The school year had already started when test scores emerged showing deep gaps in learning. Is it too late for districts to adjust their ESSER commitments to boost recovery efforts? In this webinar we share our latest look at ESSER spending and suggest ways that districts can redirect, and in some cases refocus, their federal relief funds to respond to emerging data on what students need most.
Getting maximum value from available dollars is imperative, and may require some changes to the traditional budget process, writes Marguerite Roza in School Business Affairs Magazine.
What caused the decline in teacher-preparation enrollments and completions? Until we diagnose the problem accurately, we won’t be able to devise solutions to fix it, writes Chad Aldeman in Education Next.
Schools in 46 states effectively lowered their teacher-student ratios by continuing to hire while enrollment has dropped, writes Chad Aldeman at The 74.
When districts break out of deeply ingrained expenditure habits, it's a big deal. Roza & Silberstein share four financial practices that emerged during the pandemic that we hope will last.
A lack of school board financial expertise is especially problematic as members wrestle with the pressures of enrollment declines, inflation, and the temporary nature of federal relief funds, writes Marguerite Roza in Forbes.
School district budgets are about to be hit by a powerful wave of financial pressures. In this webinar we walk through a mix of factors, explain how - and when - they're likely to hit district budgets, and discuss how district and state leaders can make smart decisions now to prepare.
The pandemic left schools with mammoth challenges. Using data to zero in on problem hotspots makes tackling them much more manageable. That should happen now, write Marguerite Roza and Ellie Roza, while federal relief money is still on the table.
In this webinar we share “The Calculator,” a new tool that estimates lost learning time in more than 8,000 school districts and how much a district would need to invest to get students back on track.
The Edunomics Lab team used the results from new research to build a calculator tool that estimates lost learning time in more than 8,000 school districts and what it will cost to get students back on track. In this commentary published by The 74, the authors urge district leaders to take stock of where their students are, and invest federal relief dollars now in ways that work for students.
Because Congress directed federal relief funds to flow through states, districts file for reimbursement as the funds go out the door. In an analysis published by The 74, the Edunomics Lab team shares early results of tracking the actual spending data, district by district.
With contract negotiations pending and federal relief funds complicating the labor market, how can school districts respond to rising inflation pressures? In this Education Next commentary, Marguerite Roza suggests options to help mitigate long-term fiscal impacts.
In this National Comprehensive Center webinar, Edunomics Lab shared an “investment tool” to help SEAs and LEAs assess their ESSER III investments and finalize spending plans to do the most for students.
In this article in School Business Affairs Magazine, the authors outline the types of innovative compensation strategies some districts are using to attract and retain talent in response to a tight labor market.
In this Brookings Chalkboard blog, Marguerite Roza and Katherine Silberstein look at the magnitude of federal relief fund spending and conclude that districts need to up the pace at which money goes out the door each month.
Laura Anderson and Marguerite Roza map six ways district leaders can communicate about and help make the most of their ESSER investments.
In an interview with Jude Schwalbach at Reason Foundation, Marguerite Roza urges leaders to stay laser-focused on the federal relief funds’ true purpose: ameliorating learning loss and getting kids back on track.
In this Education Next commentary, Marguerite Roza explains why every education leader should care about what happened to Julia Keleher.
Shifting the focus from what districts are purchasing with ESSER funds to what progress students are making would be a game changer, writes Marguerite Roza in The 74.
There is no 'Big Quit' in K-12 education. But schools have specific labor challenges that need targeted solutions, writes Chad Aldeman in The 74.
Congress attached few strings to federal relief funds and will have to trust school districts to spend the money wisely. Chad Aldeman writes in Forbes that the Feds could now help clarify what the money was for by focusing on the student outcomes that matter most.
In this webinar we look at how federal relief money is being tracked and what we're learning as a result.
This brief outlines the types of teacher pay innovations popping up in the midst of the pandemic, explains why they matter, and highlights some of the districts trying them. It remains to be seen whether some of these innovations may live on beyond the pandemic if district leaders find them effective.
With $190 billion in federal relief funds going to schools, Marguerite Roza shares likely spending mistakes districts will make and some prescriptions for how to prevent them.
Sharing a portion of federal relief funds with families offers school districts a chance to re-engage students and parents and sends a message that they are valued partners in solving problems that directly affect them, writes Marguerite Roza in Forbes.
In an interview with Rick Hess, Marguerite Roza shares her take on how school district leaders can spend COVID-19 aid wisely and well.
Education finance is a messy topic for journalists, and this last year has made it especially hard to neatly summarize the issues. Chad Aldeman cautions that reporters who focus exclusively on questions of scarcity may perpetuate a false narrative and miss the biggest education finance story of the last decade: How are district leaders spending their new financial windfalls, and what effect is it having on students?
While the infusion of federal relief aid has temporarily protected most school districts from the fiscal impact of enrollment losses, this article in School Business Affairs magazine highlights why it's important to proactively plan now for how to maintain services once those supplemental funds are gone.
This analysis compares the amount of money school districts will receive from the two largest federal COVID relief packages (ESSER II and III) versus their projected budgetary declines due to enrollment losses.
Districts are right to worry about a fiscal cliff when federal relief aid runs out, cautions Marguerite Roza, but leaders have options beyond handwringing.
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.
Rather than making long-term commitments that can lead to financial stress down the road, Chad Aldeman suggests there are other ways for districts to both raise pay and build capacity.
Chad Aldeman and Marguerite Roza explain how an expansive interpretation of a new federal provision could have unintended consequences.
In this webinar Marguerite Roza and Chad Aldeman discuss the new guidance for the maintenance of equity provision and what it would mean for districts faced with implementing it.
As school districts decide how to spend their flexible federal relief funding, Marguerite Roza and Chad Aldeman offer five key questions to help ensure they make the most of it for students.
Marguerite Roza and Laura Anderson map five ways principals can help make the most of the American Rescue Plan dollars, in a blog published by the National Association of Elementary School Principals.
Based on messaging research on how district staff, principals, teachers, and parents engage with and react to information about school finance, this template will help principals engage their community in a way that cultivates trust and helps make the most of the federal relief dollars.
In Forbes, Marguerite Roza writes that the federal requirement for “meaningful consultation” on the use of ARP funds sounds like a call for participatory budgeting, and wonders whether it could prompt a new level of civic engagement in school spending.
In this Forbes commentary, Chad Aldeman explains how the American Recovery Plan differs from past federal relief efforts for schools, and what that means for state and district leaders looking to make these one-time dollars count.
Marguerite Roza offers six tips for reporters on covering how school districts choose to spend $122 billion in flexible American Rescue Plan funds, the biggest onetime federal payout to schools ever.
In this Education Next commentary, Marguerite Roza and Jessica Swanson suggest that districts give a portion of federal relief dollars directly to schools to decide how best to spend on behalf of their students.
Across Washington state, public schools retained a higher percentage of teachers last year than they do in normal years. That's important information for school district leaders as they decide how to spend the windfall of federal relief funds headed their way.
Adding staff has been the main “big bet” in public education for decades. With new federal relief aid heading to schools, will district leaders meet the moment with new and different ideas for what students need now?
In this webinar, we take the pulse on school districts' early ESSER spending plans to share some of the patterns we're seeing.
In this commentary at The 74, Chad Aldeman shows how offering current teachers stipends to take on more hours could provide students with additional learning time without locking districts into long-term financial obligations.
Will an unprecedented federal infusion of money lead to an unprecedented recovery effort? In this Thomas B. Fordham Institute blog, Chad Aldeman considers the range of possibilities.
In this Education Next commentary, Marguerite Roza and Chad Aldeman suggest that it's a good time for leaders to employ the classic "would you rather" test to help explore spending tradeoffs and think through the cost and value of competing investments.
In this webinar, we share what we're learning from the data on teacher turnover and discuss how the current fiscal conditions should inform staffing and salaries as districts navigate budget and hiring season.
An Edunomics Lab analysis finds that while many districts are struggling financially, those that have remained mostly or entirely virtual have actually been able to save money. Some are even on pace to run surpluses this year.
In this webinar we explore how district spending varies depending on whether schools are remote or in-person (is the financial focus on remediation? or on reopening?), and look at what new federal relief dollars could mean for district finances.
In this Brookings Chalkboard blog, Chad Aldeman digs into BLS data to find that recent public education job losses stem from a slowdown in hiring, not layoffs or a surge in worker turnover.
In this brief, Hannah Jarmolowski and Marguerite Roza outline what states need to weigh when it comes to hold harmless provisions.
Chad Aldeman shares an analysis of the life trajectories of babies born during the Spanish Flu, and possible implications for the economic impacts of COVID-19.
In this webinar we look at the implications of enrollment losses and state revenue declines for school district budget decisions, including hold harmless policies that protect districts from losing state funds. We also consider different district investment options to address learning loss with new federal funds.
In this webinar we answer early questions about the new federal relief funds for education and share the latest financial updates and what they mean for state and district leaders in the coming months.
In this op-ed, Marguerite Roza proposes a separate, flexible sum targeted at helping students for whom pandemic schooling isn't working.
In this Thomas B. Fordham Institute article, Marguerite Roza warns that district leaders may be at a higher risk for accusations of financial missteps.
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.
In this analysis, Marguerite Roza and Katie Silberstein discuss how districts across the country have been making budget decisions in the midst of the pandemic and evolving reopening scenarios.
In this invited commentary for The 74, Marguerite Roza and Katie Silberstein discuss how keeping students at the center of decision-making can help leaders make tough choices amid competing pressures.
As shortfalls in state budgets take shape, the financial outlook for public education is changing rapidly. In this webinar we share the latest implications for district finances and staffing, and a round-up of how states and districts across the country are responding.
In this series of 30-minute webinars, Marguerite Roza shares what we are learning as the financial outlook for public education evolves and implications for states and districts as they make financial plans for the coming weeks and year.
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 op-ed, Marguerite Roza analyzes how making any near-term teacher raises non-pensionable could impact state governments and K-12 teachers and students.
This brief examines how making raises non-pensionable would impact teacher pensions and government pension debt.
In this commentary published by The 74, Marguerite Roza worries that a $200 billion ask for a federal bailout for schools seems to be an incomplete strategy, and argues that districts need to work now on the cost side of the equation as well.
Webinar with the National Association of Elementary School Principals and AASA, The School Superintendents Association, on what the financial turmoil will mean for public education and what superintendents and principals should expect.
In this Brookings Chalkboard blog, Marguerite Roza discusses what a larger state role in education funding means for districts during an economic downturn.
What will the financial turmoil will mean for public education? In this webinar we share what we are learning about the economic outlook, CARES Act, other stimulus efforts, and what states and districts might consider as they make financial plans for the coming weeks and year.
In response to numerous inquiries on how school systems will be affected by the economic turmoil, this short interactive webinar shares what we are learning about the financial outlook, and what states and districts might consider as they make financial plans for the coming weeks and year.
In this commentary, Marguerite Roza writes that districts have a chance to strategically prepare for the inevitable economic downturn by reducing recurring costs and resisting more hiring; shifting budget choices to schools, allowing them to protect what matters most; and building trust around money and engaging community in tradeoffs.
This study uses data from Seattle Public Schools to explore actual salary changes amidst rapid changes in economic context and the effect of the recession on teacher pay.
A study of California's 15 largest districts indicates that "last in, first out" policies disproportionately affect the programs and students in their poorer and more minority schools than in their wealthier, less minority counterparts.
This brief explores trends in K–12 education jobs—those funded through the stimulus and by other means—to answer the question of what role ARRA played in overall education employment.
This brief demonstrates how, contrary to common worry, closing Title I's "comparability provision" loophole would not force districts to mandatorily reassign teachers.
This analysis explores how state education spending has changed or will change given the application of the State Fiscal Stabilization Fund, a policy intended to stabilize state budgets and avert cuts to education.
This brief details why K-12 school districts that lay off personnel according to seniority cause disproportionate damage to their programs and students than if layoffs were determined on a seniority-neutral basis.