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An examination of school-level funding in New York City by the Institute for Education and Social Policy at New York University
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• Conditions for ensuring success.
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The document summarizes the key topics from a principals' summer workshop about illuminating learners. It discusses focusing on learning over ratings, principals as learners adapting to changes, new levels of accountability in assessments and standards, changes in principal preparation programs, external influences like charter schools and online learning, the Texas legislature's focus on middle and high school readiness, and PISD's response of focusing on instruction through initiatives like AVID and building capacity.
MAE 506 Module 1 Case
This is a Trident University course (MAE506), Module 1 Case, Elementary and Secondary Education Act: No Child Left Behind. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Resource Allocation and the Superintendency
This document discusses resource allocation and the role of the superintendent. It begins with an introduction that asks what strategic resource use looks like and what superintendents must know and do to maximize limited resources. It then provides context on education funding trends, how funds are typically allocated between central administration, school-level spending, and spending categories. It notes that while spending levels alone have not been correlated with performance, more targeted spending increases can positively impact student outcomes. Common misalignments are discussed, such as spending on practices not linked to student performance. Overcoming barriers to realigning resources is challenging but necessary for transformation.
School reform project vs2
This document summarizes the key topics discussed in a school reform project analyzing critical issues in education, including the achievement gap, accountability, standardized testing, and the No Child Left Behind Act. It discusses the pros and cons of these topics from the perspectives of teachers, students, and society. It also provides an individual teacher's perspective on the impacts and their plan for enacting positive changes in their school.
Do School Districts Matter?
Despite the centrality of school districts in all the ways described, we know very little from existing research about how important they are to student achievement relative to other institutional components for delivering education services, including teachers and schools. Neither do we have information on the size of the differences in effectiveness among districts or whether there are districts that show exceptional patterns of performance across time, e.g., moving from low to high performing.
1 jones done
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL - Editor-in-Chief, William Allan Kritsonis, PhD
Obama's Blueprint for ESEA
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
Overview of School Funding: ESSA Negotiated Rulemaking
Presentation by Karen Hawley Miles to the U.S. Department of Education's ESSA negotiated rulemaking session on "supplement not supplant."
Dr. Marguerite Roza weighted student funding presentation
The document discusses key considerations for designing a state education funding formula. It outlines that a formula should ensure equity for students, be flexible over time, use stable revenue sources, be simple and transparent, and emphasize continuous improvement. It also examines options for distributing funds, whether and how to incorporate local funding, providing flexibility while promoting improvement, and strategies for transitioning between formulas.
20140908 Alger Teacher Incentive Pay that Works
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
How States Can Support Transformation in Tough Times
- ERS is a nonprofit consulting firm that works with school districts to analyze spending and resource allocation to design new strategies.
- Between 1970-2005, K-12 spending doubled but achievement gaps remain, with 80% of increased spending going to staffing and benefits rather than teacher salaries.
- Class sizes have decreased slightly but school structure has remained the same despite rising costs and declining revenues.
Empirical Reasearch Project
This paper analyzes factors that affect academic proficiency rates in Minnesota public schools. It measures the relationship between four variables - free and reduced lunch rates (FRL), expenditures per student (EXPEND/ENROL), enrollment (ENROL), and reading proficiency (READ) - and math proficiency rates using data from 325 school districts from 2012-2016. The author develops an empirical model and expects FRL and EXPEND/ENROL to have negative relationships with math proficiency, while ENROL may also negatively impact proficiency due to higher student-teacher ratios. The goal is to determine the effect of each variable and which factors positively or negatively influence proficiency.
Superintendent Academy_January 2019 v2
This document discusses resource allocation and strategic resource use for superintendents. It provides an overview of current education funding challenges, how funding varies across states and districts, and what districts typically spend their money on. Most districts spend 50-60% of their budgets on instruction and 80-90% of school budgets go to staff costs. While past research found no relationship between spending levels and student outcomes, more recent studies show sustained spending increases can improve student achievement, especially in low-income districts, if funds are used strategically. The key is using limited resources as effectively as possible to equitably impact student outcomes.
We Must Have Even Higher Expectations For Teachers
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
Transformation or Decline: How can states promote restructuring in tough times?
Transformation or Decline: How can states promote restructuring in tough times?Education Resource Strategies
This document summarizes a presentation on how states can help school districts promote restructuring during difficult financial times. It identifies seven priorities for restructuring, including restructuring teacher compensation to link pay to performance, rethinking standardized class sizes to target individual attention, and redirecting special education spending to early intervention. The presentation uses an interactive budgeting game to illustrate how districts could meet an 8% budget cut target while still moving toward improved performance through strategic investments and savings in areas like instructional time and leadership development. Participants discussed insights around opportunities for district transformation during budget cuts and ways states can support and incentivize priority restructuring actions.District Focus D. Modisette OM Inservice 073010
The document summarizes a presentation given to Plano ISD office managers about illuminating learners and the district's focus for the 2010-2011 school year. It discusses getting students and staff plugged into learning, new levels of accountability including STAAR testing and parent data access, external influences like online learning and charter schools, the legislature's focus on middle school readiness, and PISD's response of focusing on instruction through programs like AVID and building capacity. It ends by asking if they are ready to reinvent and reshape learning experiences.
Building a Gifted Program: Brick by Brick
Kris Happe was hired as a change agent to build a gifted program from the ground up. In year one, she conducted an assessment of the district's needs and provided basic gifted services. Her assessment report included surveys of teachers, students, and parents to understand expectations. It also reviewed research on best practices in gifted education. The report made recommendations to develop cluster classrooms, provide teacher training, expand advanced placement courses, and increase staffing levels for gifted specialists over five years according to a phased plan. The goal was to develop an exemplary gifted program aligned with national standards.
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- 16. R 2 = 0.08 Slope = 19.9 n=682
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