR. ENLOW questioned if children were learning more and if
children and parents were more satisfied and more involved in
their children's education. In answer, he quoted from the
National Bureau of Economic Research: "Most studies have found
that families who use vouchers to attend an area private school
are much more satisfied with their schooling than are the
families who remain in their traditional public schools." He
concluded that parents who are choosing are much more satisfied
and more involved in their children's schools.
MR. ENLOW addressed research on school choice. He said most of
the programs are limited programs for families with low or
middle incomes, or who are in failing schools. The data on
school choice comes from three types of studies. The first type
is the random assignment study, which he termed the gold
standard study. Another is longitudinal study, where children
are matched in order to determine results. The third type is the
snapshot study.
He explained that in all of the random assignment studies it was
found that the children who were in voucher programs experienced
positive effects on test scores. Children were also graduating
at higher rates and achieving in college.
8:11:11 AM
MR. ENLOW described two new studies in the area of school
choice, one for Milwaukee's schools and one for Washington,
D.C.'s schools. These two studies found positive results from
school choice. In Washington, D.C.'s program, which was targeted
for low income families, there was a 21 percent increase in
graduation rate with children who received a school voucher.
Random assignment studies are showing that children are being
positively impacted by a school choice program.
MR. ENLOW discussed how states were reacting to school choice.
He said there have been 19 studies from areas such as Milwaukee,
Florida, Ohio, and Washington, D.C., all with positive results
from the impact of the voucher program on public schools.
8:13:05 AM
MR. ENLOW said the issue of school choice has been demonized as
"public versus private schools." He discounted that belief
stating that what it really is about is making sure there is
less focus on school type and more focus on school quality and
children's needs.
He said the other misnomer is that school choice causes fiscal
harm to public schools. He maintained that is not the case. He
used Florida as an example of a state that has a tax credit
program which saved $38.9 million in 2010 for the state.
Milwaukee's program has saved the state over $46 million. In
Indiana, the first year there were 3,900 children in the program
and the state redistributed $4.2 million back to public schools.
8:15:10 AM
MR. ENLOW noted an argument that not all costs in schools are
fixed costs, in order to dispel the idea that "if you lose one
child, you still have to turn the lights on." Also, school
districts that are growing in enrollment don't need any
additional funds. He emphasized that school funding must be
distributed appropriately based on student needs. He concluded
that school choice causes no harm.
MR. ENLOW shared statistics to dispel the idea that school
choice will help the rich. In Indiana and elsewhere the programs
are designed not to do that. He said that 81 percent of the
students in the voucher program in Indiana qualify for free or
reduced-price lunches. The public schools in Indiana are 79
percent white, 11 percent African-American, and 7 percent
Hispanic. The children in private schools receiving vouchers are
51 percent white, 20 percent African-American, and 19 percent
Hispanic.
8:17:20 AM
MR. ENLOW addressed the criticism that there are not enough
private schools in rural areas. He reported that Indiana has a
statewide choice program that provides direct subsidies. He said
that 66 percent of the participants are from urban areas, 18
percent are from suburban areas, and 16 percent are from rural
areas.
MR. ENLOW summarized that school choice has not had a negative
impact on public schools or families, is saving money, and is
making sure that children are matched to the best school
settings.
8:18:17 AM
CHAIR STEVENS requested information about Mr. Friedman and the
foundation he set up.
MR. ENLOW replied that Mr. Friedman was the 1976 Nobel Prize
winner in economics. He argued that the Great Depression was
caused by a problem in the money supply created by government
intrusion into banking and interest rates. During the last ten
years of his life, he and his wife dedicated their time to the
idea that families needed more options in school choice. He
believed that the only way to improve education was to give
parents more choices to the schools they send their children to.
He believed the only way to ensure a democracy is to have an
educated citizenry through allowing school choice.
MR. ENLOW shared that he did his post-graduate work in theology
at Oxford. He said for him it is an issue of unfairness that
people with economic means should have educational advantages.
The way to equalize that playing field is to give everyone the
option to choose the right school for their children.
He added that the foundation operates in all 50 states.
8:20:55 AM
CHAIR STEVENS said he appreciated Mr. Enlow's comments.
SENATOR HUGGINS inquired why Milwaukee and Washington, D.C.
adopted school choice options.
MR. ENLOW replied that there was great dissatisfaction with
traditional school systems, particularly for those who were poor
and racially diverse.
8:22:32 AM
SENATOR GARDNER requested that all presenters address the issues
of accountability and oversight. She asked if private schools
that accept vouchers get to choose which applicants to accept,
or if they can decline to accept special needs students if they
feel they are not qualified to address their needs. She inquired
who is responsible for making sure that new or existing schools
are prepared for new students in terms of curriculum, staffing,
space, and safety. She wondered if voucher students are tested
against national norms. She asked if transportation is provided
to private schools. She wanted to know about problems that cause
private schools to close, such as financial mismanagement.
8:24:11 AM
MR. ENLOW replied to Senator Gardner's questions. He noted the
reality that every program is created differently. The Freedom
Foundation and others believe in a variety of oversight
mechanisms, one of which is good financial reporting. He said
that most private schools take a nationally-normed reference
test. Schools in Indiana have taken the state test for years in
order to play football and basketball. He pointed out that
testing is only one element of a quality school. He stressed
that the accountability of traditional schools has not worked.
He opined that private schools that receive school choice money
are more accountable than traditional schools because if they
are in the D/F category for two years they cannot take new
voucher students.
8:27:12 AM
MR. ENLOW addressed admission criteria, saying every school is
different. Milwaukee has a lottery process and some schools use
private school criteria but have to treat every student equally.
In terms of transportation, Florida offers a tax credit program.
One school in Indiana has its own bus system.
MR. ENLOW spoke of special needs students. He shared a story
about his own special needs child. The data in Indiana shows
that a lot of the voucher schools are taking special needs
students. A problem has been that the dollars that are attached
to special needs students are not going with them to private
schools. He noted that special needs voucher programs are the
fastest growing voucher programs in America; Florida, Ohio, and
Utah all have these programs and Indiana is proposing one this
year.
8:30:05 AM
CHAIR STEVENS suggested Mr. Enlow contact Senator Gardner to
discuss her questions further.
SENATOR DUNLEAVY asked why not give traditional schools more
money.
MR. ENLOW explained that spending on education has been
dramatically increased since 1970; however, there has not been a
corresponding increase in test scores. He said when there is a
monopoly provider "you don't have to worry about certain costs."
He posed the question, "How much money is enough?" He suggested
the voucher system spends money more effectively with better
results.
8:32:36 AM
CHAIR STEVENS introduced Mr. Borsuk and Dr. Ravitch.
8:33:06 AM
ALAN BORSUK, Senior Fellow, Law & Public Policy, Marquette
University Law School, described himself as the neutral party of
the three presenters with a journalistic perspective of school
choice. He said he has been following the Milwaukee program
since its inception, but especially since 1998 when the
Wisconsin Supreme Court ruled that it was constitutional to
expand the program to include religious schools. Milwaukee's
program is the oldest urban voucher program in the country, and
the largest and most comprehensive in the sense that it reshaped
the education landscape in Milwaukee.
MR. BORSUK suggested that the discussion of voucher programs
focus on quality. He reported that in Milwaukee the program was
begun by the legislature with strong support by the business,
philanthropic, and African-American communities. He said the
performance by minority students in the Milwaukee school system
was not good and the need for change led to the start of the
voucher program in 1990. The program has grown to 25,000
students, which is about 20 percent of the student population.
He related that up until 2005 the voucher program was a highly
unregulated program that believed parental choice would increase
quality. He concluded that it was not that simple. He said there
are some high quality voucher schools in Milwaukee and a highly
competitive market. There are about 100 voucher schools, 90
percent of which are religious schools, and 8,000 students that
leave the city and attend suburban schools.
8:37:27 AM
MR. BORSUK stated that out of the unregulated voucher program
came a variety of schools; some excellent, many middle-of-the-
pack schools, and some terrible schools. He said he recently
systematically visited almost all of the voucher schools. It was
one of the first times anyone went to almost all of the schools
due to the fact that they were not regulated, inspected, or
required to report publically. He concluded that there were
seven vastly different types of voucher programs, ranging from
excellent to extremely poor.
8:40:09 AM
MR. BORSUK related that since 2005, steps were taken to increase
regulatory components leading to better financial control and
somewhat more academic requirements, such as accreditation.
Starting in 2009, students were required to take Wisconsin's
standardized test, with results reported publically. A board was
established to vet proposed schools to ensure that they met the
description of a school, and many were rejected. In 2011 Scott
Walker became governor and he changed voucher student admission
standards from 175 percent of the federal poverty table for a
household to include students 300 percent over the federal
poverty standard. More than 90 percent of families in Milwaukee
now qualify to receive school vouchers.
8:42:04 AM
MR. BORSUK commented that most of the bad schools in Milwaukee
are gone; however, a few remain, and the regulatory climate does
not have the power to deal with the poor performance of a
school.
MR. BORSUK provided three suggestions when starting a voucher
program. One is to have a strong gatekeeping function at the
start. A second is to have a mechanism for continuing
evaluation. The third is to have a broad range of public
disclosure. Currently, the voucher schools are exempt from
taking part in the state's school report card system.
MR. BORSUK addressed the successes of the voucher programs. He
said that for many years there was no research. From 2006 to
2011, research through the School Choice Demonstration Project
at the University of Arkansas, using several ways of measuring,
found no difference in the outcomes for voucher students versus
public school students. He concurred from personal observations
with that finding. He concluded that student performance is not
very good in Milwaukee and the voucher program has not been a
panacea.
MR. BORSUK added that school choice is very popular.
8:46:35 AM
CHAIR STEVENS asked if the of separation of church and state has
been an issue in Milwaukee.
MR. BORSUK related Supreme Court decisions that ruled school
voucher programs constitutional. The legal construct stated that
"these are parents choosing and the state is delegating the
choice to the parents." There was fear in 1998 that extremist
schools would open, but those fears were unfounded. Today, there
is a wide array of religious schools. There are political issues
surrounding the voucher issue, but not much of a "religious"
issue.
8:48:46 AM
SENATOR DUNLEAVY asked if there was evidence of a Madrassa
school springing up in Milwaukee.
MR. BORSUK said no.
SENATOR DUNLEAVY asked again if there were Madrassa, crusader,
or militant Methodist schools.
MR. BORSUK said no, but there were fundamentalist schools.
8:50:09 AM
SENATOR GARDNER asked for information about the general
condition of Milwaukee Public Schools before the onset of
private school vouchers. She also wondered what happened to the
students who attended the terrible schools that were eventually
closed.
MR. BORSUK replied that overall student achievement was not good
in Milwaukee schools prior to the voucher system, and currently.
The academic achievement gap between white and black students is
one of the largest in the country. Milwaukee has a very high
child poverty rate, which is an underlying factor. He reiterated
that the voucher system was not the panacea.
MR. BORSUK said there was no study regarding the children in the
failing schools. He noted that there is no study about low-
performing children in all categories of schools. He shared a
story about his visit to a voucher school that was an outgrowth
of a day care center where he found teachers upset about the
state of the school.
8:54:01 AM
SENATOR GARDNER asked about accountability in voucher schools.
She shared two examples of private schools that do not do any
nationally-normed testing.
MR. BORSUK replied, in general, most schools do participate in
testing. In a private school that does not receive any public
money, there is no requirement to test. He said the voucher
program in Wisconsin requires students to take a standardized
test. Many of the schools are made up of 100 percent voucher
students, which makes the state the key investor. He opined that
the state has the right to make sure its investment - public tax
dollars - is being used well. Test scores, attendance, and
graduation rates can all be used to evaluate schools.
8:57:44 AM
SENATOR GARDNER referred to Mr. Enlow's ten gold standard
studies that show that vouchers have better outcomes for some or
all children, but especially for lower income children. She
asked if Mr. Borsuk agreed with the statement, as it applies to
Milwaukee.
MR. BORSUK stated that there was little evidence that voucher
students were performing better than public school students.
CHAIR STEVENS voiced appreciation for the presentation.
9:00:21 AM
DR. DIANE RAVITCH, Research Professor of Education, New York
University, provided her background in educational history and
bi-partisan work. She reported that she has worked with a very
conservative think tank and with very strong supporters of
vouchers. She termed the voucher movement as "anti-government,
anti-public education, and pro-privatization sentiment." She
opined that vouchers will eventually undermine public education
by drawing away tax dollars from public schools. She continued
that she believes public education is one of the most essential
institutions of a democratic society. Having public schools is
recognition that we are a very diverse nation. Public schools
teach us to live and work together.
9:03:17 AM
DR. RAVITCH provided three basic facts about American education.
Based on National Assessment of Educational Progress (NAEP)
scores, test scores today are the highest that they have ever
been for all students. The graduation rates are the highest
they've ever been for all students. The dropout rate is the
lowest it has ever been for all students. She strongly disagreed
with the voucher narrative that says the American education
system is in a terrible tailspin. She pointed out that her
information is based on U.S. Department of Education data.
SENATOR GARDNER requested that Dr. Ravitch repeat the three
statements.
9:05:25 AM
DR. RAVITCH stated that people who advocate for vouchers, call
them "opportunity scholarships." She maintained that they are
not scholarships because they take public money out of the
public system and use it to pay for kids to go to religious and
private schools. She said that in Louisiana, after voucher
legislation passed a year ago, public money is now being used to
send kids to religious schools that teach creationism, that
people and dinosaurs existed together, and that the Loch Ness
Monster is real. Many of the voucher schools are run by people
who have no qualifications to run a school and the students are
not getting a better education.
9:06:41 AM
DR. RAVITCH addressed urban voucher programs in Milwaukee,
Cleveland, and Washington, D.C. She said Milwaukee has had 22
years of vouchers, Cleveland has had vouchers since 1995, and
Washington, D.C. has had them since 2004. There have been many
studies of these districts, most of them by voucher supporters.
She referred to studies which showed that the voucher students
in Milwaukee and Washington, D.C. did no better academically
than public school students. She pointed out that there are good
and bad voucher schools and good and bad public schools. Instead
of trying to make the public schools better, the money is now
divided up between three competing sectors.
9:08:11 AM
DR. RAVITCH related that Milwaukee is now dividing school
funding into to three competing sectors, vouchers, charters, and
public schools, all three of which are doing equally poorly. The
NAEP's scores show that Milwaukee is one of the lowest
performing districts in the nation. Milwaukee has disproved the
theory that competition and choice will cause all three sectors
to improve. The lowest performing cities in the country are
Detroit, Milwaukee, Fresno, and the District of Columbia.
DR. RAVITCH reported that black students in Milwaukee were
supposed to be the beneficiaries of vouchers; they are among the
lowest performing of all black students in the nation. After 22
years of vouchers and charters, black kids in Milwaukee are
performing on the same level as black kids in Mississippi.
She said the attrition from voucher schools in Milwaukee is so
enormous that the graduation rates are meaningless. There was a
follow up study of Milwaukee voucher schools done by the
National Education Policy Center at the University of Colorado
which found that 75 percent of the kids that started voucher
schools in the 9th grade had left school by the end of the 12th
grade. Of the 25 percent who were left, they had a higher
graduation rate.
9:10:58 AM
DR. RAVITCH addressed Mr. Enlow's reference to a special needs
program in Florida. She explained that the program was written
up in 2011 in the Miami New Times. It said that more than a
billion dollars had been spent by the state on the Florida McKay
Scholarship program. It has sparked a cottage industry of fraud
and chaos. Schools had no curriculum, were run by people lacking
any credentials, had teachers with no certification, put special
needs kids into malls, and church basements, and had no
educational quality or accountability. She said she doubted that
anything was being done, given the politics in Florida. She
stressed that at least in the public schools the students would
have constitutional rights, which is questionable in voucher
schools.
She said the article in the Miami New Times received the highest
award in journalism because of the quality of reporting that
exposed this massive fraud.
9:12:41 AM
CHAIR STEVENS asked for a copy of the article.
DR. RAVITCH noted she would also send a copy of the review of
the independent Milwaukee Voucher School Study, which was done
by the National Education Policy Center.
9:13:02 AM
DR. RAVITCH concluded that students were not learning more under
voucher systems. She questioned their impact on public schools
and the public school's role in a democracy. She said it was
clear that voucher systems would divide children along lines of
race, religion, and class. She related that public schools
became a way of creating American citizens. She opined that
putting public schools at risk threatens an institution that has
helped to make this country great.
She reported that a proposed school voucher in Texas is
predicted to fail because Republicans from rural districts will
block it because they do not want to see their local community
public schools destroyed. In Wisconsin, the expansion of the
voucher program is currently being blocked by Republicans in
rural districts for the same reason. She emphasized that not one
voucher program has been passed by referendum. The American
people do not want their public dollars going to religious
schools and they want to support their public schools. She urged
the committee to find out what voters want.
9:15:33 AM
CHAIR STEVENS voiced appreciation for Dr. Ravitch's comments.
SENATOR GARDNER thanked Dr. Ravitch. She informed Dr. Ravitch
that in Alaska a constitutional amendment would be required to
allow state money to go toward vouchers for private, religious,
or secular schools. It would include a vote of a two-thirds
majority in the House and the Senate and approval by the
majority of the voters.
DR. RAVITCH reported that the most recent vote on vouchers was
just recently held in Florida in November and was turned down by
voters in a very conservative state, 55 percent against to 45
percent in favor. She reiterated that voters have never been
willing to fund religious schools with public dollars.
9:16:41 AM
CHAIR STEVENS addressed the issue of dropouts. He said the
Governor has indicated that he wants Alaska to go from a 70
percent graduation rate to a 90 percent graduation rate. He
noted his concerns with lowering standards in order to do so. He
pointed out that Milwaukee did not count students who dropped
out as part of the graduation rate. They only counted the 25
percent of students that remained in school. He suggested there
should be standards when considering dropout rates.
DR. RAVITCH replied that the U.S. Department of Education
recently reported in January on graduation rates. They use a
very narrow definition of who a high school graduate is. "If you
start in 9th grade and if you finish in exactly four years," is
how high school graduates are counted. The number of graduates
is up to 78 percent. Census figures for 18-to-24-year-olds show
that 90 percent of students in America have completed high
school. The difference is because the U.S. Department of
Education and the states no longer count those who graduate
early, or take five years to graduate, or get a GED as a
graduate. She opined that all schools should maintain graduation
standards.
She pointed out that one of the things about No Child Left
Behind is that children are not getting art, history, geography,
civics, physical education, and foreign language classes due to
the emphasis on testing. She stated that she has changed her
mind from when she worked with right-wing think tanks which are
attempting to privatize education.
She suggested that legislators focus on insisting that public
schools serve the needs of children and not divert money to
religious schools of questionable quality.
9:19:33 AM
CHAIR STEVENS said he appreciated Dr. Ravitch's foundational
comments on the value of a free public education. He recalled
that James Michener said the only reason he was a success in
life was because he had a free public education. He requested
more information in writing along that line.
DR. RAVITCH noted that there is only one country that has
committed fully to vouchers - Chile - under the dictatorship of
Pinochet. Chile adopted Milton Friedman's ideas and is now
having student demonstrations because of widening inequalities
in society. She opined it is not an example the United States
should be following.
SENATOR GARDNER returned to the three conditions Dr. Ravitch
mentioned, test scores, graduation rates, and dropout rates
being the best ever in U.S. history. She noted that the U.S. is
sliding behind other countries, particularly in the areas of
science, technology, engineering, and math. She inquired if
other countries are catching up and surpassing the U.S.
DR. RAVITCH answered that it is a complicated issue. She
reported that the U.S. has always tested lower in international
tests. The first international test was given in 1964 and 12
nations competed. The U.S. came in dead last. She maintained
that test scores are culturally related and American schools put
a huge premium on creativity, which has made this country what
it is today. She opined that there is a certain point, as a
developed nation, where the test scores don't matter. She
concluded that it would be a mistake to change America's culture
of thinking "outside the box."
She said America is number 24 in the world in providing early
childhood education and number 1 in the world amongst advanced
nations for childhood poverty. She stressed that the single most
reliable predictor of test scores is poverty. The most important
thing America can do to improve education is to reduce childhood
poverty.
9:23:42 AM
SENATOR GARDNER asked if the U.S. is number 1 in the world for
childhood poverty.
DR. RAVITCH said yes, of advanced nations. She related that in
Finland childhood poverty is less than 5 percent and in the U.S.
it is close to 25 percent.
9:24:45 AM
SENATOR GARDNER thanked Dr. Ravitch for her testimony and said
she would buy her book.
DR. RAVITCH said her latest book is called The Death and Life of
the Great American School System. She opined that the great
American school system "is fundamental to our success as a
nation." She said she would not be where she is today without
her free, public education, nor would her seven brothers and
sisters or parents.
9:25:51 AM
There being no further business to come before the Senate
Education Committee, Chair Stevens adjourned the meeting at 9:25
a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 03012013_Vouchers_AlanBorsuk.pdf |
SEDC 3/1/2013 8:00:00 AM |
Vouchers |
| 03012013_Vouchers_RobertEnlow.pdf |
SEDC 3/1/2013 8:00:00 AM |
Vouchers |
| 03012013_Vouchers_DianeRavitch.pdf |
SEDC 3/1/2013 8:00:00 AM |
Vouchers |
| Agenda 3-1-2013.pdf |
SEDC 3/1/2013 8:00:00 AM |
Vouchers |