Data-free schooling means the system can’t learn as it goes and improve on what it does. It means students aren’t getting the full value from the nation’s investment in public schooling, write Marguerite Roza and Chad Aldeman. What can be done to chip away at this data desert?
How districts react to unusual labor challenges like the bus driver shortage may tell us whether they can adapt to meet the moment and which, if any, will consider adopting innovations common in industries outside of education.
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.
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 presentation state education chiefs heard about a basic framework for leading the productivity challenge that includes building a productivity data infrastructure, prioritizing flexibility, aligning funds with students, incentivizing innovation, and leading the change.
Using wage and staffing data from states, authors project the financial and staffing implications of one innovative school model (the Rocketship lab rotation) to highlight potential impacts on the schooling workforce and total per-student spending.
The authors discuss several areas in which labor-intensive businesses have improved productivity, but are absent in education. They conclude with a five-step agenda for finding the cure for Baumol’s disease in public education.