This brief summarizes findings from a three-year, U.S. Department of Education-funded research study analyzing the use of weighted student funding (WSF) at the district and state level.
About debraabrittThis author has not yet filled in any details.
So far debraabritt has created 25 blog entries.
In this brief, based upon a 2017-18 survey of 639 principals in 14 school districts implementing weighted student funding, we find that principals are actively engaged in the budget process and utilize their flexibilities, but often do not come into their role with the financial leadership training to carry out those tasks.
This brief offers first-cut answers to early concerns and newly emerging questions about new state reporting of per-pupil spending data.
In this Brookings Chalkboard blog, Marguerite Roza discusses what a larger state role in education funding means for districts during an economic downturn.
In this Hunt Institute "Making Sense of NC School Funding" blog, Marguerite Roza provides a national perspective on how states approach school funding.
By going all-in on staffing, we’ve crowded out other potential investments that can positively impact student learning. In this paper, Marguerite Roza writes that competing strategies should be viewed through the lens of which can do the most for students with the limited dollars at hand.
When the U.S. Department of Education proposed significant changes to the Civil Rights Data Collection, we broke with many of our peer organizations to write in support of eliminating the school finance portion.
Past generations racked up billions in teacher pension debt and younger generations are now expected to pay for it. This blog shows how a multi-generational discussion of that topic might play out.
Chicago's senior teachers got hit with a double whammy. As we discuss in this blog, for those at the top of the pay scale retiring in the next four years, the strike meant lost wages and a decrease in future pension payments.
This brief quantifies, in per pupil and per teacher terms, the magnitude of the crowd-out that pension debt creates for six states: CA, IL, LA, SC, TX, and VT. The goal is to help education leaders grasp the relationship between their pension debt bills and their aspirations for spending on schooling inputs, including teacher salaries.
Chicago teacher contract negotiations stalled over who controls staffing decisions in schools. In this commentary, Marguerite Roza explains why principals should be entrusted to make the spending decisions that best serve their students.
Education spending always involves choices, and smart choices require understanding value for the dollar. This paper uses the "would you rather" exercise to explore tradeoffs in school spending and think through the value of various cost-equivalent investments.
Resource allocation reviews (RARs) in districts that serve low-performing schools offer a new opportunity to examine the connection between resource allocation and academic outcomes. This sample data report is an example of what state leaders can assemble and share with district leaders.
Student-based allocation (also known as weighted student funding) provides the most equitable, efficient, and flexible path toward increased productivity. This brief explains why it is a good idea to allocate resources on the basis of students, and measures several states' progress toward doing so.
This commentary lays out why it may be time for states to establish agencies modeled on the federal Government Accountability Office (GAO) to certify school district obligations before they take effect and push districts into financial crisis.
This article in Education Next shines a light on the pressing need to better support district and school leaders in their work on the spending side of the equation.
This article provides tips for school, district, and state leaders to communicate effectively about school finance issues—whether the topic is a state funding formula, a local tax levy, teacher salaries, or spending on athletics—and build much-needed trust and understanding in the process.
In this commentary The 74, Marguerite Roza and Anthony Drew note that many of the country’s largest school districts have shifted to a decentralized funding model, allocating funds to schools based on student needs, and boosting equity and transparency in the process. They urge LAUSD leaders to follow suit.
In this blog, Marguerite Roza discusses initial findings from our IES-funded research study that seeks to document the range of WSF formulas and detail how they are being implemented in school systems around the nation.
In this commentary in The 74, Marguerite Roza urges legislators to consider a proposed pilot program to give school leaders and staff a say in how federal resources are used in their schools
This checklist will help SEAs determine what they hope to accomplish with their financial transparency reporting and which data elements to include in order to answer a range of critical questions.
At the Education Writers Association National Seminar on June 2nd, hosted at Georgetown University in Washington, D.C., Marguerite Roza presented on new school spending reports emerging under the federal ESSA financial transparency requirement.
This document offers a set of exercises designed to help education leaders better understand the relationship between spending and student performance—and position them to use emerging data to explore opportunities for productivity in their day-to-day work improving education.
Remote rural districts are often more expensive and yield lower student outcomes than urban and suburban districts. Yet some rural districts generate higher-than-expected learning results without proportionately higher spending. Based on interviews with leaders in 30 rural remote districts, Marguerite Roza identifies six factors that make some districts “productivity superstars."