In this analysis, Katie Silberstein and Marguerite Roza studied whether funds allocated by California's Local Control Funding Formula actually made it to the highest-needs schools.
In this Education Next article, Marguerite Roza and Hannah Jarmolowski share how state leaders can address budget shortfalls without making disproportionate cuts to high-poverty districts.
This brief offers first-cut answers to early concerns and newly emerging questions about new state reporting of per-pupil spending data.
In this guest blog post, Laura Anderson and Marguerite Roza share how district leaders can best communicate financial decisions to their staff and communities in order to build trust.
In this Education Next article, Marguerite Roza and Laura Anderson share what we’re learning from early explorations of the data and the opportunities it provides for education leaders.
In this Hunt Institute "Making Sense of NC School Funding" blog, Marguerite Roza provides a national perspective on how states approach school funding.
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.
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.
This webinar explores connections and opportunities with ESSA's financial transparency requirement, the new Supplement-not-Supplant requirement for a district “resource allocation methodology” and “resource allocation reviews,” and what each means for states and districts.
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 webinar, Marguerite Roza and Katie Hagan examine school-by-school expenditures in states where data are available. They share how leading states are incorporating financial transparency data in school and district report cards and discuss what can be learned from these early adopters.
In this Brookings Chalkboard blog post, Marguerite Roza discusses new U.S. Department of Education guidance on monitoring the “supplement-not-supplant” (SNS) provision of Title I.
In this article in the National Association of State Boards of Education journal, The Standard, Marguerite Roza writes that financial transparency presents state boards of education with a timely opportunity to turn the tide on local leader training.
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.
Interstate Financial Reporting (IFR) was created by states, for states, to meet the financial data reporting requirement under ESSA—and maximize the value of their efforts. Based on a set of voluntary, minimal reporting criteria, IFR is designed to produce data that have common meaning and can be used to make valid, apples-to-apples comparisons of school-level per-pupil expenditures across states nationwide.
With ESSA requiring states to collect and report school-level per-student expenditures, state education agencies are considering setting statewide rules for assigning expenditures to the district or school level. In this brief, we map four approaches states can take and weigh benefits and considerations for each.
This downloadable tool helps states combine data from two existing federal surveys to calculate school-level per-pupil expenditures for all schools and districts in their survey files and meet the new financial transparency requirement under the Every Student Succeeds Act.
This webinar provides an overview of the financial transparency requirement in the Every Student Succeeds Act, highlight lessons learned from states working toward meeting the requirement, and provide a district lens for thinking about the opportunities this new data can provide.
The Every Student Succeeds Act (ESSA) requires all states to collect and report per-pupil expenditures down to the school level. These four videos may help state education agencies better understand the equity implications of financial transparency as they define and tackle their own financial transparency goals.
In this brief we describe our work with 22 state education agencies to identify data readiness to meet the financial transparency reporting requirement under the Every Student Succeeds Act (ESSA) and outline the inventory processes so other states can identify their own next steps to meet the 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.
In this blog and podcast, Marguerite Roza explains how a sleeper provision in the Every Student Succeeds Act (ESSA) will serve up a motherlode of new school-level financial data, offering an unprecedented opportunity to be better equipped to tackle some of education’s most pressing issues.
In 2016 we convened leading authorities to discuss the complexities of education finance in light of the new Every Student Succeeds Act. Watch Marguerite Roza’s research presentation, US Secretary of Education Arne Duncan’s keynote, and an expert panel discussion of the shifting roles in education finance decisions.
In this paper, we discuss how states can (and why they should) track and share school-level outcomes relative to school-level spending in their online information systems. Some schools are far more productive than others—getting better student results for less money—yet states are not yet routinely identifying such schools.
Most states make major changes in their allocation models only every two decades or so. In this paper, we explore how states can make the most of their redesign to get better outcomes for the money.