School Level Resource Use2019-02-13T06:21:26+00:00

School Level Resource Use

Our research aims to let leaders to examine finance and spending in relation to the whole point of the schooling enterprise, namely, student outcomes. Our analyses deal in both hard numbers and the human element in schooling. Students have different needs and carry different costs. Different mixes of students attend schools that operate in different contexts, such as size, urbanicity, governance structure or community needs and/or priorities. And each school has a staff with its own mix of strengths and weaknesses. Around the country, moves are afoot to give school leaders more authority and flexibility to make spending decisions that make sense for their building’s unique context. But many school leaders aren’t getting the finance training they need to make the most of that flexibility.

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

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 this post Listen to the podcast  ...

Productivity Improvements Paper Series

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...

Productivity is sometimes seen as a dirty word in education

Productivity is sometimes seen as a dirty word in education. But it doesn't have to be. 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...

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