Resource Allocation/Adequacy Chapter 13 in Guthrie Dr. Len Elovitz

Resource Allocation/AdequacyChapter 13 in Guthrie

Dr. Len Elovitz

There’s plenty of money - It’s about how you’re going to spend it The Cartel

JFK

There’s plenty of money. It’s how you choose to spend it

CIP 490101 Aeronautics/Aviation/Aerospace Science and Technology

Part Conc Comp Total

9 1 0 0 1

10 3 1 0 4

11 18 6 0 24

12 9 13 0 22

Total 31 20 0 51

490102, Airline/Commercial/Professional Pilot and Flight Crew

Part Conc Comp Total

9 0 0 0 0

10 23 0 0 23

11 15 1 0 16

12 0 7 1 8

38 8 1 47

Resource Realignment Case Study – Morresville Graded School

District – North Carolina Every Child, Every Day – A Digital Conversion

Model for Student Achievement by Mark A. Edwards

Digital conversion is the transformation from a paper-based system to primarily a digital world in which every student and every teacher has access to a personal computing device and the Internet 24/7

Successes Graduation rate increased from64% to 90% Decreased achievement gap on state testing Increased achievement of subgroups Number of dropouts decreased Number of suspensions decreased College attendance rate increased AP course enrollment more than doubled

Critical success factors A commitment to every

child A shared vision A culture of caring and

collaboration Relentless focus on

achievement Personalized, relevant,

connected learning Deep transformation of

instruction Joy, laughter, recognition

and celebration

Understanding of second order change

High expectations Digital resource

infrastructure Ongoing professional

growth Ubiquitous leadership In-depth planning Data driven decision

making Creative resource

alignment All hands on deck

“Funding digital conversion is mostly about prioritizing and repurposing, not about finding new or more monies.”

“It is essential to remember that students are always the number-one priority when making financial as well as other decisions.”

How can you afford it? Establish priorities and align resources to

match goals

Repurpose funds to meet goals

Look for cost efficiencies and productivity gains

Establish a commitment to 2nd order change -

Some 1st steps Stopped buying textbooks – found digital

resources to be cheaper and of better quality

Reduced field trips – substituted virtual field trips

Offered staff development on-line

Cost-Benefit Analysis Total Cost of Ownership (TCO)

Return on Investment (ROI) Academic return regarding student improvement Improved instructional experience for students

and teachers Support for key drivers of student engagement Financial savings from reduced textbook,

classroom space and paper costs Laptop costs Other efficiencies, such as web meetings and

online grades

Cost to Families Families pay $50 per year for laptop

maintenance Educational foundation covers the cost for

poor Family savings

Many used to buy their own computers for student use

No longer have to buy regular or graphing calculators

Family availability of laptops Found that many more graduating seniors were

receiving college scholorships

Other Savings Computer labs are no longer necessary

Space can be converted into regular classrooms Personnel savings Paper savings Equipment savings

Instructional materials and supplies Textbooks Maps and globes Dictionaries, thesauruses, encyclopedias, periodicals Frogs

Testing and student database Parent communications – Newsletters, flyers, etc.

In the End Edwards calculates the cost of digital

conversion to be $1.25 per student per day

They spend $35 per student per day for everything

Therefore, their daily expenditure per student for the huge benefits of digital conversion is 3.5% of their daily expenditure

Scheduling Student

Class size policy Course Selection Do we fit the kids to the schedule or the schedule

to the kids? How many teachers do we need?

Teacher Are the adults more important than the kids?

18

AdequacyChapter 13 in Guthrie

19Peabody College Series. Copyright © Allyn & Bacon 2009

How much money do we really need? There is a lack of analytic capacity to

construct credible answers to questions about adequacy.

The era of education accountability has intensified a policy system quest to determine how much money is enough.

All three levels of government strive to answer this question.

5 Minute University

Definition of AdequacyHaving enough funding “to teach the average

student to state standards, and then to identify how much each district/school requires to teach students with special needs – the leaning disabled, those from poverty and thus from educationally deficient backgrounds, and those without English proficiency – to the same high and rigorous standards.

Olden & Pincus


Evolving Policy System Demands for Determining Schooling Costs

Time was that with an elementary education an individual could aspire to the material components of the American Dream - a house, a car, and recreation.

Currently, jobs requiring a minimum level of education have been automated or outsourced.

Public perceptions of our education system have provoked political system expectations for heightened academic performance.


The Era of Educational Accountability Standards based or systemic reform

movement in education Political system response to intensified public

concern for better schooling State learning objectives created Rigorous and codified state student achievement

expectations and testing programs proliferate Statewide performance appraisals

National Standards


The Era of Educational Accountability (cont’d) No Child Left Behind

Intensifies high expectations, high performance structures for states, districts, schools, administrators, and teachers through student achievement

Consequences for funding if benchmarks no met Intrusion of state and federal entities into schools

not making mandated benchmarks


Debate over the “Opportunity to Learn” A concept that serves as a foundation for the

notion of financial adequacy in public schools A modern consideration that students are

provided with the instruction and equipment thought necessary to learn that which is expected by state learning standards.


Resource Allocation Responsibilities Focused on the question of adequacy NEA filed suit for sufficient funds to meet the

accountability benchmarks About 30 states have been involved in

adequacy lawsuits since 2005.


The $64,000 question …. How much money will secure high student

achievement for all students? How much should we allocate for at-risk

students? Can money offset household or community

poverty? What about language deficiencies? How do we provide an adequate education for

those with disabilities? How much money will it take to fill the greatest

gaps in these demographic groups?


Historic Quests for Determining the Right Amount to Spend 1923 Strayer and Haig developed a financial

conceptualization of education opportunity (EEO)

The state should insure equal educational facilities to every child within its borders at a uniform effort throughout the state in terms of the burden of taxation

The tax burden of education should throughout the state be uniform in relation to tax-paying ability, and the provision for schools should be uniform in relation to the educable population desiring education


Strayer - Haig Tripartite Model

State recapture - a proportion of property taxes reserved for local support of education and redirect these funds to poverty-poor districts providing an adequate amount of resources per student Establish schools or make other arrangements

furnishing equal educational opportunities for all children up to a prescribed minimum

Raising funds necessary for this purpose adjusting the rate in some manner to a citizen’s tax-paying ability

Providing supervision and control of all schools or their direct administration by a state department of education


1924 Mort Doctoral Dissertation: The Measurement of Education Need Creation of the pupil weighting system

Factors to account for student expenditures Diversity of students Diversity in location of districts Differential degrees of financial support “harshness” of district Uses average daily attendance, average teachers per

pupil, and average district size statistics


1932 Waterman Adjustments

Readjusts Mort measurements to include Variations in school and district size Differential costs between elementary and

high schools Resident and nonresident tuition fees Cost of living expenses Cost of rehousing rural schools Pupil/teacher ratios Capital outlays Other research using multivariate regression

to estimate additional funding weights

Approaches to Determining Adequate Funding Economic cost function

Successful School District

Professional Consensus

State-of-the-art (Best practices)

Economic cost function

How much money per pupil does a school district need to produce a given level of student achievement.

Uses multiple regression analysis Dependent variable is per pupil expenditures Independent variables are student, school, district

characteristics and student performance Results in determination levels of expenditure

to reach specified levels of performance Not Currently in use

Successful School District Approach

Identify school districts that have been successful in meeting standards

Expenditure limits are set to the weighted average of these districts

Problems Rules out statistical outliers Average successful districts are generally not

urban, very wealthy, very poor and/or rural

Professional Consensus Approach

Panel of experts take all into consideration to develop a prototype district

Student weightings are generally applied

Used in NJ

State-of-the-art approach Combines the other approaches into one

Usually used at the school level

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Resource Allocation/Adequacy Chapter 13 in Guthrie Dr. Len Elovitz