Latest News2015-12-02T10:52:51+00:00
2105, 2019

Understanding school finance is one thing. Being effective in communicating about it is another skill entirely

By |May 21st, 2019|Categories: All, Financial Transparency|Tags: |

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 leaders, from the state level to the school level, to

2005, 2019

L.A. District Is Asking for a $500 Million Parcel Tax. In Return, Let the Schools Decide How to Spend Their New Funds

By |May 20th, 2019|Categories: All, Student Based Allocation|Tags: |

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 country’s largest school districts have shifted to a decentralized funding

905, 2019

Weighted Student Funding Is On The Rise. Here’s What We Are Learning

By |May 9th, 2019|Categories: All, Student Based Allocation|Tags: |

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 WSF formulas and detail how they are being implemented in

2703, 2019

DeVos Proposed $50 Million for Districts to Decentralize Federal Money, to Put Schools in the Driver’s Seat. It’s a Smart Idea

By |March 27th, 2019|Categories: All, Student Based Allocation|Tags: |

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 potentially uncover a better way to help some of our

503, 2019

New Education Department guidance on supplement-not-supplant: Sorry not sorry

By |March 5th, 2019|Categories: All, District Resource Allocation, Financial Transparency|Tags: |

In this blog post, Marguerite Roza discusses the new U.S. Department of Education guidance on monitoring the “supplement-not-supplant” (SNS) provision of Title I. SNS specifies that federal Title I funds for schools with high concentrations of poverty must be used to augment state and local funding, rather than offset it. Where the Obama Administration attempted (and failed) to require an equity spending test across a district’s schools, the Trump

702, 2019

Dear districts: These are the glory days. Are you ready for tomorrow’s financial pain?

By |February 7th, 2019|Categories: All, District Resource Allocation|Tags: |

Just like the years leading up to 2008, the last few years have yielded stronger growth in funds for schooling. And just like in 2008, there are signs of troubleahead. While we can’t predict how an economic downturn will affect every district, we can anticipate some big-picture trends, and in doing so potentially help insulate school systems from needless churn, better equipping them to make it through the inevitable

112, 2018

Webinar: An Introduction to Student Based Allocation

By |December 1st, 2018|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

On November 20, 2018 Marguerite Roza hosted a webinar for district and community leaders interested in learning more about student based allocation (SBA) models (a.k.a. WSF or weighted student funding). She shared how student based allocation models work, why districts use SBA, what formulas look like and how to get started. Read More

109, 2018

Equipping School Leaders to Spend Wisely

By |September 1st, 2018|Categories: All, Financial Leadership, Financial Transparency, Productivity in Education|Tags: |

While the revenue side of education finance gets plenty of attention (Is there enough money?), the spending side is equally important and yet gets short shrift. This is partly due to a lack of visibility into how the money is spent. But that is about to change, thanks to a new provision in the Every Student Succeeds Act. School-level expenditure data will be made public beginning with the

2803, 2018

Interstate Financial Reporting

By |March 28th, 2018|Categories: All, Financial Transparency|Tags: |

Making the most of school-level per-student spending data 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.

101, 2018

Taking stock of California’s weighted student funding overhaul: What have districts done with their spending flexibility?

By |January 1st, 2018|Categories: All, District Resource Allocation, State Finance Policy, Student Based Allocation|Tags: , |

Marguerite Roza, Tim Coughlin and Laura Anderson Published December 2017 California in 2013 moved to drive more resources for students with higher needs, create more spending flexibility and let districts decide how to spend substantial new dollars by adopting a new watershed state finance policy, the Local Control Funding Formula (LCFF). Our December 2017 analysis examines financial data from nearly all California school systems to clarify how

101, 2018

Did districts concentrate new state money on highest-needs schools? Answer: Depends on the district.

By |January 1st, 2018|Categories: All, District Resource Allocation, State Finance Policy, Student Based Allocation, Uncategorized|Tags: , |

Marguerite Roza, Tim Coughlin and Laura Anderson December 2017 California in 2013 implemented a watershed weighted student funding formula (WSF) that deployed substantial new funds to districts based on their counts of student types, while also stripping long-standing spending constraints on districts. The state finance formula (the Local Control Funding Formula or LCFF) specifically boosted allocations to districts for their foster youth, students with limited English and

101, 2018

California’s weighted student funding formula: Does it help money matter more?

By |January 1st, 2018|Categories: All, District Resource Allocation, State Finance Policy, Student Based Allocation, Uncategorized|Tags: , |

Elena Derby and Marguerite Roza December 2017 California in 2013 moved to drive more resources for students with higher needs, create more spending flexibility and let districts decide how to spend substantial new dollars by adopting a new watershed state finance policy, the Local Control Funding Formula (LCFF). As California’s Weighted Student Funding (WSF) law enters Year 5 of implementation, we investigate whether we are seeing an

2012, 2017

Funding Student Types: How states can mine their own data to guide finance policy on high-needs students

By |December 20th, 2017|Categories: All, Productivity in Education, State Finance Policy|Tags: , |

Marguerite Roza November 2017 New data and accountability agendas have heightened attention to performance disparities between students with different identifiable needs—needs that stem from poverty, disability, or limited English proficiency. To help states design effective funding policies to serve high-needs students, this brief by Marguerite Roza helps states ask the right questions, tap their own data, and analyze funding in relation to student outcomes. Read More

2012, 2017

Analyzing early impacts of California’s Local Control Funding Formula

By |December 20th, 2017|Categories: All, District Resource Allocation, State Finance Policy, Student Based Allocation|Tags: , |

This three-part series analyzes the early impacts of California’s 2013 adoption of the watershed Local Control Funding Formula. The state’s move effectively shifted control over spending decisions from the state legislature to local school districts and eliminated a slew of state-imposed spending rules that many local districts saw as impediments to doing the most with their dollars. At the heart of California’s initiative is a weighted

2111, 2017

College credit in high school: Doing the math on costs

By |November 21st, 2017|Categories: All, Higher Education, State Finance Policy|Tags: , |

Marguerite Roza and Caitlin Brooks December 2017 In this analysis Marguerite Roza and Caitlin Brooks examine the actual extent of savings (if any) tied to taking college classes in high school by investigating the costs of providing college credit in high school for models in three states: Florida, Georgia, and Ohio. Authors examined costs paid by public dollars, in addition to costs borne by students and families (private

2809, 2017

Student Based Allocation District Collaborative Meeting

By |September 28th, 2017|Categories: All, Student Based Allocation, Uncategorized|Tags: |

Student-based allocation (SBA aka WSF) is a growing financial strategy for mid and large sized school districts that enables a more equitable, flexible, and transparent distribution of resources to schools. To date, districts in Boston, Denver, NYC, Houston, Nashville, Minneapolis, Hartford, New Orleans, and dozens of other cities have shifted to the use of a student-based allocation formula and participate in an ongoing SBA network of district leaders.

2109, 2017

Four Approaches to Assigning Costs to Central Levels vs. School Levels When Calculating Per-Pupil Expenditures

By |September 21st, 2017|Categories: All, Financial Transparency|Tags: |

Marguerite Roza and Katherine Hagan September 2017 This paper authored by Marguerite Roza and Katherine Hagan outlines different approaches state education agencies may take when calculating per pupil expenditures weighing the benefits and considerations of each. Read More Linked resources: Developing Rhode Island's Chart of Accounts A Conversation with Donna Nester about Mississippi’s Account Structure & Philosophy

1209, 2017

School Level Finance Survey Converter Tool

By |September 12th, 2017|Categories: All, Financial Transparency, Uncategorized|Tags: |

This tool can help state education agencies (SEAs) meet the Every Student Succeeds Act (ESSA) financial transparency per-pupil expenditure reporting requirement using two pre-existing federal survey tools -- the School Level Finance Survey (SLFS) and the Local Education Agency Finance Survey (also called F-33). State agencies can use this tool to combine data from those two surveys to calculate school-level expenditures for all the schools and districts in

307, 2017

What does the ESSA financial transparency requirement mean for districts?

By |July 3rd, 2017|Categories: All, District Resource Allocation, Financial Transparency, Productivity in Education|Tags: |

Marguerite Roza In this webinar hosted by AASA, Marguerite Roza provides an overview of the financial transparency requirement in the Every Student Succeeds Act, highlight lessons learned from states working towards meeting the requirement, and provide a district lens for thinking about the opportunities this new data can provide. View the recorded webinar View Presentation Slides

406, 2017

Financial Transparency & Equity

By |June 4th, 2017|Categories: All, Financial Transparency|Tags: , |

Reporting per-pupil expenditures at the school level will undoubtedly uncover some inequitable distribution of resources within states and districts across the country. The videos listed and linked below are part of a larger conversation about the equity element of the financial transparency at a meeting we convened in February 2017. State education agencies may find these videos helpful as they tackle their own financial transparency goals. Watch one of

406, 2017

Financial Transparency Reporting Requirement: Where to start

By |June 4th, 2017|Categories: All, Financial Transparency, Productivity in Education|Tags: |

Marguerite Roza and Katherine Hagan March 2017 In this paper authors Marguerite Roza and Katherine Hagan describe their work with 22 state education agencies to identify data readiness to meet the financial transparency reporting requirement and outline the inventory processes so other states can identify their own data readiness and start to outline next steps to meet the requirement. Read More

305, 2017

With New Data, School Finance is Coming Out of the Dark Ages

By |May 3rd, 2017|Categories: All, Financial Transparency, Productivity in Education, School Level Resource Use, State Finance Policy|Tags: , |

Marguerite Roza August 4, 2017 In this post and podcast Marguerite Roza shares how a sleeper provision in the Every Student Succeeds Act will serve up a motherlode of never-before-available school-level financial data. And how if we seize the unprecedented opportunity this data offers, we will be better equipped to tackle some of education’s most pressing issues. Read More Listen to the Podcast

2112, 2016

Productivity Improvements Paper Series

By |December 21st, 2016|Categories: All, District Resource Allocation, Productivity in Education, School Level Resource Use, Student Based Allocation|Tags: , |

Marguerite Roza, Jim Simpkins, Jessica Jonovski and Amanda Warco Below are links to several papers by Edunomics Lab cost modeling productivity improvements. The Real Deal on K-12 Staffing In the absence of reliable estimates of national K-12 staffing, Jim Simpkins and Marguerite Roza compile data from several national sources to determine historical K-12 staffing ratios. Their analysis finds that staffing ratios across K-12 education have risen precipitously

112, 2016

The Equity Problem in Teacher Pensions

By |December 1st, 2016|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, State Finance Policy|Tags: , |

Marguerite Roza and Katherine Hagan January 2017 Research has shown that teachers and salaries are inequitably distributed within school districts, but the same rationale has yet to be applied to pension wealth. This new paper by Marguerite Roza shows how high-minority schools receive fewer dollars in pension wealth than low-minority schools within the same district, and makes the case for including this metric in policy discussions about equitable

2604, 2016

New Era of School Finance

By |April 26th, 2016|Categories: All, Financial Transparency, Productivity in Education, Uncategorized|Tags: , |

A New Era of School Finance The McCourt School of Public Policy’s 2016 LEAD Conference, A New Era of School Finance, led by Seattle-based research center Edunomics Lab, convened leading authorities for a dialogue on the complexities of education finance in light of the new Every Student Succeeds Act (ESSA). The conference sessions examined how leadership roles at each level – federal, state, district and school – will be

2204, 2016

Are public universities neglecting in-state students?

By |April 22nd, 2016|Categories: All, Higher Education, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza April - 2016 Marguerite Roza participated in an online conversation "Room for Debate" hosted by NY Times. Read her response titled "Public Universities Must Not Solve Budget Gaps by Limiting Access to In-State students." Read More

1604, 2016

Productivity is sometimes seen as a dirty word in education

By |April 16th, 2016|Categories: All, Productivity in Education, School Level Resource Use, Student Based Allocation|Tags: |

Marguerite Roza Fall 2015 In this article published by Education Next author Marguerite Roza discusses how school systems can improve productivity when so much of what matters -- human interactions -- can't be centrally managed and scaled across schools. This article was originally published by New York State Association of School Business Officers in The Reporter Fall 2015. Read More

2202, 2016

Advancing System Productivity Webinar Series

By |February 22nd, 2016|Categories: All, Productivity in Education, State Finance Policy|Tags: , |

Advancing System Productivity Webinar Series Edunomics Lab, in partnership with Council of Chief State School Officers and the Building State Capacity and Productivity Center, convened a Community of Practice to support a group of leaders in all states interested in developing a state-specific framework and strategy set related to the SEA’s role in increasing productivity. This series of five webinars is designed to help Regional Comprehensive Centers support state education

1202, 2016

Meeting the ESSA Financial Transparency Reporting Requirement

By |February 12th, 2016|Categories: All, Productivity in Education, State Finance Policy|Tags: |

On February 9 nearly 100 state and district leaders representing 36 states met in Washington D.C. to explore the opportunities and work ahead to meet the financial transparency reporting requirement in ESSA.  Available presentations are linked below. Full Agenda Presenter Bios The Opportunity of Financial Transparency - Marguerite Roza, Director Edunomics Lab & partner of BSCP Center and Lynzi Ziegenhagen, CEO & Founder Schoolzilla Panel Discussion -

101, 2016

The Smart Money:  Designing a school budget to get the most for your school dollar

By |January 1st, 2016|Categories: All, Productivity in Education, School Level Resource Use|Tags: |

Marguerite Roza March 2017 In this hands-on workshop presented at NAIS national conference in March 2017 school leaders dove into the math of school resource allocation. Dr Roza shared innovative financial strategies and how leaders could apply the concepts to their own school context. Topics included; getting a grip on rising costs; gauging value for programs and courses; paying good teachers well amidst cost constraints; personalizing education without

3011, 2015

Productivity is sometimes seen as a dirty word in education. But it does not have to be.

By |November 30th, 2015|Categories: All, Productivity in Education, School Level Resource Use, Student Based Allocation, Uncategorized|Tags: |

Marguerite Roza Fall 2015 Productivity is sometimes seen as a dirty word in education. But it does not have to be. In this article author Marguerite Roza discusses how school systems can improve productivity when so much of what matters -- human interactions -- can't be centrally managed of scaled across schools. This article was published by New York State Association of School Business Officers in The

1911, 2015

Breaking tradition: A fixed-dollar pay raise strategy that benefits teachers and school districts

By |November 19th, 2015|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, State Finance Policy|Tags: , |

Marguerite Roza November 2015 In this analysis Marguerite Roza examines both the degree to which pay systems for teachers are more heavily back-loaded than for many other professions and the ramifications of this steep salary curve for teachers, states and school districts. She details how teachers and school districts could benefit by switching from doling out raises through percentage-based cost of living increases to fixed-dollar payouts.

3009, 2015

Highly Productive Rural Districts: What is the Secret Sauce?

By |September 30th, 2015|Categories: All, Productivity in Education, School Level Resource Use, State Finance Policy, Uncategorized|Tags: |

Marguerite Roza and Georgia Heyward September 2015 In this paper authors Marguerite Roza and Georgia Heyward identify some common themes that makes some remote rural districts “productivity superstars” and describe steps states can take to encourage and support district productivity. This paper was published by the Rural Opportunities Consortium of Idaho. Read More

1509, 2015

How the teacher pay raise formula could worsen Seattle’s inequity

By |September 15th, 2015|Categories: All, Uncategorized|Tags: |

Marguerite Roza September 2015 In this oped Marguerite Roza describes one critical issue underlying the fall 2015 Seattle Public Schools teachers' strike that neither the Seattle School District nor the Seattle Education Association, the teachers’ union, took on: the built-in inequities across schools created by the district’s outdated, traditional pay scale. Read More

1805, 2015

Promoting Productivity: Lessons from Rural Schools

By |May 18th, 2015|Categories: All, Productivity in Education, State Finance Policy, Uncategorized|Tags: |

Marguerite Roza May 2015 In this essay author Marguerite Roza challenges the assumption that rural districts are less productive than their urban or suburban peers by discussing rural districts can “beat the odds” by increasing student results without increasing per-pupil expenditures. Read More

1604, 2015

Turning a Benefits Conundrum into a Potential Opportunity for Teachers and Students

By |April 16th, 2015|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, Productivity in Education, Uncategorized|Tags: , |

Marguerite Roza April 2015 Teacher benefit costs are rising faster than salaries and new revenues are unlikely to appear. This new analysis by Marguerite Roza shows how a longer work year could increase teachers’ annual salaries and improve student outcomes. This unique solution works best as a flexible option for districts. Read More

2603, 2015

Is spending more on education the best way to improve schools and teaching?

By |March 26th, 2015|Categories: All, Productivity in Education, Uncategorized|Tags: |

Marguerite Roza April 2018 Is spending more on education the best way to improve schools and teaching? Marguerite Roza participated in an online conversation "Room for Debate" hosted by NY Times. Read her response to the question ~ Is spending more on education the best way to improve schools and teaching? (Basically, does more money mean better education?) Read More

1303, 2015

Title I: Time to Get It Right

By |March 13th, 2015|Categories: All, District Resource Allocation, Productivity in Education, State Finance Policy, Student Based Allocation|Tags: |

Marguerite Roza and Robin Lake March 2015 In this brief Marguerite Roza and Robin Lake, Center on Reinventing Public Education, reflect on the goals of Title I and offer five key principles to guide changes to Title I to fulfill its promise to poor students. Read More

2402, 2015

How to boost teacher pay, raise student performance

By |February 24th, 2015|Categories: All, Compensation, Benefits & Pensions|Tags: |

Washington, D.C. February 24, 2015 It is possible to increase teacher pay and advance student performance without new resources. A new analysis from the Edunomics Lab at Georgetown University reveals a meaningful and cost-neutral option to improve teacher pay. Read This Release Read this Paper

2202, 2015

Paying the Best Teachers More to Teach More Students

By |February 22nd, 2015|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, Productivity in Education, Rapid Response, School Level Resource Use, Uncategorized|Tags: , |

Marguerite Roza and Amanda Warco February 2015 Research has found that the impact of an effective teacher outweighs the impacts of smaller class sizes. In this analysis authors Marguerite Roza and Amanda Warco find allowing our best teachers to teach more students in lieu of hiring additional staff could offer teachers bonuses as high as $10,357 to teach just an additional three students. The paper includes state-by-state

102, 2015

Innovation Amid Financial Scarcity: The Opportunity in Rural Schools

By |February 1st, 2015|Categories: All, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza February 2015 In this paper, published by the Rural Opportunities Consortium of Idaho, Marguerite Roza explores spending and outcomes data of rural schools and highlights policy implications for states seeking improved outcomes for all their districts in the context of limited resources. Read More

2901, 2015

The Phantom Menace: Policies that Protect Districts from Declining or Low Enrollments, Drive Up Spending and Inhibit Adaptation

By |January 29th, 2015|Categories: All, Productivity in Education, State Finance Policy, Student Based Allocation|Tags: |

Jon Fullerton and Marguerite Roza January 2015 In this paper, part of the Productivity for Results Series published by George W. Bush Institute, authors Jon Fullerton and Marguerite Roza examine the curious practice of states funding school districts for students that no longer attend school there. Read More

1212, 2014

How Late-Career Raises Drive Teacher-Pension Debt

By |December 12th, 2014|Categories: Compensation, Benefits & Pensions, District Resource Allocation, State Finance Policy|Tags: , |

Marguerite Roza and Jessica Jonovski December 2014 Teacher salary decisions are often made with little connection to the pension obligations they entail. In this paper, authors Marguerite Roza and Jessica Jonovski model the impacts of late-term raises on teacher pension obligations showing that on average each dollar raise triggers $10 to $16 in new taxpayer obligations. The authors provide suggestions to mitigate such impacts while improving incentives

312, 2014

Can decentralization improve Seattle schools?

By |December 3rd, 2014|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Marguerite Roza and Jim Simpkins December 2014 In this OpEd Marguerite Roza and Jim Simpkins suggest Seattle Public Schools consider allocation policies similar to many large urban districts that give schools control over how they use district funds to educate their school community. Read More

2411, 2014

The Real Deal on K-12 Staffing

By |November 24th, 2014|Categories: All, Productivity in Education, Rapid Response, State Finance Policy|Tags: , |

The Real Deal on K-12 Staffing In the absence of reliable estimates of national K-12 staffing, Jim Simpkins and Marguerite Roza compile data from several national sources to determine historical K – 12 staffing ratios. Their analysis finds that staffing ratios across K-12 education have risen precipitously over several decades and, despite the impact of the Great Recession, remain at 2004 levels. A state-by-state comparison reveals large disparities across states.

1207, 2014

Building SEA Productivity

By |July 12th, 2014|Categories: All, Innovation & Technology, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza July 2014 On July 12 Marguerite Roza presented a session at Council of Chief State School Officers' Summer Institute. In her session 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. Read More

1606, 2014

Denver Public Schools: Making More Money Follow Students

By |June 16th, 2014|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Marguerite Roza and Cory Edmonds June 2014 Denver Public Schools: Making More Money Follow Students In this paper authors Marguerite Roza and Cory Edmonds share how Denver Public Schools has over time steadily increased the amount of district funds deployed through its student based allocation formula. Read More

1606, 2014

What Portion of District Funds Follow Students?

By |June 16th, 2014|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Marguerite Roza and Cory Edmonds June 2014 In this paper authors Marguerite Roza and Cory Edmonds examine 12 urban district budgets for FY 2014 to determine the percentage of each district's total resources allocated on the basis of students and discuss the similarities and differences in their student based allocation formulas. Read More View Updated Research

1606, 2014

Boston Public Schools: Weighting What Matters

By |June 16th, 2014|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Marguerite Roza and Cory Edmonds June 2014 In this paper authors Marguerite Roza and Cory Edmonds share how in recent years, Boston Public Schools detailed student based allocation formula has undergone several revisions both to further refine student categories and to deploy additional portions of the district’s resources. Read More

1505, 2014

Funding for Student’s Sake: How to Stop Financing Tomorrow’s Schools Based on Today’s Priorities

By |May 15th, 2014|Categories: All, Financial Transparency, State Finance Policy, Student Based Allocation|Tags: |

Marguerite Roza, Larry Miller (CRPE) and Suzanne Simburg May 2014 In this essay Marguerite partners with Larry Miller (CRPE) and Suzanne Simburg, to discuss how new funding and allocation models can encourage productive local decision making and how states can seize the rare opportunity many now have to redesign their funding allocation models. Read More

1505, 2014

SEA of the Future: Building the Productivity Infrastructure

By |May 15th, 2014|Categories: All, Productivity in Education, State Finance Policy, Student Based Allocation|Tags: |

Marguerite Roza May 2014 Marguerite Roza authored two essays in this volume of The SEA of the Future. This volume published by BSCP Center introduces the “productivity infrastructure" the building blocks for an SEA committed to supporting productivity, innovation, and performance—from the state chief to the classroom. Read Marguerite's essays: Funding for Student's Sake: How to Stop Financing Tomorrow's Schools Based on Today's Priorities A State Information

804, 2014

Webinar: Training Principals for Budgeting at the School Level

By |April 8th, 2014|Categories: All, Productivity in Education, School Level Resource Use|Tags: |

Marguerite Roza April On April 8 Marguerite Roza hosted a webinar for district and school leaders to experience training segments used to raise capacity of principals for school level budgeting. Participants experienced a set of activities designed to help school leaders rethink the use of resources for better results with an emphasis placed on how principals can take advantage of incremental budget decisions and staff attrition to

1503, 2014

How much money follows the student in WSF (aka SBA) districts?

By |March 15th, 2014|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Cory Edmonds AEFP 2014 In this presentation given at the 39th annual conference of the Association for Education Finance and Policy, Cory Edmonds shared the findings of an Edunomics Lab study exploring seven urban school districts utilizing a student based allocation formula to determine the portion of total district funds allocated by the formula. Read More

1403, 2014

Rethinking Class Size to Expand Access to Best Teachers and Raise Pay

By |March 14th, 2014|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation|Tags: |

Suzanne Simburg AEFP 2014 In this presentation given at the 39th annual conference of the Association for Education Finance and Policy Suzanne Simburg shared the findings of an Edunomics Lab study exploring cost neutral options to raise teacher pay and provide more students with access to the best teachers. Read More

103, 2014

Civic Vitality and Public Education Productivity: The Harbormaster Mayor

By |March 1st, 2014|Categories: All, Productivity in Education, Rapid Response|Tags: , |

Victor Reinoso and Marguerite Roza March 2014   Public schools impact the cultural and material well-being of communities. In this paper authors Victor Reinoso and Marguerite Roza share how mayors can improve the quality-of-life and the economic base in their municipality by finding and promoting productive school models. Read More

2602, 2014

Webinar: Building a State Information System to Support Improvements in Productivity

By |February 26th, 2014|Categories: All, Productivity in Education|Tags: |

Marguerite Roza February On February 26 Marguerite Roza conducted a webinar for state education agency leaders. This webinar explored how SEAs can build an information system designed to drive productivity – what data are needed, how to compile the data into useful resources for leaders at every level of education and how these stakeholders can use the data to drive decision making and advance productivity. Read

1012, 2013

VisionSBA: K-12 Financial Modeling Tool

By |December 10th, 2013|Categories: All, District Resource Allocation, Student Based Allocation, Uncategorized|Tags: |

VisionSBA: K-12 Financial Modeling Tool VisionSBA provides education leaders with a unique outlook on spending by school level within a district, delivering insight into relative spending across schools adjusted for each school’s actual mix of students. This interactive tool developed by Marguerite Roza and Jim Simpkins answers the question: “How much does each school spend relative to all other schools in this district taking into account its particular mix of

1811, 2013

The SEA of the Future: Prioritizing Productivity

By |November 18th, 2013|Categories: All, Compensation, Benefits & Pensions, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza, Betheny Gross, Ashley Jochim Michael Podgursky and Data Quality Campaign November 2013 Marguerite Roza co-authored two essays in this volume of The SEA of the Future. This volume published by BSCP Center examines how state leaders, challenged with having to make decisions on how to use limited resources are faced with an uneasy zero-sum game: every dollar they put into one program is a dollar

1811, 2013

Teacher Retirement Benefits: Defining a More Active Role for SEAs and Their Chiefs

By |November 18th, 2013|Categories: All, Compensation, Benefits & Pensions, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza and Michael Podgursky November 2013 In this essay from The SEA of the Future Volume 2, Marguerite Roza and Michael Podgursky draw on their research on productivity and pensions to look in depth at the startling long-term costs of educator pension systems and the counterproductive employment incentives embedded in these systems. Although only state legislatures and pension boards can change pension systems, the authors argue

1811, 2013

Leveraging Productivity for Progress: An Imperative for States

By |November 18th, 2013|Categories: All, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza November 2013 In this essay published in The SEA of the Future, Volume 2, author Marguerite Roza makes the case for why productivity is essential to improving outcomes for students. Roza offers officials at state education agencies an action plan toward embedding productivity into everyday decision making. Read More

1809, 2013

The Case Against High School Sports

By |September 18th, 2013|Categories: All, District Resource Allocation, School Level Resource Use, Student Based Allocation|Tags: |

Amanda Ripley October 2013 In this article published by The Atlantic author Amanda Ripley, describes the role of high school sports in the American education system, how current resource allocations favor sports over academics and consequences as American students fall behind in international rankings and draws on Marguerite Roza’s research. Read More

1007, 2013

Dollars and Sense Accountability

By |July 10th, 2013|Categories: All, District Resource Allocation, Productivity in Education, School Level Resource Use, Student Based Allocation|Tags: |

Marguerite Roza July 2013 In July 2013 Marguerite Roza spoke with 23 district leaders, charter organizations and funders at the Portfolio School District Network meeting in Seattle. Using a recent analysis of Minneapolis Public Schools Marguerite discussed how districts could start to view schools in terms of costs and outcomes and using this lens to support the push for autonomy and accountability. View this Presentation

2105, 2013

The High Price of Excess Credits

By |May 21st, 2013|Categories: All, Higher Education, Rapid Response, State Finance Policy|Tags: , |

Alicia Kinne, Grant Blume and Marguerite Roza May 2013 This brief by Alicia Kinne, Grant Blume and Marguerite Roza, examines the cost of extra credits earned by students in California, Georgia and New York and opportunities for state and university leaders to maximize degree attainment with constrained resources. Read More

2105, 2013

More Students, More Degrees, More Dollars

By |May 21st, 2013|Categories: All, Higher Education, Rapid Response, State Finance Policy|Tags: , |

Marguerite Roza, Alicia Kinne, Patrick Murphy, and Betheny Gross May 2013 Cuts to state support for higher education have prompted some universities to raise tuition, admit more out-of-state students, and increase enrollment to close budget gaps. This analysis authored by Marguerite Roza, Alicia Kinne, Patrick Murphy, and Betheny Gross compares these three strategies in public flagship universities, first in terms of the relative magnitude needed to close

205, 2013

Funding Phantom Students

By |May 2nd, 2013|Categories: All, District Resource Allocation, Productivity in Education, State Finance Policy, Student Based Allocation|Tags: |

Marguerite Roza and Jon Fullerton Summer 2013 In this brief published by Education Next, authors Marguerite Roza and Jon Fullerton describe a common practice that inhibits both efficiency and productivity: funding students who do not actually attend school in funded districts and how this is often overlooked by state leaders. Read this Report

1801, 2013

How Current Education Governance Distorts Financial Decisionmaking

By |January 18th, 2013|Categories: All, District Resource Allocation, Productivity in Education, School Level Resource Use, State Finance Policy|Tags: |

Marguerite Roza January 2013 Marguerite Roza authored chapter three of Education Governance for the Twenty-First Century (P. McGuinn and P. Manna, eds). This book comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. This book published by Brookings

101, 2013

Student-Based Allocation to Enable School Choice

By |January 1st, 2013|Categories: All, District Resource Allocation, Rapid Response, School Level Resource Use, Student Based Allocation|Tags: |

Student-Based Allocation to Enable School Choice This brief authored by Marguerite Roza and Suzanne Simburg published by Center on Reinventing Public Education explains the need for student-based allocation to enable student choice and portable funding across schools within districts. Read this report

112, 2012

Innovating Toward Sustainability: How Computer Labs Can Enable New Staffing Structures, and New Savings

By |December 1st, 2012|Categories: All, Innovation & Technology, Productivity in Education, Rapid Response, School Level Resource Use|Tags: |

Marguerite Roza and Suzanne Simburg December 2012 Using wage and staffing data from states, authors Marguerite Roza and Suzanne Simburg 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. This Rapid Response brief was published by the Center on Reinventing Public Education. Read More

112, 2012

Are Residents Losing Their Edge in Public University Admissions? The Case at the University of Washington

By |December 1st, 2012|Categories: All, Higher Education, Rapid Response, State Finance Policy|Tags: |

Grant Blume and Marguerite Roza December 2012 Public universities across the country are shifting more spots to nonresidents (who pay higher tuitions) in order to plug budget gaps. This Rapid Response brief authored by Grant Blume and Marguerite Roza examines admissions data at the University of Washington in order to in order to quantify the effect on admissions standards for residents versus nonresidents. This paper was published

112, 2012

What Happens to Teacher Salaries During a Recession?

By |December 1st, 2012|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, Rapid Response|Tags: |

Marguerite Roza, Suzanne Simburg, Jim Simpkins December 2012 This study by Marguerite Roza, Suzanne Simburg, Jim Simpkins 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. This Rapid Response brief was published by the Center on Reinventing Public Education. Read More

112, 2012

The Opportunity Cost of Smaller Classes: A State-By-State Spending Analysis

By |December 1st, 2012|Categories: All, Productivity in Education, Rapid Response, School Level Resource Use|Tags: |

Marguerite Roza and Monica Ouijdani December 2012 Consideration of whether smaller classes are preferable to larger ones requires some recognition of the opportunity costs involved. This brief authored by Marguerite Roza and Monica Ouijdani provides a state-by-state context by computing the dollars at stake in marginally raising the number of students per class. This paper was published by Center on Reinventing Public Education. Read More

109, 2012

Q&A on the Chicago Teachers Contract Math

By |September 1st, 2012|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, Rapid Response|Tags: |

Marguerite Roza September 2012 In this Rapid Response brief published by Center on Reinventing Public Education author Marguerite Roza examines the real numbers on the Chicago teachers contract costs. Read More

109, 2012

Chicago Teacher Salaries in the Regional Chicago Context

By |September 1st, 2012|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, Rapid Response|Tags: |

Marguerite Roza September 2012 In Rapid Response brief published by Center on Reinventing Public Education author Marguerite Roza examines at how Chicago teacher salaries compare in regional and national contexts. Read More

107, 2012

The Sheepskin Effect and Student Achievement: De-emphasizing the Role of Master’s Degrees in Teacher Compensation

By |July 1st, 2012|Categories: All, Compensation, Benefits & Pensions, Higher Education, Productivity in Education|Tags: |

Raegen Miller and Marguerite Roza July 2012 This brief by Raegen Miller and Marguerite Roza dissects the nation’s sizeable investment in master’s bumps as a means of highlighting policy obstacles to a more smartly differentiated compensation approach. The report was published by the Center for American Progress. Read this Paper

1011, 2011

Rethinking State Education Finance Toward Greater Productivity

By |November 10th, 2011|Categories: All, Productivity in Education, State Finance Policy|Tags: |

Marguerite Roza Marguerite Roza gave this presentation on November 10, 2011 to members of the National Conference of State Legislatures at "Reallocation of Scarce State Resources: A Seminar for Education Committee Chairs." This presentation framed how state legislators might think differently about their investment in education to maximize scarce state dollars and improve student achievement. View this Presentation

601, 2011

Stretching the School Dollar: A Brief for State Policymakers

By |January 6th, 2011|Categories: All, Productivity in Education, State Finance Policy, Uncategorized|Tags: |

Michael J. Petrilli and Marguerite Roza January 2011 This policy brief by Michael J. Petrilli and Marguerite Roza lists fifteen concrete ways that states can “stretch the school dollar” in these difficult financial times. This brief was published by Thomas B. Fordham Institute. Read More

112, 2010

The Promise of Cafeteria-Style Benefits for Districts and Teachers

By |December 1st, 2010|Categories: All, Compensation, Benefits & Pensions, District Resource Allocation, Rapid Response|Tags: |

Noah Wepman, Marguerite Roza and Cristina Sepe December 2010 This brief by Noah Wepman, Marguerite Roza and Cristina Sepe describes how a different method of supplying benefits to employees might work for districts: cafeteria plans. While typical school district plans offer a one-size-fits-all package of benefits to employees, cafeteria plans allow employees to customize their benefits within a given cost. This Rapid Response brief was published by

108, 2010

Washington State High Schools Pay Less for Math and Science Teachers than for Teachers in Other Subjects

By |August 1st, 2010|Categories: All, Compensation, Benefits & Pensions, Productivity in Education, Rapid Response|Tags: |

Paul Hill and Marguerite Roza This paper published by Center on Reinventing Public Education first explores the past and future outlook for education absent productivity gains. The authors, Paul Hill and Marguerite Roza, then discuss several areas in which labor-intensive businesses have improved productivity: information technology, deregulation, redefinition of the product, increased efficiency in the supply chain, investments by key beneficiaries, production process innovations, carefully defined workforce

107, 2010

Curing Baumol’s Disease: In Search of Productivity Gains in Public Education

By |July 1st, 2010|Categories: All, Innovation & Technology, Productivity in Education|Tags: |

Curing Baumol's Disease: In Search of Productivity Gains in Public Education This paper published by Center on Reinventing Public Education first explores the past and future outlook for education absent productivity gains. The authors, Paul Hill and Marguerite Roza, then discuss several areas in which labor-intensive businesses have improved productivity: information technology, deregulation, redefinition of the product, increased efficiency in the supply chain, investments by key beneficiaries, production process innovations,

105, 2010

A False Dilemma: Should decisions about education resource use be made at the state or local level?

By |May 1st, 2010|Categories: All, District Resource Allocation, State Finance Policy|Tags: |

Thomas B. Timar and Marguerite Roza May 2010 As states have assumed a greater role in financing education and the assumption of local control has been replaced by systems of state control. This shift in authority raises several critical questions. In this paper published by the American Journal of Education the authors, Thomas B. Timar and Marguerite Roza, suggest that the question should be “What obstacles prevent

105, 2010

Breaking Down School Budgets: Following the Dollars into the Classroom

By |May 1st, 2010|Categories: All, Productivity in Education, School Level Resource Use|Tags: |

Breaking Down School Budgets: Following the Dollars into the Classroom This analysis by Marguerite Roza published by Education Next in summer 2009 examines ways in which per-pupil spending in high schools varies by subject and course level, and demonstrates how isolating spending on discrete services can 1) identify the relationships between priorities, current spending, and outcomes; 2) clarify both relative spending on discrete services and the organizational practices that influence

105, 2010

The Disproportionate Impact of Seniority-Based Layoffs on Poor, Minority Students

By |May 1st, 2010|Categories: All, Compensation, Benefits & Pensions, Productivity in Education, Rapid Response|Tags: |

Cristina Sepe and Marguerite Roza May 2010 Looking at the 15 largest districts in California authors Cristina Sepe and Marguerite Roza, demonstrate that teachers at risk of layoff are concentrated in schools with more poor and minority students, concluding 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 Rapid

103, 2010

K–12 Job Trends Amidst Stimulus Funds: Early Findings

By |March 1st, 2010|Categories: All, Productivity in Education, Rapid Response|Tags: |

K–12 Job Trends Amidst Stimulus Funds: Early Findings This brief by Marguerite Roza, Chris Lozier and Cristina Sepe 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 Rapid Response brief was published by Center on Reinventing Public Education. Read this report

102, 2010

Beyond Teacher Reassignments: Better Ways Districts Can Remedy Salary Inequities Across Schools

By |February 1st, 2010|Categories: All, District Resource Allocation, Rapid Response, State Finance Policy|Tags: |

Beyond Teacher Reassignments: Better Ways Districts Can Remedy Salary Inequities Across Schools This Rapid Response brief by Marguerite Roza and Sarah Yatsko demonstrates how, contrary to common worry, closing Title I's "comparability provision" loophole would not force districts to mandatorily reassign teachers. This paper was published by Center on Reinventing Public Education. Read this report

2501, 2010

Have States Disproportionately Cut Education Budgets During ARRA? Early Findings

By |January 25th, 2010|Categories: All, Productivity in Education|Tags: , |

Have States Disproportionately Cut Education Budgets During ARRA? Early Findings This analysis by Marguerite Roza and Susan Funk explores how state education spending has changed or will change given the application of the State Fiscal Stabilization Fund. This Rapid Response brief was published by Center on Reinventing Public Education. Read this report

101, 2010

Now is a Great Time to Compute the Per-Unit Cost of Everything in Education

By |January 1st, 2010|Categories: All, District Resource Allocation, Productivity in Education, School Level Resource Use|Tags: |

Now is a Great Time to Compute the Per-Unit Cost of Everything in Education This paper by Marguerite Roza examines how calculating the per unit costs of what schools or districts can deliver can provide the best insight into the implications of all that spending. This paper was prepared for the American Enterprise Institute and Thomas B. Fordham Institute conference, "A Penny Saved: How Schools and Districts Can Tighten Their

102, 2009

Seniority-Based Layoffs Will Exacerbate Job Loss in Public Education

By |February 1st, 2009|Categories: All, District Resource Allocation, Productivity in Education, Uncategorized|Tags: , |

Marguerite Roza February 2009 In this Rapid Response brief, published by Center on Reinventing Public Education, Marguerite Roza 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. Button Text

106, 2008

What is the Sum of the Parts?

By |June 1st, 2008|Categories: All, Productivity in Education|Tags: |

What is the Sum of the Parts? How Federal, State, and District Funding Streams Confound Efforts to Address Different Student Types This report by Marguerite Roza, Kacey Guin, and Tricia Davis demonstrates in greater detail than ever before how America’s methods of school finance work against a single-minded focus on student learning. This paper was published by Center on Reinventing Public Education as part of School Finance Redesign Project as

110, 2006

Understanding Student-Weighted Allocation as a Means to Greater School Resource Equity

By |October 1st, 2006|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Karen Hawley Miles and Marguerite Roza December 2013 This article by Karen Hawley Miles and Marguerite Roza examines how the shift to student-weighted allocation affected the pattern of resource distribution within 2 districts: the Houston Independent School District and Cincinnati Public Schools. This study published in Peabody Journal of Education provides evidence that student-weighted allocation can be a means toward greater resource equity among schools within districts.

101, 2006

How Districts Shortchange Low-Income and Minority Students

By |January 1st, 2006|Categories: All, District Resource Allocation, School Level Resource Use, State Finance Policy, Uncategorized|Tags: |

Marguerite Roza 2006 This article by Marguerite Roza appeared in Funding Gaps 2006, a report published by Education Trust. The full report documents how school finance policy choices at the federal, state, and district levels systematically stack the deck against students who need the most support from their schools. Dr. Roza's analysis demonstrates that, despite district bookkeeping practices that make funding across schools within the same district

109, 2004

Pennywise and Pound Foolish in Education

By |September 1st, 2004|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Pennywise and Pound Foolish in Education This article written by Marguerite Roza and Paul Hill provides an overview of school funding. With the understanding that no one exactly knows how money for schools is spent and who receives the money, the authors suggest that weighed student funding would show exactly where the money is going and foster transparency and accountability for performance, thereby potentially closing the gaps in local

109, 2004

A Cost Allocation Model for Shared District Resources: A Means for Comparing Spending Across Schools

By |September 1st, 2004|Categories: All, District Resource Allocation, Productivity in Education|Tags: |

Lawrence J. Miller, Marguerite Roza, and Claudine Swartz Recent policy changes at the state and federal level have made schools the focus of accountability. However, under current budgeting practices, it is difficult to assess how resources are distributed between schools and whether every school is afforded the same opportunities to meet its educational goals. This paper authored by Lawrene J. Miller, Marguerite Roza, and Claudine Swartz addresses

110, 2003

Leveling the Playing Field: Creating Funding Equity Through Student-Based Budgeting

By |October 1st, 2003|Categories: All, District Resource Allocation, Student Based Allocation|Tags: |

Karen Hawley Miles, Kathleen Ware, and Marguerite Roza When Cincinnati Public Schools devised a reform strategy for improving student performance, it became clear that the district's traditional budgeting system was inadequate. This report, published by The Phi Delta Kappa, traces the district's process of moving to a system of student based budgeting: funding children rather than staff members, and weighting the funding according to schools and students'

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