Do we really need someone in Sacramento writing three paragraphs in the California Education Code containing 1,132 words that lay out the rules for school field trips? How about state approval of lesson plans for farm labor vehicle training? Of course not. And from these, we see an opportunity to break the gridlock in our state capital. Sacramento is awash with discussions of deals about the budget (though apparently, despite the talk, there is no deal).

State budgets this year face huge rev enue losses, thanks to the recession and the end of federal stimulus money. Each threatened interest group has mobilized to try to escape any impact but none as effectively as schools, which have a special weapon: the courts. The argument in the courts -- playing out now in New Jersey and likely soon in New York -- is simple: The state Constitution protects us from taking any share of the pain of the fiscal calamity. The common line is that, because of budget pressures, class sizes will rise to the extent that learning is virtually impossible.

There Is No 'War on Teachers' There is a growing bipartisan agreement on the importance of rewarding good ones. No longer is education reform an issue of liberals vs. conservatives. In Washington, the Obama administration's Race to the Top program rewarded states for making significant policy changes such as supporting charter schools. In Los Angeles, the Times published the effectiveness rankings—and names—of 6,000 teachers. And nationwide, the documentary "Waiting for 'Superman,'" which strongly criticizes the public education system, continues to succeed at the box office.

We are entering the season for dire warnings about the loss of teacher jobs unless school funding is improved. U.S. Secretary of Education Arne Duncan has given high-level credibility to this story by providing administration support to Democratic Sen. Tom Harkin’s new $23 billion stimulus bill in Congress. Reporting about projected teacher pink slips is an annual game, dating back well before the current recession. Little note is made, however, when teacher employment actually continues to grow much more rapidly than student enrollment.

California's budget woes are known nationally. On May 19, voters overwhelmingly rejected a series of five ballot initiatives that were central to the state's plans for feigning a balanced budget. While there might be an element of sport in watching politicians flail around trying to deal with more than $20 billion of red ink, the stakes for California and the nation are huge. Perhaps the most significant impact will come through what happens to California's public schools K-12 education is the largest portion of the state budget and naturally must fit into any budgetary plan.

“Arkansas Student Accountability and Educational Accountability Act of 2003,” Testimony before the Education Committee, House of Representatives, State of Arkansas, March 26, 2003. Arkansas is following some two dozen other states that have had to respond to a court finding that its current financing system is unconstitutional.

Between 1992 and 2011, the improvement in achievement by Wisconsin students was the fourth worst of the 41 states for which data are available. In that relatively short time, Wisconsin moved from sixth to 14th in the rankings. This signaled a fundamental set of problems ranging from the future earnings of Wisconsin students to the growth and prosperity of the entire state.

New York City's schools chancellor, with the support of Mayor Bloomberg, wants to release the value-added test score results for 12,000 teachers - revealing for parents and the public the student learning gains attributable to each instructor. News organizations have requested the data; the city is ready to comply. The city's United Federation of Teachers has challenged the release, and a judge will decide next month. I've spent many years looking carefully at such data. I know it can be incendiary; I know it has flaws.

LITTLE ROCK — Lawsuits aimed at compelling legislatures to increase school funding have been filed in some 42 states. Courts have found for the plaintiffs in more than half of the cases on the grounds that schools are not "adequately" funded. These decisions have, in effect, changed the way education appropriations are made, moving decision making from legislatures to the courts. Instead of flowing from the political process, determinations of adequate appropriations come from judgeswho are informed by paid consultants. Recently, adequacy plaintiffs have suffered some serious setbacks.