Publications & Resources2023-03-31T22:30:54+00:00

Publications & Resources


  • Filter by Research Topic:

  • Filter by Type:

  • Clear Filters
In this analysis published by Brookings, Marguerite Roza and Katherine Silberstein show that high-poverty communities will see sharper impacts to their school budgets when ESSER ends.
In this blog, the Edunomics Lab team shares lessons learned about making research more useful for practitioners, including designing visualizations and other tools around user needs that can make data accessible, actionable, and impactful.
This tool helps school, district, and state leaders strategically weigh investments by calculating per-student costs and spelling out desired results, risks involved, and how effectiveness will be measured.
With the end of ESSER looming, and tighter state budgets, districts know they can’t afford their expanded labor force. Is now the time to rethink the age-old strategy that the best way to serve students is to add more staff?
The staffing-enrollment mismatch spells financial trouble for school districts, and an end to the hiring spree of the last few years, write Katie Silberstein and Marguerite Roza at The 74.
Why NERD$? For decades, large financial datasets captured only district-level spending data. But districtwide averages, whether for performance, spending, teacher salaries, or other data points, mask variation at the school level within districts. As with many other industries and policy areas, the use of aggregated and/or average data in education finance obscures the factors that may be more relevant in explaining variation. Starting in 2020, school-by-school financial data became publicly available thanks to a provision in the Every Student Succeeds Act (ESSA) requiring school financials on every state and district report card. But the data as reported on report cards is far
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. We've created guidance documents, templates, and tips to help SEAs prepare for and conduct RARs.
Never before have district leaders faced such competing priorities: spend down relief dollars in ways that bring value for students, while also bracing for budget gaps unlike any in history. In this webinar we share what we're seeing in district balance sheets, and outline key issues for this spring's budget discussions.
With 18 months to go before ESSER ends, Katherine Silberstein and Marguerite Roza take stock of how school districts have spent their funds so far, at Education Next.
Marguerite Roza suggests keeping an eye on six critical issues during this spring's district budget discussions, as decisions made there will determine what happens on teacher layoffs, school closings, program cuts, and more.
Higher spending in the final months of ESSER makes for deeper cuts come the 2024-25 school year, writes Marguerite Roza in Forbes. Meanwhile, students are still far behind where they should be.
Smart Money for School Leaders is a collection of education finance instructional modules developed by Edunomics Lab, Georgetown University designed to provide hands-on finance skills for school leaders.
For schools to improve their services and respond to student needs, it’s important to be precise about the exact staffing challenges they face, writes Chad Aldeman at The 74.
Some school districts are flush with cash, but can’t find enough people to fill their open roles. In this Education Week commentary Chad Aldeman asks: what if schools engage families to help make headway on student recovery efforts?
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.
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?
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.
State and district leaders could simultaneously reduce retirement costs and improve benefits for teachers, writes Chad Aldeman.
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.
In this New York Daily News op ed, Chad Aldeman argues that across-the-board class size caps in New York City may not benefit all students and will limit other spending that might be more effective, for example on extracurriculars or counselors or higher salaries for teachers.
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 Houston Chronicle op ed, Jessica Swanson and Marguerite Roza urge the Houston school board to take the time to ensure a full public vetting of the superintendent's proposal to centralize school funding.
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.
Marguerite Roza explores the gap in financial training for aspiring K-12 education leaders and suggests ways that higher education can improve its offerings.
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.
This working paper examines how equitably 20 WSF districts distribute dollars to their schools as measured against a cohort of 20 comparable districts that use a traditional, centralized staffing model.
This resource guides leaders in using data visualizations to foster thoughtful conversations with different stakeholder groups about financial strategy and management, equity and using dollars to do the most for students.
This landscape analysis of current leading university education finance offerings finds that curricula lean more toward theory versus application and hands-on financial skill-building for future district and school leaders.
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.
A list of datasets commonly used in education research and practice focused primarily on finance-related data.
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.
NAEP scores are going down or flat. People have different takes on why. In this Eduwonk blog, Marguerite Roza takes a look at the question of money.
Four existing federal provisions have potential, if made a priority, to work together to foster within-district financial equity, write Marguerite Roza and Hannah Jarmolowski.
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.
Using a financial lens, the Edunomics Lab team offers an early analysis of state education agency plans for using ARP funds.
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. 
This decision tree describes the desired features of a state education funding formula and walks policymakers through key decisions and considerations around balancing efficiency, equity and trade-offs in particular contexts.
In this Forbes commentary, Marguerite Roza proposes a way for the federal government to provide student debt relief while putting SS/Medicare back on a financially sustainable path.
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.
This paper introduces a new national data archive that will capture year-over-year school-by-school spending figures reported by each state and enable easier cost-benefit analysis and new research on equity, innovation, and productivity at the school level.
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. 
This article in School Business Affairs magazine illuminates the critical need to develop district leaders' strategic finance skills.
On December 9, 2020 Marguerite Roza participated in California Charter Schools Association's 2020 Education Symposium. She discussed leveraging data to lead efforts to improve equity and productivity, and how leaders can enable systems to navigate the financial turmoil ahead.
This cross‐district comparison of 19 districts finds commonly cited reasons for adopting weighted student funding (equity, transparency, and school‐level spending flexibility). However, there is no standard WSF formula and districts are implementing it quite differently.
In this op-ed, Marguerite Roza proposes a separate, flexible sum targeted at helping students for whom pandemic schooling isn't working.
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 Thomas B. Fordham Institute article, Marguerite Roza warns that district leaders may be at a higher risk for accusations of financial missteps.
This brief summarizes findings from a three-year, U.S. Department of Education-funded research study analyzing the use of weighted student funding (WSF) at the district and state level.
Edunomics Lab's findings from a three-year, Institute of Education Sciences study titled "How do Spending Patterns Change with Weighted Student Funding (WSF), and What's Happening to Equity and Achievement, Particularly for Poor and At-Risk Students?"
In this brief, based upon a 2017-18 survey of 639 principals in 14 school districts implementing weighted student funding, we find that principals are actively engaged in the budget process and utilize their flexibilities, but often do not come into their role with the financial leadership training to carry out those tasks.
In this blog, Marguerite Roza discusses efforts to make new school-by-school spending data easier to find, interpret, and use.
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.
This brief offers first-cut answers to early concerns and newly emerging questions about new state reporting of per-pupil spending data.
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.
In this op ed published by The Hill, Marguerite Roza proposes a way for the federal government to pay for college without boosting federal debt or burdening taxpayers.
In this guest blog post, Marguerite Roza shares how the federal government might address state and municipal pension debt in the midst of budget shortfalls due to COVID-19.
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.
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 Hunt Institute "Making Sense of NC School Funding" blog, Marguerite Roza provides a national perspective on how states approach school funding.
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.
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.
Past generations racked up billions in teacher pension debt and younger generations are now expected to pay for it. This blog shows how a multi-generational discussion of that topic might play out.
Chicago's senior teachers got hit with a double whammy. As we discuss in this blog, for those at the top of the pay scale retiring in the next four years, the strike meant lost wages and a decrease in future pension payments.
This brief quantifies, in per pupil and per teacher terms, the magnitude of the crowd-out that pension debt creates for six states: CA, IL, LA, SC, TX, and VT. The goal is to help education leaders grasp the relationship between their pension debt bills and their aspirations for spending on schooling inputs, including teacher salaries.
During the Council of Great City School's fall conference in 2019, Cleveland Metropolitan School District, and Edunomics Lab shared insights using school-by-schools spending data and a framework for engaging school leaders in leveraging dollars for the greatest outcomes possible.
Chicago teacher contract negotiations stalled over who controls staffing decisions in schools. In this commentary, Marguerite Roza explains why principals should be entrusted to make the spending decisions that best serve their students.
Education spending always involves choices, and smart choices require understanding value for the dollar. This paper uses the "would you rather" exercise to explore tradeoffs in school spending and think through the value of various cost-equivalent investments.
Student-based allocation (also known as weighted student funding) provides the most equitable, efficient, and flexible path toward increased productivity. This brief explains why it is a good idea to allocate resources on the basis of students, and measures several states' progress toward doing so.
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 commentary The 74, Marguerite Roza and Anthony Drew note that many of the country’s largest school districts have shifted to a decentralized funding model, allocating funds to schools based on student needs, and boosting equity and transparency in the process. They urge LAUSD leaders to follow suit.
In this blog, Marguerite Roza discusses initial findings from our IES-funded research study that seeks to document the range of WSF formulas and detail how they are being implemented in school systems around the nation.
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 commentary in The 74, Marguerite Roza urges legislators to consider a proposed pilot program to give school leaders and staff a say in how federal resources are used in their schools
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 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.
Designed for district and community leaders, this webinar shares how student-based allocation (SBA) works, why districts use SBA, what SBA formulas look like, and what steps and resources districts can take and tap to move toward SBA.
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.
In 2013 California adopted the Local Control Funding Formula (LCFF) to drive more resources to students with higher needs, create more spending flexibility, and let districts decide how to spend substantial new dollars. Our analysis examines financial data from nearly all California school systems to clarify how their spending choices changed in the first three years of the new state funding law.
Our analysis of eight districts takes a first look at whether CA districts did, under LCFF, allocate a larger share of their new funds to their highest-needs schools.
As California’s LCFF enters Year 5 of implementation, this brief analyzes whether we are seeing an improved relationship between spending and outcomes.
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.
In 2013, California adopted the Local Control Funding Formula, shifting control over spending decisions from the state legislature to local school districts and eliminating many state-imposed spending rules. This three-part series analyzes early impacts of the LCFF, one of the nation’s largest weighted student funding (WSF) overhauls to date.
Many policymakers see providing college credit in high school as a money saver, but little research has examined that belief. This brief helps fill the gap, investigating in three states the costs of taking college classes in high school compared to attaining credit after high school.
Edunomics Lab hosts a monthly virtual meeting of district finance leaders to share knowledge and solve challenges around student-based allocation practice and collectively produce research that districts need and want. These resources are from an in-person convening of the SBA Network plus other districts interested in learning more.
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.
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.
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.
These five Rapid Response briefs model the costs of productivity improvements in K-12 education, including changes in staffing ratios, the impact of late-career teacher pay raises on pension debt, and paying the best teachers more to teach more students.
This brief shows how high-minority schools receive fewer dollars in pension wealth than low-minority schools within the same district, and makes the case for pension dollars to be more transparent and included in discussions around K-12 spending equity.
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.
Marguerite Roza responds to an online “Room for Debate” conversation hosted by the New York Times, arguing that chasing after nonresident students threatens the very nature of public universities as institutions that serve the state.
This article explores how school systems can improve productivity even when so much of what matters—the human variables and relationships in student learning—can’t be centrally managed and scaled across schools.
Remote rural districts are often more expensive and yield lower student outcomes than urban and suburban districts. Yet some rural districts generate higher-than-expected learning results without proportionately higher spending. Based on interviews with leaders in 30 rural remote districts, Marguerite Roza identifies six factors that make some districts “productivity superstars."
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 agency (SEA) leaders as they explore how they can better support districts and schools to operate in a more productive way.
On February 9, 2017 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.
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.
In this paper we examine 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.
In this paper we identify some common themes that makes some remote rural districts “productivity superstars” and describe steps states can take to encourage and support district productivity.
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.
In this essay addresses 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.
This analysis shows how a longer work year could increase teachers’ annual salaries and improve student outcomes.
Commentary by Marguerite Roza and Michael Podgursky on how big raises to teachers nearing retirement is a recipe for letting pension debt get out of control.
Marguerite Roza's response to the NY Times Room for Debate question ~ Is spending more on education the best way to improve schools and teaching?
In this brief on the landmark federal law’s 50th anniversary, we offer five key principles to help policymakers revise Title I so that it fulfills its promise of augmenting funding for poor students.
In this analysis we find how allowing our best teachers to teach more students in lieu of hiring additional staff could offer significant teacher bonuses. Findings are modeled state-by-state.
In this paper we explore spending and outcomes data of rural schools and highlight policy implications for states seeking improved outcomes for all their districts in the context of limited resources.
This paper examines the practice of states funding school districts for students who do not attend school there. Aimed at “protecting” districts from enrollment fluctuations, the practice drives up spending and inhibits adaptation.
This one-page infographic explains what student-based allocation is, how it differs from traditional funding formulas and what its primary benefits are.
In this paper we 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 and provide suggestions to mitigate such impacts while improving incentives for early and mid career teachers.
In this op-ed, we argue that when the district decides what positions to fund in a school—rather than the school being empowered to decide based on its community priorities—it destroys goodwill and trust in the school system.
This 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.
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.
This two-page brief outlines how Denver Public Schools has steadily increased the amount of district funds funneled through the student based allocation formula the school system adopted in 2008. In fiscal 2014, the district allocated $3235 million, or approximately 38 percent, of its $865 million budget.
Part of our ongoing study of budgets in systems implementing student based allocation, in this four-page brief we analyze 12 district budgets and find that the systems allocate roughly 24 to 42 percent of their funds through an SBA formula.
In this three-page brief, we analyze the share of district dollars Boston Public Schools funneled through its student based allocation formula, adopted in 2012. In fiscal 2014, the district allocated $3235 million, or approximately 38 percent, of its $865 million budget through the formula.
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.
This publication introduces the “productivity infrastructure" the building blocks for an SEA committed to supporting productivity, innovation, and performance—from the state chief to the classroom.
In this webinar and presentation, we share seven key steps for principals to customize their use of resources based on student outcomes goals and needs. This includes concrete budget strategies and hands-on exercises to help principals understand and weigh cost and tradeoff scenarios.
In this presentation at the annual Association for Education Finance and Policy conference, we share our findings that the percent of total funds allocated via student based allocation (%SBA) ranges from a low of 23 percent to a high of 45 percent among ten urban school districts studied.
In this presentation at the annual Association for Education Finance and Policy conference, we share our exploration and cost modeling of cost-neutral options to raise teacher pay and give more students access to the best teachers.
In this brief, we argue that mayors, as the person responsible for a municipality’s overall well-being, are uniquely positioned to identify and promote productive school models and advocate for all students, regardless of what type of school they attend.
On February 26, 2016 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.
On January 29, 2014 Marguerite Roza shared risks and rewards that emerge when districts “decentralize” engagement around financial decisions to the school level with Portfolio School District Network members in Houston, TX.
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 students?”
At a public symposium of the NY Education Reform Commission, Marguerite Roza presented on "Maximizing Resources for Student and School Success."
In this volume of The SEA of the Future, Marguerite Roza co-authored two essays examining 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 not spent in another.
In this essay from The SEA of the Future Volume 2, Marguerite Roza and Michael Podgursky look in depth at the startling long-term costs of educator pension systems and the counterproductive employment incentives embedded in these systems.
In this essay published in The SEA of the Future Volume 2, Marguerite Roza makes the case for why productivity is essential to improving outcomes for students.
In this article published by The Atlantic, author Amanda Ripley draws on Marguerite Roza’s research as she 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.
This brief 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.
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 compares these three strategies in public flagship universities, first in terms of the relative magnitude needed to close a gap in state funds, and then in terms of the extent to which they contribute to degree production for students in their state.
This brief describes 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.
In this chapter, Roza 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 brief explains the need for student-based allocation to enable student choice and portable funding across schools within districts.
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.
This brief examines admissions data at the University of Washington to in order to quantify the effect on admissions standards for residents versus nonresidents, who typically pay higher tuitions.
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.
This brief provides a state-by-state context by computing the dollars at stake in marginally raising the number of students per class.
This brief examines the real numbers on the Chicago teachers contract costs.
This brief examines how Chicago teacher salaries compare in regional and national contexts.
This brief dissects the nation’s sizable investment in master’s bumps as a means of highlighting policy obstacles to a more smartly differentiated compensation approach.
This presentation framed how state legislators might think differently about their investment in education to maximize scarce state dollars and improve student achievement.
This policy brief lists fifteen concrete ways that states can “stretch the school dollar” in these difficult financial times.
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, an option districts may want to consider.
This paper examines the reasons why math and science teachers struggle to reach the same salaries as others, concluding that the state-wide salary schedule is in part to blame.
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.
The shift in authority from the local to the state level raises several critical questions. In this paper, the authors suggest that the question should be “What obstacles prevent better connections between real dollars and valuable resources for students?”
This analysis 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 have a variety of benefits.
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 book explains how varied funding streams can prevent schools from delivering academic services that mesh with their stated priorities and offers concrete prescriptions for reform.
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 paper 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 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.
The authors demonstrate in greater detail than ever before how America’s methods of school finance work against a single-minded focus on student learning.
This study examines Houston ISD and Cincinnati Public Schools, providing evidence that student-weighted allocation can be a means toward greater resource equity among schools within districts.
Dr. Roza's analysis demonstrates that, despite district bookkeeping practices that make funding across schools within the same district appear relatively comparable, substantially less money is spent in high-poverty and high-minority schools.
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 public service quality between the privileged and the disadvantaged.
It can be 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 addresses one key driver of spending variation between schools: shared district resources.
This report traces Cincinnati Public Schools' 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' needs.
This activity guides participants through reading and understanding district budgets.