This brief quantifies in immediately relatable terms—by student and by teacher—the magnitude of the crowd-out that pension debt creates for six states: CA, IL, LA, SC, TX, and VT. In translating debt payments into the equivalent spend per pupil, and the equivalent spend per teacher, 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.
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September 2019 Marguerite Roza, Katherine Hagan and Hannah Jarmolowski The Every Student Succeeds Act (ESSA) requires state education agencies (SEAs) to conduct periodic resource allocation reviews (RARs) in districts that serve low-performing schools. This is a new opportunity for states and districts to examine the connection between resource allocation and academic outcomes. In preparing for the
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.
Amid demands on school districts for increased spending, a troubling trend is emerging: School district leaders are approving budgets and signing labor deals they can't afford. It's a dangerous and disruptive cycle that throws these districts into financial turmoil, produces layoffs that hurt students as well as teachers, and can leave states and taxpayers on the hook for
Raise the topic of education finance and most jump to the revenue side of the equation: Is there enough money? Are districts funded equitably? But the spending side is equally important and is about to get much more attention, thanks to a provision in the Every Student Succeeds Act that will make school-level spending data public. District
Recent research reveals a lot about what those in schools and the broader public know about school finance, and what they don’t. It’s very clear that there are some important knowledge gaps about how schools are funded—and that many people are hungry to engage with the issue more fully. There is also a clear need for
As LAUSD asks local voters to approve a $500 million annual parcel tax, some groups are asking for financial reform in return. Trust in the district’s financial leadership is low, school performance is lagging, and the district is bleeding cash to cover commitments made in years past. As Marguerite Roza and Anthony Drew note in this commentary, many of the
Over the last two decades, dozens of big districts (including those in New York City, Boston, Denver, Houston, and Chicago) have shifted to using a weighted student formula to distribute some portion of their total budget. In this blog, Marguerite Roza discusses initial findings from Edunomics Lab’s ongoing IES-funded research study that seeks to document the range of
The U.S. Department of Education’s proposed 2020 budget included a largely overlooked provision that could bring more autonomy to schools in how they deploy federal dollars. In this commentary, Marguerite Roza urges legislators to consider the pilot program to give school leaders and staff a say in how federal resources are used in their schools—and a chance to
The financial transparency requirement in the Every Student Succeeds Act (ESSA) requires states to report per-pupil expenditures down to the school level on state and district report cards. As states decide how to visually communicate these data, an important first step is to understand how various stakeholders (e.g., policymakers, district and school leaders, community advocates, parents, media, etc.)
Marguerite Roza June 2017 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. In this session, reporters gained insight into what can be learned from pairing school-level financial data with outcomes and other data, as
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. The exercises are intended to make productivity data easily comprehensible. They are designed to engage education leaders and
Marguerite Roza March 2016 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." This