Most students at Farrington High School have their own math book.

Not all of them have a science book, but must share a set that belongs to the classroom. The situation is the same in other subjects and is typical at most of Hawai'i's public schools.

The lack of textbooks in every subject for every student emerged as an issue over the past several years as some school parent organizations resorted to fundraisers to get more books to students. To provide adequate, up-to-date math and science textbooks for as many students as possible, the Legislature earmarked $4.5 million for new textbooks over the past two years.

Last session, $2 million for new science textbooks was appropriated. And like two years ago, when the Legislature provided $2.5 million for new math books, schools will have to compete for the limited funding. Those that get money will be able to purchase new texts, but the money they get may not be enough to purchase books for every student. Schools that don't get money will have to choose whether to spend a portion of their annual budget on new textbooks, or keep the ones they have.

Jarrett Middle School recently purchased more than $30,000 worth of math textbooks, said principal Gerald Teramae. Because it is a small school, it was able to buy enough for all of its students, he said.

"At the larger schools, with more students, it's much more difficult," he said. And even at his school, purchasing new textbooks in one subject often means other departments must make budget concessions.

The additional $2 million in science textbook funding comes at a time when schools are being asked to place an additional emphasis on science education. Starting this year, students will be tested in science, in addition to math and reading, as a part of the No Child Left Behind requirements, said state Department of Education spokesman Greg Knudsen.

Despite some gains in science testing this year, Hawai'i's fourth- to eighth-grade students rank low compared with most other states in the National Assessment of Education Progress science rankings.

"We have been lacking in science up to this point," Knudsen said. "(New textbooks) are part of an overall effort to increase exposure to science and to increase our science performance," he said.

Jarrett, along with the Kalani school complex, is planning to compete for the extra science textbook funding.

But if the school were to purchase new textbooks in a specific subject matter out of its own budget, that would require other departments to make budget concessions, Teramae said.

"Departments are usually willing to make concessions and work together to support one department one year, and then we will provide that support for another department the next year," he said.

MAKING SACRIFICES

Under the weighted student formula, schools are given a lump sum appropriation for staffing and necessary materials. Schools decide where to spend that money, with textbooks just one of the many needs. Rep. Roy Takumi, chairman of the state House education committee, said the weighted student formula allows schools to spend money where they think they have the most priority and need. However, in terms of textbooks, that means it is at the cost of something else, he said.

"Just like you do in your own household budget, you obviously make some sacrifices," he said. "You have to make some hard choices."

Takumi said the $2 million for science books is a "recognition by the Legislature that there is a need for new textbooks," but the money wasn't meant to be able to provide textbooks for every student.

"To simply say every 11th-grader would have a brand new textbook across the state — that cost would be fairly high. To have some rationale behind the appropriation, which was going to be limited like most education appropriations are, we empowered the superintendent to make a decision on how the textbooks should be purchased," Takumi said.

When the $2.5 million for math textbooks was approved by the Legislature in 2004, 22 of the DOE's 42 school complexes received money for new books. Those that received books had to demonstrate a need and that their math curriculum would be aligned with the state's academic standards. The same restrictions will apply with the funding for science textbook this year.

Schools that don't receive funding will have to find ways in their own budget to purchase new textbooks if they feel there is a need, Knudsen said.

"For the most part, it is left to the school to determine when and how to replace textbooks. Or even to use textbooks in any given class," he said.

But as schools are asked to develop their own plans to purchase new textbooks, "funding is not sufficient, especially if you look at it from the angle of a textbook for every student in every class," Knudsen said. "That sometimes isn't even practical or desirable," he said.

ALTERNATIVE RESOURCES

With new technologies and the Internet, Knudsen said more and more schools are using alternative resources to disseminate information in the classroom. Classes such as math typically require each student to have a book. But one set for the class or supplemental material may suffice in other subject matters. For instance, at Farrington High School, principal Catherine Payne said there is an increased emphasis in using alternatives such as the Internet.

"It's more than just textbooks. We're trying to put our resources into building Internet access to all sorts of material," she said.

Through the Internet, students can "connect" with much more information than can be included in a textbook, she said.

However, in subjects such as math and science, Jarrett principal Teramae said it is essential for students to have their own book.

"It's hard to say, 'This subject area is so important, but you have to share a textbook, you can't have your own textbook,' " he said. "You take more ownership in your learning when this is 'my book.' "

Payne said Farrington High School gets additional funding through Title 1 — for schools with 35 percent or more students below the poverty line and eligible for free or reduced lunch. That normally means more money for textbooks, tutoring or additional staffing. But not all schools get that kind of support.

"We don't necessarily give every student a textbook. Math — yes. They all have their math book. But in social studies, for instance, they use multiple resources, not just the textbook, so it's enough to have class sets."

Payne said textbooks are "very, very expensive" and the school has to juggle the issue of spending its limited funds on a variety of resources."The kids are very technologically savvy and there are a lot of Internet resources we can use," she said.

The Farrington complex, which includes 12 elementary and intermediate schools, plans to compete for some of the science textbook money, recognizing there is a need in the area of physical science, Payne said.

Money for textbooks is expected to be distributed in October, said Knudsen. It is still not known how many school complexes will receive money for new science textbooks and exactly how much money each complex will receive, he said.

Reach Loren Moreno at lmoreno@honoluluadvertiser.com.