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8/7/2019 ERS: School Funding in Duval County
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April 2010
ERS Resource Mapping: School Funding
Duval County Public Schools, January 27, 2011
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Based on our experience working in districts, ERS believes that resources
(people, time, and money) need to be aligned to support seven key
transformation strategies
T R A N S F O R M A T I O N A L R E S O U R C E S T R A T E G I E S
Ensure equitable, transparent, and flexiblefunding across schools
Restructure the teaching Job
Support schools in organizing people, time,and money to maximize learning
Ensure access to aligned curriculum,instruction, assessment, PD
Build school and district leader capacity
Redesign central roles for empowerment,accountability and efficiency
Partner with families and communities
These district strategies supportand facilitate a system ofhigh-performing schools
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Preliminary Do Not Cite or Distribute
ERS will present our findings, aligned to the transformationalresource strategies, across 7 working sessions
3
Date Topic DCPS Lead Transformational Resource Strategy
Jan School FundingMikePerrone
Ensure equitable, transparent, and flexiblefunding across schools
Feb Elementary SchoolDebbieMenard
Support schools in organizing people, time, andmoney to maximize learningMar Middle School
LawrenceDennis
Apr High School Elaine Mann
MayCentral Roles(including Turnaround
Strategy)
Jackie ByrdTony
Bellamy
Redesign central rolesfor empowerment,accountability and
efficiency
Ensure access toaligned curriculum,instruction, assessment,
PD
May Human CapitalVickiReynolds
Restructure theteaching Job
Build school and districtleader capacity
JuneWrap-Up & ActionImplications
TBDRecap findings fromthe previous 6strategies
Partner with familiesand communities
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Agenda
Setting the Context
Examining the impact of Duvals current School Funding System
Transparency: Is it clear who gets what and why?
Equity: It is equitable who gets what and why?
Discussion
4PRELIMINARY: DONOTCITEORDISTRIBUTE
Objective: Team will identify priorities and next steps forimproving school funding process and allocation levels
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*Dollars represent K-12 operating budget/expenditure for year studied. Dollars adjusted for geography using the National Center for Education Statistics 2005 School
District Comparative Wage Index. Dollars adjusted to 2009-10 (inflation adjusted) using the Bureau of Labor Statistics CPI calculatorSource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
Overall, Duval spends less per pupil than almost anyother urban district that ERS has examined
5
$8.5
$18.1
$13.6 $13.2
$12.8 $12.3$10.9
$10.0$9.1
$7.9
$0
$5
$10
$15
$20
AverageK-12$/pp
($K)
Cross District Comparison of AverageK-12 Operating $/per pupil (fully allocated)*
NCES-ComparativeWage-Index
1.19 1.20 1.43 1.55 1.30 1.31 1.33 1.55 1.39 1.31
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Charlotte
Unadjusted $8.7/pp
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Source: ERS knowledge management
To ensure comparability across districts in our analysis, ERS uses its
own methodologies, definitions and coding structures including
use and function
Pupil Services & Enrichment
Instruction
Operations & Maintenance
Instruction Support & Prof. Dev.
Business Services
Leadership
Teacher Compensation Aides Compensation Substitute Compensation Librarian & Media Specialist Instructional Materials & Supplies Other Non-Compensation
Other Compensation Extended Time & Tutoring
Enrichment Social Emotional Physical Health Services & Therapies Career Academic Counseling Parent & Community Relations
Professional Development Curriculum Development Recruitment(of Instructional Staff) Special Population Program Management &
Support
Facilities & Maintenance Security & Safety Food Services Student Transportation Utilities
Governance School Supervision School Administration Research & Accountability Communications Student Assignment
Human Resources Finance, Budget, Purchasing, Distribution
Data Processing & Information Services Facilities Planning
Development & Fundraising Legal Insurance
Use
Function
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Methodology
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Note: Included districts reflect those with comparable ERS methodology and coding.
DCPS spends a higher % of its PreK-12 Operating Expenses onInstruction and Operations & Maintenance than other districts
7
57% 58%51%
55% 54% 50%
8% 5%
9%5% 9%
9%
20% 20%
23% 17%
20%
20%
3% 3% 4% 8%2%
4%
4% 6% 5% 7% 7%7%
8% 8% 8% 7% 7% 10%
0%
20%
40%
60%
80%
100%
Charlotte Duval PGCPS Atlanta Boston Rochester
$ofo
peratingbudget/exp
enditures
CROSS DISTRICT COMPARISONOF OPERATING EXPENSESBY USE
Leadership
ISPD
Business Services
O&M
Pupil Services
Instruction
PRELIMINARY: DONOTCITEORDISTRIBUTESource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
Low $/pp High $/pp
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8
Management and overhead of the supportservices provided to schoolsExample: Dir. of Math, Dir. of Transportation
ERS also recodes expenses to identify how much thedistrict spends at the following five levels:
Essential district governance costsExample: Superintendent, Board Costs
CentralMgmt
SystemLeadership
Central Overhead
Methodology
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DCPS: % ofExpenses
0.1%
6%
This is what ERS uses tocompare CentralOverhead across districts
All FTEs, services, and materials not reported
on the school budget, but support schools ona regular and predictable basisExample: OT/PTs, SROs, Region ESE Staff
All FTEs, services, and materials allocateddirectly to the school on the district budgetExample: Teachers, Principals, Aides
Centrally
ReportedSchoolResources
SchoolReported
All FTEs, services, and materials that providesupport across all schools but generally onas-needed or irregular basisExample: Transportation, Schulz Center
SupportServices
School-Attributed
12%
6%
77%This is what ERS uses tocompare spending acrossschools
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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*Central overhead defined as system leadership and central operations mgmt.
Compared to other districts, Duval spends a much smaller % ofits total Pre-K12 Operating Expenditures on central overhead($63M or 6%)
9
8%
6%7%
6%
8%
6%
12%
15%
11%10%
0%
5%
10%
15%
%ofexpenditures/bu
dget
% of K12 operating budget/expenditures spent onCENTRAL OVERHEAD
PRELIMINARY: DONOTCITEORDISTRIBUTESource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
Low $/pp High $/pp
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Duval reports 77% of its PreK-Operating Expenditures at theschool-level, which is one of the highest %s among the districtsthat we've studied
10
77% 77% 77%69% 66%
71%
58%
0%
10%
20%
30%
40%
50%60%
70%
80%
%ofexpenditures/bu
dget
Cross District Comparison of the % of Resources Reported atSCHOOL LEVEL
PRELIMINARY: DONOTCITEORDISTRIBUTESource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
Low $/pp High $/pp
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In summary, Duvals low overall funding creates important context and
urgency to make sure the district is making the most of the resources it has
District Strategic Plan: Does the current resourceuse reflect the goals and priorities of the district?
11PRELIMINARY: DONOTCITEORDISTRIBUTE
Florida gets
RTT $S
Upcoming Budget Shortfall: How can westrategically change current resource use toaddress the anticipated $92+ million shortfall?
Race to the Top $s: How can the district leverageRTT $s to correct existing resource misalignmentsand ease the impact of the fiscal crisis?
Lets keep the following lenses in mind as we review the findings:
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Agenda
Setting the Context
Examining the impact of Duvals current School Funding System
Transparency: Is it clear who gets what and why?
Equity: It is equitable who gets what and why?
Discussion
Next Steps
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When ERS thinks about what makes a districts funding system effective, we
use the following 7 funding principles:
Funding Principle Description
Transparency The system and process for funding schools is
easily understood by all stakeholders.
Meets Student Needs Allocates resources equitably across students,
based on student need.
Equitable Across Schools Allocates resources equitably across schools,
based on student and school need.
Flexibility Schools have greatercontrolover the right
resources in their schools and the capacitytomake decisions on effective resource use.
Alignment with Strategy Supports the districts and schools academic
strategy.
Reflective Integrates lessons learned from prior year
process.
Predictability School allocation processes are structured to
minimize disruption of educational process fromyear to year.
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Evolutions we explore in the funding system should buildon the strength of a transparent budget process
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For a transparent budget process, districts need to ensure that:
School budgets include all funding sources andare easy to understand and compare
Funding formulas for staff and school resourcesare widely shared and understood
School principals clearly understand what
resources they have and why
School budget reports include benefits costsfor each position
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Before we dig into the section around Equity which is where try to
understand how students and schools are being funded in the district and
why
The three big questions that we have in mind are:
How much variation is there?
What is driving this variation?
What can/should Duval do about this?
15
1
2
3
This is a much harder question to answer
which is why we have 3 sessions (ES, MS, HS) directly following thisone that focus on resource use
so that we can understand how changes in school funding mayaffect resource use.
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In Duval, as in most districts that ERS has studied, we find thatthe spending per pupil varies significantly across schools
$0
$5,000
$10,000
$15,000
$20,000
$25,000
$30,000
$35,000
16
SCHOOL ATTRIBUTED $/PUPIL (UNADJUSTED)
DUVAL VIRTUAL INST ACAD$4,636
M V RUTHERFORD ALT ED CTR$35,999
Median $7,066Hi-Lo Spread 7.8x
Duval SchoolsSource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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DCPS spends more on students with additional needs - almost2x on students attending Alternative Schools; more than 3x onSWD Self-Contained students
$6.8$7.9 $7.4
$10.8$11.9
$7.3$9.7
$12.3
$22.3
$0
$5
$10
$15
$20
$25
GenEd PreK Gifted AlternativeDPP
AlternativeSchls
ELL- LFMonitored
ELL-LYServed
ESE-VEInclusion
ESE Self-Contained
Source: DCPS FY0910 Expenditures and Survey 2 Enrollment; ERS analysis
# of Pupils 114,984 1,537 3,452 2,941 1,552 922 3,093 13,539 2,944
ERS-Calculated
Weights- 1.2 1.1 1.6 1.7 1.1 1.4 1.8 3.3
Schoolattributed $/pp($ 000s)
Additional $681/pupil isallocated for Povertystudents of any type(Weight of 0.1)
Fully-Allocated $s/pp by Student Type
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Duvals spending on student type appears to be in line withwhat weve seen in other districts
18
DistrictGeneral
EducationStudent ($K)
PovertyStudents
EnglishLanguageLearners
ESEVE/
InclusionStudents
ESESelf-
ContainedStudents
Charlotte $6.6 1.2 1.3 1.8 3.0Duval $6.8 1.1 1.4 1.8 3.3Chicago $6.0 1.3 1.1 2.6 4.2PGCPS $7.9 1.1 1.2 2.3 3.7Philadelphia $8.1 1.3 1.3 2.3 3.4St. Paul $7.8 1.4 1.1 2.4 4.4Atlanta $10.8 1.1 1.4 2.4 3.4Wash. D.C. $11.0 1.1 1.3 2.3 3.9Boston $9.7 1.1 1.3 1.7 3.7Rochester $14.1 1.1 1.5 2.0 2.4
Cross District Comparison of Per Pupil Expense by Student Type (fully allocated)
PRELIMINARY: DONOTCITEORDISTRIBUTESource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
Low Overall$/pp
High Overall $/pp
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*Weights calculated as School Attributed $/pp by school level d ivided by district average $/ppSource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
Duvals emphasis on Elementary Schools is slightlyhigher than what ERS has seen in other districts
21
District Elementary Middle/K-8 High
Duval 1.11 0.99 0.92St.Paul 1.09 0.97 0.86Atlanta 1.06 0.96 0.89PGCPS 1.05 1.01 0.88Baltimore 1.05 0.91 0.97Boston 1.04 1.05 0.9Charlotte 1.02 0.96 1Chicago 1.01 0.97 1.04Wash. D.C. 1.01 0.91 1.06Philadelphia 0.93 1.04 1.01
Cross District Comparison of School Attributed Per Pupil Expense Weight by School Level*
PRELIMINARY: DONOTCITEORDISTRIBUTE
Possible explanations forwhy ES might be higher:
Deliberate districtstrategy
Consequence of stateclass size policy
ES has higher share of
small schools
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Within school levels, significant variation remains, even afteradjusting for student need
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
ES/K-8 MS
Median $7.3K
Hi-Lo Spread 2.1XMedian $6.5KHi-Lo Spread 1.7X
22
SCHOOL ATTRIBUTED $/PUPIL(ADJUSTED FORSTUDENTNEED)
Source: DCPS FY0910 Expenditures and Survey 2 Enrollment; ERS analysis
HS/SS
Median $6.3KHi-Lo Spread 1.7X
John Love
N. Berlin
Butler
Twin Lakes
Ribault
Sandalwood
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This level of variation in per pupil expense after adjusting forstudent needs is comparable to what weve seen in otherdistricts
23
66% 65% 63% 61%56% 55% 53%
48% 47% 46%
88% 89%
76%
88%81%
93%
84% 81% 86% 80%
0%
20%
40%
60%
80%
100%
%ofschools
Cross District Comparison of school attributed Per Pupil ExpenseVariation Across Schools (school attributed, adjusted)
% of schools funded within +/-10% of the median
% of schools funded within +/-20% of the median
PRELIMINARY: DONOTCITEORDISTRIBUTESource: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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Whats the Magnitude? If we brought outlier ES to 10% of the median, the district
would eliminate $13.8 million; Bringing to 20% of median would eliminate $6.1 m
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
Median $7.3K
24
SCHOOL ATTRIBUTED $/PUPIL (ADJUSTED FORSTUDENTNEED)
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
* These are high-level estimates provided to help the district consider various potential actions. They are not ERS recommendations in any way.
10% above
Bringing schlsthat are 20%above median
to 20% $6.1mBringing schls that are10% above median to10% $13.8m
ELEMENTARY and K-8 SCHOOLS
20% above
Elementary/K-8 Schools $13.8m
Middle Schools $3.9m
High/Secondary Schools $3.3m
Bringing 10% outliers to 10% of median
Elementary/K-8 Schools $6.1m
Middle Schools $2.3m
High/Secondary Schools $1.0m
Bringing 20% outliers to 20% of median
PRELIMINARY: DONOTCITEORDISTRIBUTE
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But hold on! Having variation in per-pupil fundingacross schools is not necessarily a bad thing
25
So before we can discuss whether the district would even want toreduce the variability in per-pupil funding across schools, we need tounderstand what is driving these funding differences across schools
Good variation Bad variation
Deliberate/By Design
Aligned withdistrictsstrategic goals
Gives needierschools addl $s
Unplanned/Unintentional
Unstrategic
Resources notgoing to theneedier schools
PRELIMINARY: DONOTCITEORDISTRIBUTE
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So its time to play
26
DCPS EDITION
What else is driving thedifferences in per-pupil funding
across schools?
To be uncovered in the next
few slides
PRELIMINARY: DONOTCITEORDISTRIBUTE
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Based on our experience in other districts, we know that there are 6
main suspects that tend to account for most of the variation in per-
pupil funding across schoolsDCPS
PRELIMINARY: DONOTCITEORDISTRIBUTE
School SizeFixed positions across schools generate higher perpupil spending in smaller schools1
2
3
4
5
6
School StatusSchool status as Turnaround, Magnet, Title I- may haveadditional staff or resources associated with them.
Building UtilizationSchools that are at or over capacity may have lowerper student operating costs than those that aresignificantly under-capacity
Teacher CompensationSchools with more experienced teachers get more $s ;district may reward teachers at low perf. schools.
Enrollment projectionsOver-projecting enrollment can lead to overstaffing ifleveling does not occur.
Ad-hoc exceptionsDistricts may be making ad-hoc decisions separatefrom the stated policy/guidelines.
27
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In Duval, school size at the Elementary/K-8 Level correlates strongly
with spending per pupil
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
- 200 400 600 800 1,000 1,200 1,400
John Love
Notes and observations
Strong correlationbetween school sizeand cost per student
Cost curve for ES getsmuch steeper below400 students
We see a similar butless pronounced trend(i.e., flatter curve)
when we look atMiddle and HighSchools
Elementary and K-8 Schools: SA $/pp vs. Enrollment
Enrollment
PRELIMINARY: DONOTCITEORDISTRIBUTE 29
#1.SCHOOL
SIZE
Bank of America
MLK Jr.
New Berlin
Chets CreekSchool-Attributed(adjuste
d$/pp)
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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30
0%
20%
40%
60%
80%
100%
Charlotte Duval PGCPS Philadelphia Baltimore Atlanta Boston Rochester
%ofelementaryschools
% OF SCHOOLSBY SIZE BUCKET ELEMENTARY/K8
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$-
$2,000
$4,000
$6,000
$8,000
$10,000
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32
Instruction Drill-down: The smallest schools have more teachers because
they are more likely to have under-filled classes AND because they dont
have enough students to combine strands when class size max rises
Grades K-3 State Max: 18 Grades 4-5 State Max: 22
Has roughly 50 kids per gradewhich translates to 3 strands
16 kids
but when class size max increases, asmall school cant combine classes so itmust keep 3 strands
#1.SCHOOL
SIZE
Size:1,000
Has roughly 140 kids per gradewhich translates to 8 strands
18 kids
18 kids
18 kids
18 kids
18 kids
18 kids
18 kids
16 kids
18 kids
16 kids
and can combine to 7 strands whenthe class size max increases
22 kids
21 kids
18 kids
18 kids
22 kids
21 kids
22 kids
21 kids
21 kids
Size:350
17 kids 17 kids 25 kids 25 kids
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TURNAROUND SCHOOLS:
Elementary & MS TAs tend to be small and have a higher per-pupil
spending than non-TAs; Less of a trend at HS
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
- 200 400 600 800 1,000 1,200 1,400
Non-Turnaround Schools
Turnaround Schools
Elementary and K-8 Schools: SA $/pp vs. Enrollment
Enrollment
PRELIMINARY: DONOTCITEORDISTRIBUTE 33
#2.SCHOOLSTATUS
School-Attributed(adju
sted$/pp)
$4,000
$6,000
$8,000
$10,000
- 500 1,000 1,500 2,000
Middle Schools
$4,000
$6,000
$8,000
$10,000
500 1,000 1,500 2,000 2,500 3,000 3,500
High Schools
Justina Road$10,377
W.Jville
$10,320Northshore K-8
$7,387
Butler
Mayport
Northwestern
Twin Lakes
Ribault
Baldwin
Sandalwood
The three schools highlighted areall Title I, with similar % Pov and %
SWD, but with dramaticallydifferent performance.
0809 0919
WEST JVILLE A C
JUSTINA ROAD D B
NORTH SHORE F F
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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SCHOOL GRADES
We also see variation among schools that received the same grade in the
prior year though C-D-F schools do have higher funding overall
$0
$2,000
$4,000
$6,000
$8,000
$10,000
$12,000
$14,000
Turnaround Schools
Non-Turnaround Schools
A C
Median $7.0kHi-Lo Spread 1.9X
Median $8.5KHi-Lo Spread 1.8x
34
ELEMENTARY & K-8 SCHOOLS ONLY:
2009-10 SCHOOL ATTRIBUTED $/PUPIL(ADJUSTED FORSTUDENTNEED)
Source: DCPS FY0910 Expenditures and Survey 2 Enrollment; ERS analysisExcludes MERRILL ROAD , R. V. DANIELS, WESTVIEW K-8, and BARTRAM SPRINGS because we did not have their 0809 School GradesPRELIMINARY: DONOTCITEORDISTRIBUTE
B D F
Median $7.3kHi-Lo Spread 1.7X
Median$8.8KHi-LoSpread1.4X
Median $9.2KHi-Lo Spread 1.2X
0809 (Prior Year) School Grade
Pearson MLK Jr
JvilleHeights
Northshore &Livingston
We see similar variation in per pupil spending both across andwithin school grade-levels at the MS and HS
#2.SCHOOLSTATUS
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TITLE I SCHOOLS:
Elementary Title I Schools also tend to be small and have a higher
per-pupil spending than non-Title Is
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
- 200 400 600 800 1,000 1,200 1,400
Non-Title I Schools
Title I Schools
Notes and observations
ES Title Is mostly small
Similar but lesspronounced trend atMS/HS
Elementary/K-8 Schools: SA $/pp vs. Enrollment
Enrollment
PRELIMINARY: DONOTCITEORDISTRIBUTE 35
#2.SCHOOLSTATUS
School-Attributed(adjusted$/pp)
Magnet Status: Notrend observed
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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There is significant variation in average teacher salaryboth across and within school-levels
$20,000
$25,000
$30,000
$35,000
$40,000
$45,000
$50,000
$55,000
$60,000 TA Schools
Non-TA Schools
ES/K-8 MS
36
AVERAGE TEACHER SALARY
HS/SS
Median $44.5k
Hi-Low 1.5x
PRELIMINARY: DONOTCITEORDISTRIBUTE
#3.TCHRCOMP.
Median $42.1k
Hi-Low 1.5x
Median $43.3k
Hi-Low 1.5x
Northshore K-8
MayportFletcher
Northwestern
Jackson
Fletcher
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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When we add in benefits, stipends, and other pay (including TA
school bonuses), we see that there is still variation in total
compensation across schools
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000TA Schools
Non-TA Schools
ES/K-8 MS
37
AVERAGE TEACHER COMPENSATION
HS/SS
MedianOverall: $60.7kTA: $57.8k
Non-TA: $60.7k
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#3.TCHRCOMP.
MedianOverall: $59.0k
TA: $56.3kNon-TA: $59.2k
MedianOverall: $61.3k
TA: $61.2kNon-TA: $63.0k
Sadie Tillis
MayportFletcher
Fletcher
JacksonHighlands
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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But you can see that theres not a strong relationship between a
schools average teacher compensation and its per pupil spending
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
$50,000 $55,000 $60,000 $65,000 $70,000 $75,000
Non-Turnaround Schools
Turnaround Schools
Elem./K-8 Schools: SA $/pp vs. Avg. Teacher Comp.
Average Teacher Compensation
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School-Attributed(adjusted$/pp)
38
$4,000
$6,000
$8,000
$10,000
$50 $55 $60 $65 $70 $75
Middle Schools
$4,000
$6,000
$8,000
$10,000
$50 $55 $60 $65 $70 $75
High SchoolsMayport
J. Love
N.Berlin
Fletcher
Northwestern
Jackson
Fletcher
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
#3.TCHRCOMP.
Butler
Ribault
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Duval Schools that have low building utilization %s tend to be more
expensive on a per-pupil basis across all school levels
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
$11,000
$12,000
$13,000
20% 40% 60% 80% 100% 120% 140%
Non-Turnaround Schools
Turnaround Schools
Elem./K-8 Schools: SA $/pp vs. Building Utilization
Building Utilization(Enrollment/Building Capacity)
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#4.BLDG
UTILIZ
School-Attributed(adjusted$/pp)
39
$4,000
$6,000
$8,000
$10,000
20% 40% 60% 80% 100% 120% 140%
Middle Schools
$4,000
$6,000
$8,000
$10,000
20% 40% 60% 80% 100% 120% 140%
High Schools
Butler
Northwestern
Ribault
Raines
Ribault
Lee
Westview K-8
Mayport
Garden City
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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though, not surprisingly, under-utilized schools havesmaller enrollments
0
200
400
600
800
1,000
1,200
1,400
20% 40% 60% 80% 100% 120% 140%
Non-Turnaround Schools
Turnaround Schools
Elem./K-8 Schools: Building Utilization vs. School Size
SchoolSize
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#4.BLDG
UTILIZ
Building Utilization(Enrollment/Building Capacity)
40
0200
400
600
800
1,000
1,200
1,400
1,600
1,800
20% 40% 60% 80% 100% 120% 140%
Middle Schools
0
500
1,000
1,500
2,000
2,500
3,000
3,500
40% 60% 80% 100% 120% 140%
High Schools
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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There does not appear to be a strong relationship between whether
a school was over/under-projected and its $/pp
$0
$5,000
$10,000
$15,000
Schools where the ProjEnroll was UNDER 10%
Schools where the ProjEnroll was OVER 10%
ES/K8 MS
41
SCHOOL ATTRIBUTED $/PUPIL (ADJUSTED FORSTUDENTNEED)
HS/SS
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#5.EnrollmentProjections
This is because veryfew schools aresignificantly over orunder-projectedcompared to actualenrollments
% of SchoolsOver Projected
>/= 10%
% of SchoolsUnder Projected >/
= 10%ES 16% (17 schools) 8% (8 schools)
MS - -
HS 11% (2 schools) -
Total 13% 5%
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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In FY0910, Cabinet Add-ons of $3.6 million were provided to 12
schools (11 Turnarounds, mostly High Schools); Range of add-ons
was $61k to $820k or 0.6-9.0% of the schools total spending
High Schools: SA $/pp vs. Enrollment
Enrollment
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#6.Ad-Hoc
Exceptions
School-Attributed(adju
sted$/pp)
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis1 school: Randolph received cabinet-add-ons and are excluded from this analysis
$4,000
$5,000
$6,000
$7,000
$8,000
$9,000
$10,000
500 1,000 1,500 2,000 2,500 3,000 3,500
All Other Schools
Schools that received Cabinet Add-Ons
Ribault$407k or 5%
Raines$476k or 6% Parker$345k or 3%
White$254k or 2%
Englewood$66k or 0.6%
First Coast$820k or 7%
Jackson$662k or 9%
Is this about supplementingTurnaround allocations
based on individual schoolneeds?
Or is it about prolongingprior efficiencies in schoolresource use?
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Increases* in the following drivers had the greatest impact on per-pupil
funding at Elementary Schools
*The unit of increase for each variable is equal to the standard deviation, or the increase that would be required to surpass 1/3 of schools with higher values.
**Enrollment on Survey 2
***Change in per-pupil funding will remain the same for the same increment of change regardless of starting point
Note: Explainable difference in model 80%; Alternative Education and ESE centers excluded from analysis; Full results in Appendix
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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Potential Driver ofDifference
Increase in Driver (1 standard deviation ofincrease)
Change in $ PerPupil
School Size** (smallschools)
300575 students $1,145Turnaround Not TA TA status $950Building Utilization*** 75% utilization 95% utilization $383Percent Poverty*** 30% poverty 54% poverty $305Enrollment projection***
0 difference between spring FTE and fall FTE fall 10% greater FTE than spring $144
Teacher Salary***School average salary equals ES median($44.5K) school average salary 8% aboveES average ($48.1K)
$120School Size** (largeschools)
730 855 $90
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$-
$2,000
$4,000
$6,000
$8,000
Lowest Spending Third Middle Spending Third Highest Spending Third
ISPD
Pupil Services
Leadership
O&M
Instruction
While we cant run a regression for middle schools (not enough
schools), we see similar trends where the highest $/pp middle schools
are high poverty, small, turnaround, and under-filled
$6,446
$7,927
$6,051
Middle Schools: Average School-Attributed (adjusted) $/pp by Use
% Poverty 48% 55% 70%
% ELL 3% 4% 2%
% ESE 15% 12% 17%
Size 1,204 1,017 680
Turnaround Status 0% are turnarounds 0% are turnarounds 56% are turnarounds
School 0809 Grades 63% are As, 0% are Ds or Fs 38% are As, 0% are Ds or Fs 33% are As, 22% are Ds or Fs
Teacher Salary $43,071 $41,988 $42,092
% filled to capacity 98% 92% 68%
% Over/Under Projected 0% -1% 0%
AVERAGE
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$-
$2,000
$4,000
$6,000
$8,000
Lowest Spending Third Middle Spending Third Highest Spending Third
ISPD
Pupil Services
Leadership
O&M
Instruction
In high schools, we see a similar but less pronounced trend where the
highest $/pp schools are small, high poverty, and under-filled;
Turnarounds are not concentrated in the highest spending third
$6,158
$7,290
$5,506
High Schools: Average School-Attributed (adjusted) $/pp by Use
% Poverty 37% 46% 45%
% ELL 4% 6% 1%
% ESE 12% 11% 10%
Size 2,172 1,792 1,178
Turnaround Status 17% are turnarounds 83% are turnarounds 57% are turnarounds
School 0809 Grades 17% are As, 0% are Fs 17% are As, 17% are Fs 29% are As, 43% are Fs
Teacher Salary $45,343 $43,582 $42,601
% filled to capacity 109% 97% 84%
% Over/Under Projected -5% 0% -3%
AVERAGE
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So now we know that each of the six suspects have some role in
driving differences in per-pupil funding across schools and their
relative contribution to the overall variation within school levels
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DCPS
Is there variation acrossschools within this driver?
What is this drivers impacton overall $/pp?
What does this driveroverlap with?
School Size Yes, a lot of variation in schoolsize across ES, MS, HS
Major across ES, MS., HS Building utilization,Turnaround, Student needs
School Status N/A Major across ES, MS., HS Size, Student Needs, andTeacher Comp
TeacherCompensation
Yes, a lot of variation in avg.teacher compensation
Moderate at ES (suspectsimilar at MS, HS)
Turnaround
BuildingUtilization
Yes, a lot of variation in avg.building utilization
Moderate at ES (suspectsimilar at MS, HS)
Size, Turnaround, StudentNeeds
Enrollmentprojections
No, most schools are projectedclose to actual
Minor across ES (n/a at MS.,HS)
None very few schoolsimpacted
Ad-hoc exceptions Yes, but only targeted at 12schools (mostly MS, HS)
Minor at ES (bigger impact atMS, HS)
N/A
Source: DCPS FY0910 Expenditures, Survey 2 Data, ERS analysis
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Summary of Today: Major Takeaways and Possible Implications
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Summary of Major Takeaways Possible Implications for Duval
Low OverallFundingLevel
Smaller investment in central administration Larger investment in Instruction
Hard to make major cuts without touchingInstruction & schools
Urgency to make sure school level investments notin Instruction are highly leveraged
Transparency School budget process highly transparentrelative to others studied
Continue with current process
School Level ES receive more than MS and HS Relative priority on ES greater than other districts
studied
ERS future ES, MS, HS presentations to investigatehow schools are using their $s (across school levels
and school sizes) to help Duval determine whetherit might want to change:o School Funding (i.e., change small schl premium)
o School Portfolio (i.e., rethink school sizes)
School Size Relatively larger share of small ES Biggest driver of differences in per pupil funding
School Status TA schools get $950/pp more than non-Tas TAs tend to be small, under-capacity, with lower
tchr comp
ERS future TA session to investigate how TA schoolsare using these addl $s and how needs varyacross TAs
TeacherComp.
Substantial variation in avg. teacher comp acrossschools
Not a major driver of $/pp differences
ERS future Human Capital session to investigatedistribution of teachers across schools to helpDuval determine action implications
BuildingUtilization
Substantial variation in utilization Moderate driver of $/pp differences Overlap with school size & TA
Use as factor in decision-making on school closure/consolidations
Enrollmentprojections
Most schools projections are +/- 10% of actual Minor driver of variation
Continue with current process
Ad-hocexceptions
Mostly HS 12 schools get between1-9% of their total
allocation
Is this a TA supplement or prolonging priorinefficient resource use?
ERS future HS session will investigate
1
2
3
Driversofvariationacrossschools
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Agenda
Setting the Context
Examining the impact of Duvals current School Funding System
Transparency: Is it clear who gets what and why?
Equity: It is equitable who gets what and why?
Discussion
48
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Discussion:
Divide into groups of 2-3 to discuss:
What would you want to preserve/protect about school funding?- Process- Allocation- Transparency
What would you want to explorechanging about school funding?
What questions does this analysisraise?
49
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Agenda
Setting the Context
Examining the impact of Duvals current School Funding System
Transparency: Is it clear who gets what and why?
Equity: It is equitable who gets what and why?
Discussion
Next Steps
50
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PRELIMINARY DO NOT CITE OR DISTRIBUTE
Winter/Spring Project Milestones
51
Jan Feb Mar Apr
Project Team: Working Sessions
HS Visits
1/25-1/281/27
ERS at the district for data gathering
Working Session #1School Funding
2/10 3/10 4/14
Session #2ElementarySchools
Session #3MiddleSchools
Session #4HighSchools
4/28
Session #5Central Roles(Includingturnaround
Strategy)
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Appendix
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ES and K-8 Regression AnalysisResults: Detailed Breakdown
ESE (not including Gifted)Weights by Setting Suffix
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ES and K-8 Regression Analysis Results: Detailed Breakdown
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RegressionStatisticsMultipleR 0.91404344
RSquare 0.83547542
AdjustedRSquare 0.81222738
StandardError 558.340954
Observations 106
ANOVA
df SS MS F ignificanceF
Regression 13 145643018.4 11203309 35.93746 2.3722E-30
Residual 92 28680505.12 311744.6
Total 105 174323523.5
Coefficients StandardError tStat P-value Lower95% Upper95%
Intercept 11869.4237 635.6576539 18.67267 4.72E-33 10606.9528 13131.8947
TotalEnrollment -8.7661474 1.06815093 -8.20684 1.34E-12 -10.887587 -6.64470748
Enrollment-Squared 0.00505644 0.000702338 7.199433 1.61E-10 0.00366153 0.00645134
Program_Magnet 114.464089 127.1598707 0.900159 0.370386 -138.08638 367.014562
Dedicated_Magnet 216.140957 369.543732 0.584886 0.560056 -517.80478 950.08669
Turnaround948.150257 187.0042924 5.070206 2.05E-06 576.743599 1319.55691
%Pov(K-12) 12.7983709 3.937624285 3.250277 0.001611 4.97790934 20.6188324
%ELL -4.4829771 9.620052058 -0.466 0.642314 -23.58923 14.6232762
%Self-Contained -18.70143 14.01785489 -1.33411 0.185459 -46.542099 9.13923902
%VEInclusion -34.740987 22.92670808 -1.51531 0.133123 -80.275407 10.7934328
%alt-DPP 0.63435881 32.13128217 0.019743 0.984291 -63.18114 64.4498572
Averageteachersalary(%difffromdistrictaveragesalary) 16.1017462 8.29501577 1.941135 0.055303 -0.3728707 32.5763632
EnrollmentProjection(%difffromspringtofall) -15.148239 6.213657922 -2.43789 0.016695 -27.4891 -2.8073785
BuildingUtilization -19.639061 4.075364239 -4.81897 5.67E-06 -27.733086 -11.5450358
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ESE (not including Gifted) Weights by Setting Suffix
Source: DCPS SY0910 Expenditures and Survey 2 Enrollment; ERS analysis
Setting SuffixesSchool
Attributed$/pp
ERS-Calculated
Weights
# ofStudents Total Investment
VE-Inclusion $ 12,321 1.8 13,539 $ 74,941,731A-Communication Social Skills Class (CSS) $ 24,592 3.6 692 $ 14,991,981B-VE Pre-Kindergarten $ 25,229 3.7 190 $ 4,237,265C-Center School $ 19,032 2.8 520 $ 8,374,212I-Sensory Self-Contained $ 21,854 3.2 130 $ 2,460,366N-Participatory Level for Academics (PLA) $ 43,213 6.4 59 $ 2,376,816P-Physical/Medical Needs $ 24,143 3.6 213 $ 4,518,969Q -Day Treatment $ 21,731 3.2 285 $ 5,358,901R-Transition Kindergarten $ 20,860 3.1 47 $ 842,832S-Behavior Support Class (BSC) $ 24,474 3.6 183 $ 3,942,927T-Support Level for Academics (SLA) $ 18,633 2.7 625 $ 9,815,643
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