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Educational Economics: Where Do School Funds Go? examines education finance from the school's vantage point, explaining how the varied funding streams can prevent schools from delivering academic services that mesh with their stated priorities. As government budgets shrink, linking expenditures to student outcomes will be imperative. Educational Economics offers concrete prescriptions for reform.
- Sales Rank: #175867 in Books
- Brand: Brand: Urban Institute Press
- Published on: 2010-03-26
- Original language: English
- Number of items: 1
- Dimensions: 8.75" h x 5.75" w x .50" l, .45 pounds
- Binding: Paperback
- 128 pages
- Used Book in Good Condition
Review
This book describes all the problems of using taxpayer dollars wisely in paying for public education and offers some creative solutions. It is full of surprises and is written in blessedly clear, jargon-free English. You can't really understand how we can make schools better unless you read this book. --Jay Mathews, Washington Post education columnist and author of Work Hard. Be Nice. How Two Inspired Teachers Created the Most Promising Schools in America
This is one of the most important books ever written about public education in this country. It clearly documents how--unbeknownst to most policymakers and education administrators, not to mention the public--high-poverty schools get less than their fair share of education dollars (and certainly not extra funds to close achievement gaps). This, despite the progressive intentions embodied in policies, mission statements, and campaign promises intended to benefit our neediest students. Drawing on a decade's work pioneering new approaches to analyzing school-level finance data, Roza surfaces pervasive and systematic inequity in the way actual dollars are spent in public schools. She concludes by outlining design principles for a coherent system of education finance, one arguably more capable of furthering strategic goals or matching words to deeds. Educational Economics is crucial for those concerned about investment in and preparation of the future U.S. workforce in an increasingly competitive world. --Cynthia G. Brown, Vice President for Education Policy, Center for American Progress
A forceful analysis of why following the money in K-12 education generally leads to confusion, misalignments, and frustration. Roza lays out the problems and offers powerful ideas for improving the system. --Andrew J. Rotherham, Cofounder and Partner, Bellwether Education, and Author, Eduwonk.com
Review
This book describes all the problems of using taxpayer dollars wisely in paying for public education and offers some creative solutions. It is full of surprises and is written in blessedly clear, jargon-free English. You can't really understand how we can make schools better unless you read this book. ―Jay Mathews, Washington Post education columnist and author of Work Hard. Be Nice. How Two Inspired Teachers Created the Most Promising Schools in America
This is one of the most important books ever written about public education in this country. It clearly documents how―unbeknownst to most policymakers and education administrators, not to mention the public―high-poverty schools get less than their fair share of education dollars (and certainly not extra funds to close achievement gaps). This, despite the progressive intentions embodied in policies, mission statements, and campaign promises intended to benefit our neediest students. Drawing on a decade's work pioneering new approaches to analyzing school-level finance data, Roza surfaces pervasive and systematic inequity in the way actual dollars are spent in public schools. She concludes by outlining design principles for a coherent system of education finance, one arguably more capable of furthering strategic goals or matching words to deeds. Educational Economics is crucial for those concerned about investment in and preparation of the future U.S. workforce in an increasingly competitive world. ―Cynthia G. Brown, Vice President for Education Policy, Center for American Progress
A forceful analysis of why following the money in K-12 education generally leads to confusion, misalignments, and frustration. Roza lays out the problems and offers powerful ideas for improving the system. ―Andrew J. Rotherham, Cofounder and Partner, Bellwether Education, and Author, Eduwonk.com
About the Author
Marguerite Roza is a research associate professor at the University of Washington's College of Education and a senior scholar at the Center on Reinventing Public Education. For over a decade, her research has focused on education spending and productivity, digging deep into education spending records to follow resources as they are deployed across schools, classrooms, and students. Much of her work traces spending patterns back to the various policy decisions that prompted them. Her analyses of fiscal policies and their implications for resources at school and classroom levels have prompted changes in education finance policy at all levels in the education system. She has written more than 40 articles and monographs in a wide variety of publications. Currently she serves as a nonresident senior fellow at the Brookings Institution, at Education Sector, and at the Rockefeller Institute.
Marguerite Roza earned her Ph.D. in education from the University of Washington. Prior to that, she served as a lieutenant in the U.S. Navy, teaching thermodynamics at the Naval Nuclear Power School. She has a B.S. from Duke University and has studied at the London School of Economics and the University of Amsterdam.
Most helpful customer reviews
0 of 0 people found the following review helpful.
schools are often restricted from deciding how to best meet student needs because of incoherent strategies and inefficient ...
By Kate Johnson
In Roza’s quick 126-page read, she focuses on school finance from the vantage point of the school itself. She discusses many well-intentioned top-down policies designed to equalize financial allocations through her work with the Center on Reinventing Public Education’s analysis of large school districts across the country. Roza found, through qualitative analysis, that when many equalization policy efforts actually reach the district level, most do virtually nothing to address the inequities within districts at the school level. Throughout this book, Roza makes the arguement that the school finance system should not be uniform design, but rather a system that accepts different decisions about how to apply resources in ways that use resource allocations to ensure student achievement.
Roza focuses much of her school finance analysis around issues concerning intradistrict spending. One of the largest problems found through her analysis is that at the district level there is not a reliable accounting system set up to help inform resource allocation decisions. In fact, Roza found that districts rarely document what they spend on each school much less compare spending between schools within the district. Due to the fragmentation of funding, schools are often restricted from deciding how to best meet student needs because of incoherent strategies and inefficient funds from the district. Roza argues that school spending comparisons should be used to help inform district decisions about how to design, organize, and place resources within schools and then let school level leader decide how resource decisions are to be made at the school level, instead at the district level.
Roza took an interesting turn in her book when she spent a chapter discussing nonmonetary value within a school. She echoed similar ideas of Eric Hanushek making a point of stating that dollars cannot indicate the value of resources across schools, but rather adding more value by actually creating effective schools through other inputs such as data-driven instruction, strong school-level leadership, dedicated and effective teachers, and clear high expectations and school-wide improvement goals. Schools with lower-poverty are able to spend more money on highly effective teachers, and highly effective teachers are more likely to teach in more affluent school communities. Roza suggests that there should be a focus around how to link dollars to these nonmonetary resources so they are then strategically allocated across schools and systems.
As an educator, I found this book to be easily relatable to many everyday issues faced within schools; however, as stated in the second half of the title, the question of “Where Do School Funds Go?” still lingers.
0 of 0 people found the following review helpful.
Federal, state, and local funding streams collide at the school district level
By Kelly McDowell
Educational Economics: Where Do School Funds Go?
By Marguerite Roza
Urban Institute Press, 2010, $26.50; 128 pages
Educational researchers aligned with the efficiency movement, including Stanford researcher Eric A. Hanushek, have argued that commonly purchased inputs to schools (class size, teacher experience, and teacher education) bear little systematic relationship to student outcomes. Marguerite Roza in "Educational Economics: Where Do School Funds Go?", contributes to that body of research by making the case that educational resources are not efficiently delivering results because they are not "strategically" aligned with academic priorities at the school level.
Roza builds her case on the results of the work of a team of researchers at the Center on Reinventing Public Education (CPRE) at the University of Washington who spent a decade uncovering spending patterns in schools across the country. Before joining the Gates Foundation in May 2010 to advise on their education work, Roza was a professor and senior scholar at CPRE.
While traditional school finance research tracks how the government distributes funds among school districts, Roza's book seeks to explain education finance from the school vantage point explaining how federal, state, and local funding streams collide at the district level. A key point examined by Roza is that federal and state categoricals have grown in number and amount, yet their effectiveness can be thwarted by local agendas and political forces. For example, the federal Title 1 subsidy is intended to reduce the achievement gap for economically disadvantaged students, yet where significant inequities exist in the state and local base funding, the highest poverty students continue to receive disproportionately less support. As Roza explains, "the forces that reverse the effect of federal allocations work in the same way to distort state allocations." Those forces include influential school board members, parents, teachers, voters and labor unions. The union-backed uniform salary schedule with its emphasis on longevity is a significant factor in the misallocation of resources since, as Roza writes, "the relevant research suggests very little if any relationship between longevity and student performance."
Another key focus is that educational resources are misaligned with academic priorities because districts lack robust accounting systems that provide detailed school-level financial data. Roza cites numerous examples of bad information leading to "mistaken assumptions and ultimately misguided strategic resource decisions." One major issue is the common practice of using the average district salary for each position which inflates or deflates actual spending at the school level. Also essential to efficiency is an accountability function where "those doling out the funds, defining the standards, and imposing accountability can't be the ones making decisions about resource use." Giving building leaders more decision-making authority, Roza says, "will likely result in more efficient, effective, and possibly innovative use of resources," -- assuming, that is, that they are also able to more effectively manage local political forces and influences.
Roza's book exposes shortcomings of current education finance systems and offers solutions for a comprehensive restructuring that positions school leaders to allocate funds for maximum student benefit. As education policy leaders look for ways to increase school-based efficiency and accountability, "Where Do School Funds Go?" provides an important roadmap that allows us to consider where we are and ultimately where we need to go.
0 of 0 people found the following review helpful.
Good Starting Point
By In the xone
Educational Economics is a very good introductory book into the world of school finance. Marguerite Roza presents the information in an easy to understand format that is accessible to readers without background on the topic. Odden and Picus are exception in their breadth and detail, but Roza offers us a more concise and condensed version of similar information from similar sources.
One area Roza explores greatly is the differences in spending between schools even within the same district. Where and why this occurs is of great importance. So many funds and programs are earmarked to be used in schools with high levels of poverty in an effort to help these students. Even though federal money is sent to these schools, there is still a large disparity between schools with high poverty and schools without. Why does this occur? Roza points out that in most school districts the veteran teachers tend to work in the schools with higher socio economics, while more novice teachers are in the schools with high poverty. If this holds true, more money is spent in the higher socio economic school because, if the traditional salary schedule is used, there is more salary in the higher socio economic schools than in schools with higher poverty and a more novice teaching staff. This is an unintended occurrence, but one that is very prevalent nonetheless.
Another area that Roza focuses on is what types of numbers are usually reported. Actual average salary of a school is rarely, if ever, utilized. A school district average is often used for each school in a district. While unintentional, this misleads an individual looking at the data that all schools in a district have the same average salary, while in reality they do not. This is an area, among others brought up by Roza, where the data could be reported in a better way to give a clearer picture of the school.
More generally speaking, Roza attempts to break down the layers of school funding and where they can come from. She points out many of the holes and redundancies that are occurring as well. Roza wraps up her book with recommendations and seven design elements for achieving the desired attributes in a school finance system. Some of these design elements are already taking place in most school districts, while others are more difficult to implement. One hot button issue that she recommends is that students should be able to go to different “providers” (voucher schools).
Overall, Roza has put together a school finance book that is not intimidating like many out there. For a good basic understanding of the current system, this is a great place to start.
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