This document outlines how states can support low-performing schools by conducting resource allocation studies as required by the Every Student Succeeds Act (ESSA). It emphasizes the importance of analyzing resource inequities, improving access to experienced teachers, and developing comprehensive support plans for districts. The document calls for maximizing opportunities for resource reallocation to ensure sustainable school improvement strategies.

1. © Education Resource Strategies, Inc., 2017
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Maximizing Resources for
School Improvement
How states can support low-performing
schools in the age of ESSA: Part II
June 22, 2017

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Resource Allocation Studies
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ESSA also requires resource allocation studies that may
prove to be excellent resources for states
“…The State education agency shall periodically review resource allocation to
support school improvement in each local education agency in the State
serving—
(I) a significant number of schools identified for comprehensive support
and improvement… and
(II) a significant number of schools implementing targeted support and
improvement plans…”
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States are required to review resource allocation and provide technical support to districts with
many low-performing schools.

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While ESSA regulations on specific resource allocation analyses have
been rescinded, states can analyze key conditions and support districts
in specific ways
States can analyze—
 Resource inequities among districts and
schools.
 Access by student subgroup to
experienced & effective teachers.
 Access by school & district to advanced
coursework.
 Access to kindergarten and pre-k.
 Access to instructional support personnel
like counselors & social workers.
 Differences in spending per-pupil across
schools & districts.
 District budgeting practices (at LEA’s
discretion).
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States can support districts in—
 Redressing identified resource inequities &
supporting LEAs in redressing inequities.
 Developing & implementing comprehensive
support plans.
 Develop or use tools to conduct school
needs assessments.
 Identifying evidence-based practices.
States are also required to describe their resource allocation studies in their ESSA plans.

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To support a sustainable school improvement strategy,
resource allocation studies need to accomplish five things
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School level District level
1. Identify opportunities to
reallocate school resources
2. Help school leadership teams
create integrated budget,
staffing plans, and schedules
that align long-term resources
toward a vision for success
1. Determine whether districts
are allocating resources
equitably
2. Identify specific opportunities
to reallocate system
resources
3. Help systems create the
enabling conditions of long-
term success
There are also state-level opportunities to identify resource allocation patterns and opportunities.

6. Draft – do not cite or disseminateSchool Level Example #1
Identify opportunities to reallocate school resources:
Class and group sizes

7. Draft – do not cite or disseminateSchool Level Example #1
Identify opportunities to reallocate school resources:
Time and teacher effectiveness
24% 25% 24%
29%
21%
19% 20%
16%
19%
21%
17%
15% 15% 14%
16%
Fulton Hall Treutlen Vidalia Marietta
% Time in 9th Grade Math, by Prior Year
Proficiency
Did not meet standards Proficient Advanced
24%
14%
Math Support Teachers All Math Teachers
% of All Teachers that are Novice
Most GA districts gave additional time to struggling
students….
However, these classes were
disproportionately staffed by novice teachers

8. Draft – do not cite or disseminateSchool Level Example #2
Help school leadership teams create integrated budget, staffing plans, and
schedules that align long-term resources toward a vision for success
 Planning for the following year happens in alignment with major decision-making milestones.

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Determine whether districts are allocating resources
equitably
Resource allocation studies can also identify whether or not schools are receiving an
equitable amount of resources, accounting for student need
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$0
$2,000
$4,000
$6,000
$8,000
$10,000
School Attributed Dollars per Weighted Pupil ($pwp)
Magnet Traditional Traditional with Magnet Program
Elementary JH/MS High School
Source: TPS SY1415 Expenditures
In Tulsa, we found significant variation in spending across schools, even after adjusting for student need
District Level Example #1

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Identify specific opportunities to reallocate system resources
District Level Example #2

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Identify specific opportunities to reallocate system resources
District Level Example #2

12. Draft – do not cite or disseminateDistrict Level Example #3
Help systems create the enabling conditions of long-term
success

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In summary, sustainable school improvement requires
addressing system-wide resource allocation challenges
 A tale of two districts:
 Imagine two districts, both attempting to turn around similar low-performing
schools.
 Both schools improve, but six years later, the school in District A keeps getting
better, while the District B school has regressed back to where it was before
the intervention.
What made the difference?
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District A
• Designed a school improvement
strategy in conjunction with district
policies and theory of action
• Retained teaching talent in the school
• Addressed churn of students out of the
school
• Prioritized the development tools to
boost teacher capacity
District B
• Failed to consider district context when
planning school improvement
• Human capital policies facilitate teacher
transfers, including forced placements
• The most engaged families continue to
leave the school

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Next Steps
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 Maximize the opportunity created by ESSA’s resource
allocation study mandate:
 Write a strong RFP, setting up a process that improves
resource allocation throughout your state and in your low-
performing schools
 Incorporate these principles into your state plan and look for
opportunities to promote effective resource use
 ERS is currently working with CCSSO on sample RFP
language which should be available soon…

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