Publications & Resources
Districts face deep financial pain in the next two years. Decisions made this spring will determine how it all plays out.
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.
New Learning Loss Calculator Estimates COVID Slide, Costs of Catching Kids Up, in 8,000 School Districts
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.
What Are Districts Using Their Federal Relief Money for? How Fast Are They Spending It? How Much Is Left? New Interactive Database Has Answers
Marguerite Roza discusses how school districts should use federal COVID-19 relief funds to improve student outcomes
Building Financial Leadership To Do More for Students: Lessons from a Landscape Analysis of Education Finance Curriculum in Higher Ed
There Is No ‘Big Quit’ in K-12 Education. But Schools Have Specific Labor Challenges That Need Targeted Solutions
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.
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.
Existing Federal Provisions Can – If Given Appropriate Attention – Advance Within-District Financial Equity
Fewer students are attending public schools. What does that mean for the future of school district finances?
From Paying Parents to Transport Their Kids to School to Calling Out the National Guard — Innovating in the Face of a Bus Driver Shortage
Will the American Rescue Plan’s ‘Meaningful Consultation’ Requirement Usher in Community Participation in School Budgets?
By Paying Stipends to Schools’ Teaching Staff, Districts Can Add Learning Time Without Breaking the Bank
Remote or in Person? Underspending or Running Deficits? What School Reopening Decisions Mean for District Budgets
Lessons from Spanish Flu — Babies Born in 1919 Had Worse Educational, Life Outcomes Than Those Born Just Before or After. Could That Happen With COVID-19?
In this webinar we look at the implications of enrollment losses and state revenue declines for school district budget decisions, including hold harmless policies that protect districts from losing state funds. We also consider different district investment options to address learning loss with new federal funds.
How Federal Education Aid Can Tackle The K-Shaped Learning Recovery: Let’s start with $3000 Per Disengaged Student.
Analysis: California Gives Districts Extra Money for Highest-Needs Students. But It Doesn’t Always Get to the Highest-Needs Schools
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.
Analysis: Pandemic-Fueled Financial Turbulence Is Hitting School Districts Across the Country. Here’s What to Watch for
Straight Talk In Financially Uncertain Times: How District Leaders Can Communicate About The Messy Financial Landscape Coming Their Way
Waiting for Congress to Bail Out Schools Is a Risky Game of Chicken. Time for Districts to Come Up With Plan B — and for States to Help
Webinar: Financial Turmoil for Public Education: Projections, stimulus, and what superintendents and principals can expect
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.
Chicago’s Teachers Union Agreed to Give Spending Control to Principals. Now, the Union Is Striking to Take It Away
Funding for Students’ Sake: How to Stop Financing Tomorrow’s Schools Based on Yesterday’s Priorities
Understanding school finance is one thing. Being effective in communicating about it is another skill entirely
L.A. District Is Asking for a $500 Million Parcel Tax. In Return, Let the Schools Decide How to Spend Their New Funds
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.
DeVos Proposed $50 Million for Districts to Decentralize Federal Money, to Put Schools in the Driver’s Seat. It’s a Smart Idea
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.
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.
Taking stock of California’s weighted student funding overhaul: What have districts done with their spending flexibility?
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.
Did districts concentrate new state money on highest-needs schools? Answer: Depends on the district.
Funding Student Types: How states can mine their own data to guide finance policy on high-needs students
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.
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.
Four Approaches to Assigning Costs to Central Levels vs. School Levels When Calculating Per-Pupil Expenditures
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.
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.
The Productivity Opportunity: A Role-Playing Activity to Engage Leaders in Financial and Outcomes Data
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.
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.
The Phantom Menace: Policies that Protect Districts from Declining or Low Enrollments, Drive Up Spending and Inhibit Adaptation
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.
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.
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.
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?”
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.
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.
Innovating Toward Sustainability: How Computer Labs Can Enable New Staffing Structures, and New Savings
Are Residents Losing Their Edge in Public University Admissions? The Case at the University of Washington
The Sheepskin Effect and Student Achievement: De-emphasizing the Role of Master’s Degrees in Teacher Compensation
Washington State High Schools Pay Less for Math and Science Teachers than for Teachers in Other Subjects
What is the Sum of the Parts? How Federal, State, and District Funding Streams Confound Efforts to Address Different Student Types
A Cost Allocation Model for Shared District Resources: A Means for Comparing Spending Across Schools