While research is mixed on whether increases in school spending le.docx

While research is mixed on whether increases in school
spending lead to better results for students, a study suggests
that influxes of dollars from court decisions lead to higher
graduation rates and earnings, especially for low-income
students.
By
John Higgins
Seattle Times education reporter
In its 2012 McCleary decision, the state Supreme Court was
clear Washington’s lawmakers must devote more tax dollars to
our public schools to meet their constitutional responsibility.
How much more? The justices didn’t say.
But the case presumes that more money will lead to a better
education — and thus better college and life prospects — for
every student in the state.
Does the research on school spending warrant that optimism?
It’s a surprisingly difficult question to answer.
While many wealthy parents don’t question whether money
matters when they shell out big bucks for private schools,
researchers have debated the role of money in public education
for a half-century.
Many studies have failed to find a consistent relationship
between increased spending and improved test scores, which has
led some policymakers to conclude that money doesn’t matter
— even in states like Washington, where the investment in

education, compared with other states, has been average or
below for many years.
But a new study, recently published in a leading economics
journal, used a fresh approach that found strong ties between
spending and results, and may also explain why past studies
failed to find a strong relationship between the two.
That study has direct bearing on what’s happening here because
it focuses on what happened in school districts after state
supreme courts ordered higher spending.
In short, the researchers found that students in districts with
bigger windfalls did better, on average, than students from other
districts in the same state that got less. They spent more time in
school, for example, and had higher wages as adults.
The study, published in The Quarterly Journal of Economics, is
the first to show the long-term effects of school spending.
Lead author Kirabo Jackson of Northwestern University and his
co-authors, Rucker Johnson at the University of California,
Berkeley, and Claudia Persico at Northwestern, don’t claim to
have the last word on spending and achievement.
But Jackson says their study is important because it
demonstrates long-term results and uncovers flaws in many past
studies.
“If you have people going out there testifying to legislators that
money does not matter and there’s no evidence out there that
money matters, then it’s germane to the conversation,” Jackson
said.
National report

The debate over the benefits of school funding began about 50
years ago with a report ordered by Congress to look at the effect
of racial segregation on students.
Named after its lead researcher, James Coleman, of Johns
Hopkins University, the two-year national study reached several
conclusions about the power of schools to change students’
lives — including the fact that family income predicts academic
success better than where
Coleman’s study also was the first national study to suggest that
there is no connection between the amount of money spent per
student and how well students perform on tests.
That finding has been confirmed in some follow-up studies and
contradicted by others, which is frustrating for lawmakers who
want clear answers.
The mixed results reflect a serious limitation that’s easy to miss
in the fancy equations: researchers don’t understand how
teaching produces learning.
The process is obviously more complicated than building a car,
but economists disagree about what to measure and how to
judge whether investments in education are productive.
“We know that (education) is different, but we’re not sure
exactly how and in what ways it happens,” said Margaret Plecki,
a University of Washington school-finance expert.
Another challenge is that increases in spending often are tied to
changes in a district’s population — like an increase in the
number of students from low-income families.
Because those students, on average, tend to score lower on tests

than richer classmates for reasons that have nothing to do with
the school, that can make spending look like it matters less than
it really does.
But Jackson and his colleagues think they’ve gotten around that
problem by tracking big spending increases that came out of
court cases in 28 states between 1971 and 2010. They argue that
the timing of those windfalls was unrelated to changes in
student populations.
“It’s like a helicopter drop of money,” Jackson said.
They were able to follow the lives of about 15,000 students —
drawn from a national household survey that has tracked about
18,000 individuals and their children since 1968 — who
attended school before, during and after those reforms.
The researchers made two predictions: All the kids in districts
that got bigger money drops would do better in life than kids in
other parts of the same state that got smaller amounts, and
within districts, students who were in the schools longer after
the windfall would do better than those who either left before it
started or stayed just a few years.
They were right on both counts, especially for children from
low-income families.
In the places where per-student spending increased by 10
percent each year over 12 years of public school, low-income
students who spent their whole school careers in those districts
earned about 13 percent more at age 40, on average. They also
were more likely to graduate and stay out of poverty.
The new study is “a very big deal,” said Linda Darling-
Hammond, an emeritus professor at Stanford who leads a
national think tank on education policy that includes two of the

study’s authors.
While not the first to find positive effects from more money,
she said, it’s probably the most substantial study to follow
students for so long.
State is 29th highest in spending
How money is spent matters, of course — it’s certainly possible
to spend a lot badly and get no results.
Not that Washington has ever been a state to throw money at its
public schools.
In the 2012-2013 school year, for example, Washington spent a
total of $9,672 per student, counting state, local and federal
money. That was 29th highest among the 50 states and the
District of Columbia, according to U.S. census data released
last year.
“It’s not like Washington has any history of overspending in
education relative to other states,” said Plecki, UW’s school-
finance expert. “We have been a middle-of-the-roader or below
for many, many, many years.”
Jackson’s study wasn’t designed to figure out why big influxes
of dollars led to better results, but he and his colleagues have
some theories, based on how districts used their money.
They found, for example, that districts tended to raise teacher
salaries, lower class sizes and increase instructional time, which
previous research has linked to better student results.
Washington state lawmakers have promised to do all three.
They added 80 hours of annual instructional time for grades 7-
12 beginning in 2014, and they plan to lower K-3 average-class

sizes significantly — not just by one or two students, which
research has shown is too little to make a difference.
As for teacher pay, they’re talking about raising that, too —
although there’s debate about how, with some arguing that pay
increases should favor beginning teachers to attract more talent
to the profession.
That’s what a legislative committee recommended in 2012after
determining that Washington’s beginning teachers make a little
more than half the salary of their most experienced colleagues
with 16 years of experience and a Ph.D.
Dan Goldhaber, who directs the Center for Education Data &
Research at the University of Washington, Bothell, also says his
recent study into the state’s bonus program for National Board
Certified Teachers found that it boosted the percentage of such
teachers in low-income schools — an investment in teaching
quality that he says makes more sense than giving teachers a 21
percent raise for earning a master’s degree, the highest such pay
bump in the nation, the 2012 committee said. Whatever happens
with those debates, basic economics suggests that it is unlikely
Washington would get the same bang for the buck today as
court decisions from the 1970s and ’80s because of the law of
diminishing returns — education spending is higher than it was
back then. But Jackson’s study suggests that the McCleary
decision, if followed, would improve the long-run prospects of
the state’s 1 million school children — especially disadvantaged
kids. He and his colleagues found that a 25 percent increase in
per-student spending over the course of a student’s school-age
years could eliminate the gaps in income and years of education
between children from low-income families and those making at
least twice the poverty line. And so far, Washington has
increased state per-pupil spending by 33 percent.
John Higgins: 206-464-3145 or [email protected]. On

Twitter@jhigginsST
Slide 1 (Title Slide)
Team 3
“Vibrant Visionaries”
Antonia Eggins
Veronica Hernandez
Tanesha Holleman
Latoya Johnson
Christina Liu
Narration: Visionaries possess the capability to observe
quintessential elements of life with their mind’s eye and
perception, often before non-visionaries. These individuals are
evolutionary and creatively in their professional and academic
careers while demonstrating a precise set of conceptual
components developing direction and growth.
Slide 2 “Qualifications of members (academic and/or
professional) – What will be each team members’ role? What is
each team member’s qualification for that role? Will your team
have a team leader? Why is that person qualified to be the team
leader? How will you proceed if the team leader is unable to
meet those responsibilities?”
Tanesha = Team Leader
Latoya = Recorder
Antonia = Proofreader (Team Leader back-up)
Christina = Expediter
Veronica = Gatekeeper
Narration: Tanesha Team Leader = Implements structure to the
group members, by clearly communicating expectations,
managing an agenda, and providing specific instructions as
group members work toward the achievement of their tasks.
Antonia Proofreader (Team Leader back-up) = Her professional
career as a Charger-off Recovery Coordinator/Legal Custodian
of Records equips her for such as position. Her career
encompasses negotiating settlements, advising individuals on

financial wellness, corresponding with debt attorney’s,
verifying, filing and preparing legal documents, in addition, a
liaison; building the gap from the expectations of the financial
industry of borrowing and repayment to and an individual legal
responsibility.
Veronica Gatekeeper = Influences the flow of conversation in
our group. She strives to achieve a suitable balance so that all
group members get to participate in a meaningful way.
Latoya Recorder = Her career as a Customer Advocate and
Compliance Liaison provides her the knowledge to complete the
research necessary to complete our assignments expeditiously.
It also aids in her positon to takes notes on the discussion and
exercises that occur during our group meeting. She makes sure
everyone meets the team deadlines and provides important
information for those who were unable to attend the meeting.
Christina Expediter = Her career as a Recruitment and
Operation Specialist permits her to provide the team with proper
development and implementation of procedures and practices as
appropriate, to individual requirements. She keeps the group on
track towards accomplishing our task. She examines the agenda
and evaluates goals to monitor the group’s progress.
Slide 3 “For each task in the project – When and where will you
hold meetings? How will you inform team members of what
occurred at the meeting if they were not available/ present?
How will your team decide a work schedule to avoid last minute
work? Who will submit the project? Will the team receive a
message (during or after) submission?”
Narration: After the group assignments has been posted by the
professor. The group will correlate physical meetings at the
university campus on Tuesday or Thursday evenings for 30
minutes to an hour. The specific day will be decided upon by a
consensus of availability and convenience among the group.
Additional and follow-up meetings will be held on, as needed
bases. Team members who were not present will be informed
via email, group chat, and Blackboard to the discussion,

expectations, assignment details, and deadline. The group leader
will be responsible for submitting all projects before the
deadline. The recorder will distribute the notes and instructions
for the completion of each assignment. The gatekeeper ensures
each members voice is illustrated verbally through-out the
assignment. The expediter will ensure the team has a timeline
structure; checkpoints, deadlines and feedback. The proofreader
will analyze, rephrase, and make the necessary corrections to
the assignment; she will than submit the assignment to the
groups discussion board for final approval from the team. Each
team member will have a “hard deadline” to submit missed
corrections, grammatical errors, typos, etc.……
Slide 4 “How will you resolve disagreements that may arise
while working on projects? Create a policy dealing with
members who don’t do their work at all or in a timely manner.
What penalties will you apply? (Some ideas: a team firing, team
intervention or loss of points for the specific task)”
Narration: Disagreements has to be acknowledged before it can
be resolved. The important thing during the problem resolution
process is to maintain an open communication. The team
members directly involved in an issue, must be open to a
discussion which promotes resolution. Each member directly
involved in the issues will embrace entering into a healthy
discussion to talk about the issue, share their feelings about the
issues, and explore positive problem resolution. If there is no
resolution and the issues begins to disrupt the dynamics of the
team than the Team Leader will suggest problem resolution
techniques. No other team members will engage in “taking
sides” or fueling the issues with gossip, backbiting or name
calling.
Each team member must conduct themselves and approach each
assignment with accountability, responsibility, empathy,
sympathy and respect. In the event a team member has violated
the cohesiveness of the team by not meeting deadlines, not
completing the assignments, or not cooperating with the input
of the assignment.

The remaining team members will meet to discuss in details the
issues with the team violator (without the violator). The
meeting will consist of physical evidence of the violations and
resolution. And, if the team members are considering firing the
member the valid reasons will be presented. Initially, we will
encourage the group member to participate more actively. If the
violations do not improve, we (as a team) will proceed with
firing the non-participating team member. In conclusion, the
Team Leader will email the professor with a detailed
description of the violations, any correspondence documentation
and each team members approval of the firing status.
End Narration: Being familiar with group roles and functions
can improve your group’s performance. Knowing the various
duties that usually develops in a group can help you better
understand a group’s dynamics and confidently improve your
overall group experience.
Bad News Messages
Chapter 11
© 2016 by McGraw-Hill Education. This is proprietary material
solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied,
scanned, duplicated, forwarded, distributed, or posted on a
website, in whole or part.
Learning Objectives
LO11.1 Describe how delivering bad news impacts your
credibility.
LO11.2 Explain considerations for deciding which channels to
use when delivering bad-news
messages.
LO11.3 Summarize principles for effectively delivering bad-
news messages.

11-2
2
Learning Objectives
LO11.4 Compose effective bad-news messages in person and in
writing for various audiences, including colleagues, external
partners, and customers.
LO11.5 Deliver and receive negative performance reviews
constructively.
LO11.6 Review bad-news messages for effectiveness and
fairness.
11-3
3
Maintaining Credibility When Delivering Bad News
Many assume that communicating bad news to customers shakes
relationships and breeds mistrust
Delivering bad news the right way can actually strengthen
customer relationships and lay the foundation for increased trust
when conditions improve

11-4
4
Choose the Right Mix of Channels
An advantage to placing bad news in writing is being able to
control the message more carefully and ensure that you state the
bad news precisely and accurately
11-5
5
Severity
how serious or detrimental the bad news is.
Controllability
the degree to which the bad-news message receiver can alter the
outcome

11-6
6
Likelihood
relates to the probability of the bad event occurring
11-7
7
Components of
Bad-News Messages
11-8
8

Sympathize with the Bad-News Recipient and Soften the Blow
Buffer
a statement to establish common ground, show appreciation,
state your sympathy, or otherwise express goodwill.
11-9
9
Sympathize with the Bad-News Recipient and Soften the Blow
Teaser message.
Signal to recipients that an upcoming conversation or other
communication may involve unpleasant news
Prepares recipients emotionally yet does not reveal specific
information
Often written
11-10
10
Delivering Bad News in
Writing to Colleagues
Mum effect

occurs when the chain of messages within an organization is
filtered at each level to leave out or inaccurately state the bad
news
The message that top executives often hear ends up being
unrealistically rosy
11-11
11
Delivering Bad News in Writing
to External Partners
External partners can include suppliers, consultants, or joint-
venture partners
You are better off breaking bad news to them in a rich
communication channel—in person or by phone
11-12
12
Delivering Bad News in

Writing to Customers
Bad-news messages to customers contain the same essential
components as other bad-news messages.
When writing this kind of bad-news message, you want to
emphasize the options available—solutions the customer has
control over.
11-13
13
Delivering Negative Feedback
Adopt a team-centered orientation
Avoid sugarcoating the bad news
Explain the impacts of the individual’s poor performance on
organizational performance
Link to consequences
Probe for reasons performance is not higher
Emphasize problem solving rather than blaming
Be firm

11-14
14
Receiving Negative Feedback
You will have many opportunities to get feedback about your
performance and potential
Seeking and receiving feedback, even when it’s negative, will
help you develop the skills you need to make an impact in the
workplace and move into new positions.
11-15
15
Routine Business
Messages
Chapter 9

Learning Objectives
LO9.1 Describe how delivering routine messages impacts
credibility.
LO9.2 Describe the process for developing routine business
messages.
LO9.3 Construct task-oriented routine messages, including
requests, expectations, directions, responses to inquiries,
announcements, and claims.
LO9.4 Construct relationship-oriented routine messages,
including appreciation apologies, and expressions of
sympathy.
9-2
2
Developing Routine Messages
Routine messages require proportionately less time for planning
and reviewing.
9-3

3
Making Requests
Requests are the essence of people coordinating work efforts,
buying and selling products and services, and maintaining work
relationships.
9-4
4
Setting Expectations
Setting expectations is directly tied to your credibility and
ability to foster interpersonal trust in the workplace
Failure to do it can lead to lasting professional disappointments
and breakdowns in working relationships
9-5

5
Providing Directions
Directions typically include specific—often step-by-step—
guidelines for accomplishing particular tasks
In messages with procedures and directions, make the steps
stand out clearly by enumerating each one.
9-6
6
Components of Directions
9-7
7
State goal.
Give step-by-step directions.

State goodwill
Responding to Inquiries
One of the most important strategies for responding to inquiries
is to set off each question so your readers can quickly identify
responses to particular questions
You generally can do this using bullets or numbered lists and/or
special formatting
9-8
8
Creating Announcements
Announcements
updates to policies and procedures, notices of events, and other
correspondences that apply to a group of employees and/or
customers

9-9
9
Making Claims
Claims
requests for other companies to compensate for or correct the
wrongs or mistakes they have made
9-10
10
Making Claims
As you write claims, keep in mind that your goal is to have your
claim honored
Focus on facts first and emotions second
Lay out a logical, reasonable, and professional explanation for

your claim
9-11
11
Showing Appreciation
A sincere expression of thanks also helps achieve business goals
and strengthens work relationships.
9-12
12
Making Apologies
An apology includes the following elements:
acknowledgment of a mistake or an offense
an expression of regret for the harm caused
acceptance of responsibility
a commitment that the offense will not be repeated
Effective apologies should be timely and sincere.

9-13
13
An Apology
9-14
14
Expressing Sympathy
The foremost requirement of any expression of sympathy is that
it be sincere
Your genuine concern will compensate for any deficiencies in
the words you use
Handwrite your expression of sympathy on a nice card

9-15
15
Improving Readability
with Style and Design
Chapter 6
Learning Objectives
LO6.1 Describe and apply the following principles of writing
style that improve ease of reading: completeness, conciseness,
and natural processing
LO6.2 Explain and use navigational design to improve ease of
reading.
LO6.3 Describe and apply the components of the reviewing
stage, including a FAIR test, proofreading, and feedback.
6-2

2
Improving Ease of Reading
with Completeness
You can achieve completeness with three basic strategies:
providing all relevant information;
being accurate
being specific
6-3
3
Be Accurate
Accuracy, like specificity, strongly impacts your readers’
perceptions of your credibility
Just one inaccurate statement can lead readers to dismiss your
entire message and lower their trust in your future
communications as well.
6-4
4

Be Specific
The more specific you are, the more likely your readers are to
have their questions answered
If you are not specific, your readers may become impatient and
begin scanning and skimming for the information they want
6-5
5
Improving Ease of Reading
with Conciseness
Conciseness implies omitting needless words so that readers can
rapidly process your main ideas
6-6
6
Control Paragraph Length
Long paragraphs can signal disorganization and even disrespect
for the reader’s time

Typically, paragraphs should contain 40 to 80 words.
For routine messages, paragraphs as short as 20 to 30 words are
common and appropriate.
6-7
7
Use Short Sentences in Most Cases
Short sentences allow your readers to comprehend your ideas
more easily
For routine messages, aim for average sentence length of 15 or
fewer words
6-8
8
Avoid Wordy Prepositional Phrases
Eliminating extra words allows you to get your ideas across as
efficiently as possible.

You will often find that you can reduce word count by 30 to 40
percent simply by converting many of your prepositional
phrases into single-word verbs.
6-9
9
Use Action Verbs When Possible
First, find nouns that you can convert to action verbs
Second, find forms of the verb to be (e.g., be verbs such as is ,
are , am ) and convert them into action verbs
6-10
10
Use Active Voice
The doer-action-object allows for faster processing because
most people’s natural thinking occurs in this way
It also emphasizes the business orientation of action
Most important, it specifies the doer

6-11
11
Use Parallel Language
Using parallel language means that you apply a consistent
grammatical pattern across a sentence or paragraph.
Parallelism is most important when you use series or lists.
6-12
12
Avoid Buzzwords and
Figures of Speech
Don’t distract your readers with overused or out-of-place words
or phrases.
Buzzwords
Workplace terms that become trite because of overuse
Can stir negative feelings among some readers

6-13
13
Avoid It Is/There Are
Readers naturally want to know precisely who or what the
subject of a sentence is, particularly in business writing, where
specificity is so important.
Most sentences that begin with it is or there are fail to provide a
specific subject and generally contain more words than
necessary
6-14
14
Use Headings
In information-rich and complex messages, headings can help
your readers identify key ideas and navigate the document to
areas of interest.
As you create headings and subheadings, be consistent in font
style and formatting throughout your document.

6-15
15
Creating Effective Business Messages
Chapter 5
Learning Objectives
LO5.1 Explain the goals of effective business messages and the
process for creating them.
LO5.2 Identify the needs of your audience in the AIM planning
process
LO5.3 Develop and refine business ideas in the AIM planning
process.
5-2

2
Learning Objectives (cont.)
LO5.4 Develop your primary message and key
points in the AIM planning process.
LO5.5 Explain and apply positive and other-oriented tone in
business messages.
5-3
3
The Process for Creating
Business Messages
Writing effective business messages involves a process—one
that involves examining, developing, and refining business
ideas in a way that provides to your audience
It drives collaboration and productivity in your work
relationships.
5-4

4
The Stages and Goals of
Effective Message Creation
5-5
5
5-6
6

5-7
7
The Process for Creating
Business Messages
Expert writers are more likely to analyze the needs of the
audience, generate the best ideas to tackle a problem, and
identify the primary message and key points before starting a
formal draft of a business message.
5-8
8
The AIM Planning Process for
Business Messages
5-9
Figure 5.3

9
Considering Reader Values
and Priorities
Values
refer to enduring beliefs and ideals that individuals hold.
Priorities
involve ranking or assigning importance to things, such as
projects, goals, and task.
5-10
10
Analyzing the Business Problem(s)
Facts
statements that can be relied on with a fair amount of certainty
and can be observed objectively
Conclusions
statements that are reasoned or deduced based on facts.
5-11

11
Analyzing the Business Problem(s)
Positions
stances that you take based on a set of conclusions.
5-12
12
Typical Deductive Framework for a Business Argument and
Related Paragraph Structure
5-13
Figure 5.5
13
Concern for Others
Avoid relying too heavily on the I-Voice

Respect the time and autonomy of your readers
Give credit to others
5-14
14
Sending the Right Meta Messages
Meta messages
the overall but often underlying messages people take away
from a communication or group of communications
encoded and decoded as a combination of content, tone, and
other signals
5-15
15
Team Communication and Difficult
Conversations
Chapter 3

Learning Objectives
LO3.1 Explain the principles of team communication in high-
performing teams.
LO3.2 Describe and demonstrate approaches to planning,
running, and following up on meetings.
LO3.3 Explain the principles of effective virtual team
communication.
LO3.4 Describe strategies for effective group
writing.
LO3.5 Explain basic principles for handling difficult
conversations.
3-2
2
Barriers to Team Effectiveness
Ineffective communication
Lack of effective chartering and goal setting
Lack of clarity and goal setting
Low morale
Low productivity

Lack of trust
3-3
3
Principles of Effective Team Communication
Teams should focus first and foremost on performance
Teams go through four natural stages to reach high performance
Effective teams build a work culture around values, norms, and
goals
Effective teams meet often
3-4
4
Stages of Development in
High-Performance Teams

3-5
Figure 3.1
5
Forming stage
team members focus on gaining acceptance and avoiding
conflict
Storming stage
team members open up with their competing ideas about how
the team should approach work
3-6
6
Norming stage
the team arrives at a work plan, including the roles, goals, and
accountabilities
Performing stage
teams operate efficiently toward accomplishing their goals

3-7
7
Team culture
refers to a set of shared perceptions and commitment to
collective values, norms, roles, responsibilities, and goals.
3-8
8
Team charter
provides direction to the team in how it functions to meet
shared objectives.
3-9

9
Least Productive Parts
of the Workday
3-10
Figure 3.5
10
Types of Meetings
Coordination meetings
primarily focus on discussing roles, goals, and accountabilities.
Problem-solving meetings
typically involve brainstorming about how to address and solve
a particular work problem.
3-11

11
Creating and Distributing
the Agenda
Figure 3.6
Sample Meeting Agenda
3-12
12
Working in Virtual Teams
Virtual teams
generally consist of team members located at various offices
(including home offices) and rely almost entirely on virtual
technologies to work with one another.
3-13
13
Run Effective Virtual Meetings
Start the meeting with social chat

Start with a contentious question
Asking “what do you think about” questions
Make sure each team member is involved
Articulate views precisely
Take minutes in real-time
Focus on your teammates and avoid multitasking
Use video when possible
3-14
14
Components of Difficult
Conversations
Start well/declare your intent
Listen to their story
Tell your story
Create a shared story
3-15
15

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