Donna: Can you please explain how much of a budget reduction (a dollar figure, please) our schools are facing, and roughly what areas this will be taken from? I keep hearing the classrooms will not be affected, but I don't see how this can be the case.

Pat Hamamoto: Currently for the fiscal year 2009-10 and 2010-11, we are facing a $70 million cut per year. This does not include any other reductions the Senate will take to balance the budget. The areas most affected are all state and complex offices. Once their budgets are reduced, we may have to go into school budgets. The manner in which schools may be affected will be via support services to teachers and students.

KaneoheGirl: Is there any hope for compromise between the DOE/BOE and the governor on the federal stabilization funds? It seems that Gov. Linda Lingle can give the assurance that she's making the state funding commitment to the 2006 level that's required. But which benchmarks do you think will not be met if she siphons off as much of the stimulus funds as she proposes?

Hamamoto: There is always room for compromise, and we want to work with the governor and her staff to help resolve this year's budget challenges.

The benchmarks that will be compromised will be our testing and assessment programs (Hawaii State Assessment, Hawaiian Immersion tests, Alternate Assessment and English Language Learners) as well as the required longitudinal data system to track students in K-12, college and into the workforce.

Jema: How much of an impact will budget cuts on support services to teachers have on students? Will students feel the effects of the cuts?

Hamamoto: Now this is where the "rubber meets the road" since support services to teachers mean reducing instructional materials, programs, professional development workshops and part-time temporary teachers in the classroom. It may also affect classroom equipment, supplies and textbooks found in classrooms. In addition, tutoring, other instructional or co-curricular activities, and other programs may be reduced or eliminated.

Students will feel the effects of these reductions both in the classroom as well as outside of the classroom. Many extra opportunities for students may be lost.

Brian in Kapolei: What is your position on drug-sniffing dogs in our public schools? How pervasive a problem are drugs in our high school campuses? Middle schools? Also, have drugs reached into our elementary campuses, have there been cases?

Hamamoto: Our position is that this is one strategy to ensure a safe, drug-free campus. This tool serves to deter students and adults from bringing drugs on campus. Needless to say, schools that participate in this program must show that there are student discipline problems related to drug use, possession, promoting, etc.

We know that drug problems exist in the system at all levels — we need to be vigilant and have supports for our students, employees and schools.

Donnell: Could you please explain your desire to have more authority over school closures?

Hamamoto: I'm not sure if your question relates to school consolidation or reconstitution of schools not meeting yearly progress. So, let me give you the short answer to both:

1. There is an administrative rule that requires the department to study school consolidation if the data meets the criteria for the study. This is happening now at Wailupe School.

2. School reconstitution refers to restructured schools that have not met annual yearly progress for four years. With supporting data, the superintendent will be required to make a recommendation to the BOE to "reconstitute" the school. There was a measure introduced in the Legislature, however, the Senate Committees on Labor and Education did not hear this bill. While the matter is deferred for this year ... the question about these schools and the education of students attending these schools is still a burning question.

Dominic: We always hear negative news about public schools. Could you please point out some of the positive things that are happening; your favorite success stories?

Hamamoto: My favorite story for this week is the number of public schools that have won awards for the International Robotics competition and the Science Fair.

Of course, our all-time favorite goes to the number of scholarships our students have received from the most prestigious universities and colleges in the nation on an annual basis, e.g. Harvard, Yale, MIT, Northwestern, UCLA, North Carolina, Purdue, UC Berkeley, USC, Stanford, West Point, Naval Academy, Air Force Academy, etc. and many of these are full-ride scholarships.

Charles K.: For decades, we have had the same problem with adequate funding for public schools. Do you have the ability to work on getting grants, similar to UH? Would you favor a new funding structure, perhaps property taxes or other options that are in use by school districts on the Mainland? Mahalo and thanks for posting my question.

Hamamoto: Wish we had more options to raise revenue for the department. However, we do have the ability to work on competitive K-12 grants, unlike the university, which also works on research grants.

I would favor a new funding structure and would like to explore other options — which may require changes to policies and laws.

Emma: Would you support the lottery here in Hawai'i if it would support and fund the public school system?

Hamamoto: The short answer is a qualified yes. However, there are many other aspects to consider when you speak to a lottery. Our primary concern would be the amount of dollars and how stable will this revenue source be — especially if our general fund support will be adjusted to the amount of the lottery.

JR: What are your thoughts on a longer school day for the students? Do you think it would be beneficial?

Hamamoto: I strongly support a longer school day for the students. I know it will be beneficial for all the right reasons — both academic as well as co-curricular opportunities.

There is so much more we could do for students and teachers with a longer school day.