During the 1999 legislative session, I was the new chair of the House Education Finance Committee serving with a new House majority leader named Tim Pawlenty. We worked together to pass a budget that included an additional $1.3 billion for K-12 education for state fiscal years 2000 and 2001.

Most of the new money went to the per-pupil formula to make up for years of flat funding. Many in education appreciated the effort, but still said the $1.3 billion was not enough. In the next biennium we grew education funding by another $700 million for a four-year total of $2 billion.

For the 2005 legislative session, Gov. Pawlenty asked me to put together a school finance package that again puts new money on the per-pupil formula (2 percent for 2006 and 2 percent for 2007), simplifies the complicated system we use to pay for education and enacts some exciting reforms. In addition to an increase on the formula, there is more money for at-risk students, declining enrollment districts, rural districts and our immigrant students.

Again, the reaction in 2005 is the same: Thanks for the effort, but it's still not enough.

We are encouraged, however, about the positive reaction we're getting about specifics within our proposed budget, including the QComp teacher compensation plan, high school reform initiatives and a proposal to make our complex system of funding more understandable.

QComp will make available up to $225 per student in additional moneys for those districts willing to move away from the "steps and lanes" salary schedule and to replace it with a system based on meaningful professional development, annual evaluations and pay linked to student learning goals.

Because teacher quality helps determine student success, this plan seeks to improve student achievement and enhance the profession of teaching. It is not based solely on student achievement or the evaluation of one principal. Teacher compensation would be based on a combination of objective factors and provide new career opportunities for those that want to stay in the profession they love.

The QComp plan is modeled after successful programs in Waseca and Minneapolis; additional districts should work with their unions to participate. Those willing to embrace this reform will immediately receive extra funds for teacher training, salaries and bonuses that could benefit almost half of all Minnesota students.

The high school reforms proposed by Pawlenty are also getting high marks from school officials around the state. The "Get Ready, Get Credit" initiative seeks to add value to the final two years of high school and give students a jump-start on college. Students will "get ready" by taking optional college assessments to determine if they are on the right track for postsecondary schools and make adjustments in their studies if needed. Students will "get credit" by taking advanced exams right in their high school, and receive college credit at any MnSCU campus. This will turn the "senior slide" into a "senior ramp" to postsecondary education, because all students need some form of advanced education to compete in today's economy. The state would pay for the assessments and the tests.

The governor and I both understand that our schools need more money, and we believe that need is reflected in our education budget proposal. While we look forward to a healthy legislative debate about K-12 funding, we will insist that the new resources must come with these exciting and necessary reforms.

Alice Seagren is Minnesota commissioner of education and a former state representative from Bloomington. This commentary originally appeared in the Star Tribune on February 27, 2005.