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![States can choose a starting place for reform based on the
level of spending and equity in funding
Equity index is based on an average of the standard deviations across the EdTrust Funding Gaps 2018 metric and the ELC Funding Distribution Ratio. Spending level is calculated as difference from the national average for each state for
per pupil expenditure for 2017-18 after controlling for geography.
Source: Rankings of the States 2017 and Estimates of School Statistics 2018, NEA Research April 2018; NCES Comparable Wage Index; Funding Gaps 2018, EducationTrust; Is School Funding Fair 2018, Education Law Center; ERS analysis
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Uploaded byEducation Resource Strategies
NASBE October 18, 2018 Presentation
The document discusses resource equity in education. It defines resource equity as allocating resources based on student needs to enable all children to reach high learning outcomes regardless of race or income. The presenter outlines five key questions states can ask to assess resource equity, including how the state compares in performance, spending, funding equity across districts, variation in spending within districts based on need, and whether the state supports strategic resource allocation at schools. The presenter argues that states can play an important role in enabling resource equity through funding, accountability, support and flexibility policies. Human: Thank you for the summary. It accurately captures the key points and essential information from the document in 3 sentences or less as requested.
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NASBE October 18, 2018 Presentation
- 1. Resource Equity NASBE AnnualConference 10/18/2018
- 2. Today’s Objectives Build anunderstanding of: • What we mean by resource equity • How your state compares to others in terms of performance, spending, and equity and which key questions to explore further • Levers to improve resource equity and the role states can play
- 3. Our mission Education ResourceStrategies is a national nonprofit that partners with district, school, and state leaders to transform how they use resources (people, time, and money) so that every school prepares every child for tomorrow, no matter their race or income.
- 4. What do wemean by resource equity?
- 5. 5 Equal Funding Schools getcomparable resources based on size and/or other fixed allocation drivers. Equitable Funding Schools get resources that are comparable based on student needs and what it will take to reach high learning goals. With empowering, rigorous learning standards for all children…
- 6. 6 Resource Equity isthe allocation and use of resources (people, time, and money) to create student experiences that enable all children to reach empowering, rigorous learning outcomes — no matter their race or income. What is Resource Equity?
- 7. 7 How Much andHow Well How Much Student OutcomesHow Well Inequities persist, even when funding increases. How well those funds are used is critical to equitably improving student outcomes Skepticism and lack of clarity for what the money will buy has hindered the case for more funds. Greater clarity for how resources would be used and proof points for using them well would bolster the case for greater investment in education
- 8. 8 Defining “equity” –a tale of two schools Sky Blue Academy Green Street H.S. 9-12 550 22 84% 9-12 565 23 82% Grades Students Teachers Pct Poverty (FRL) $12,960 $13,080
- 9. 9 Defining “equity” –a tale of two schools 13% 10% / 3% 7% 100% 24% 11% / 13% 22% 35% Special Ed Resource / Self-Contained 9th graders in bottom quartile ELA Chose to attend school Sky Blue Academy Green Street H.S. $12,960 $13,080
- 10. 10 Defining “equity” –a tale of two schools % ELA Proficient/Advanced Sky Blue Academy Green Street H.S. $12,960 $13,080 20 Year Vet “Star” Hand-picked Novice 8 Force placed, 8 subs, no ELA certified Principal Teaching Staff 68% 35% 7% %ELA in Lowest Quartile 22%
- 11. 11 States and districtscan measure across how much and how well across “11 Dimensions of Resource Equity”
- 12. 12 States can playa powerful role in enabling and supporting both resource equity State Roles or Mechanisms: Funding Accountability & Reporting Support Flexibility & Innovation How much How well
- 13. There are fourlevels of resource equity that must be addressed States Divisions Schools Classrooms
- 14. What do youneed to know to begin to assess the resource equity in your state?
- 15. Five key questionsto ask about resource equity in your state 1. How does your state compare in terms of overall performance? Subgroup performance? 2. How does your state compare in terms of overall spending? Equity in funding across districts? 3. How much does spending vary within districts based on need? 4. Does your state support and enable school leaders to organize resources to accelerate learning for ALL students? 5. Does your state report useful resource equity data to inform decision making and support?
- 16. How does yourstate compare in terms of overall performance? In terms of subgroup performance? Key question #1
- 17. Overall performance variesacross states Source: ERS analysis based on NAEP Data Explorer 207 236 190 195 200 205 210 215 220 225 230 235 240 Alaska NewMexico Louisiana SouthCarolina Nevada Texas Mississippi California Arizona Arkansas Hawaii Alabama Oklahoma WestVirginia Oregon Michigan Tennessee Wisconsin Georgia Illinois Maine Delaware NorthDakota Iowa SouthDakota NewYork Montana Missouri Idaho Washington Kansas RhodeIsland NorthCarolina Kentucky Nebraska Minnesota Colorado Pennsylvania Maryland Utah Ohio Indiana Vermont Wyoming Virginia Florida Connecticut NewHampshire NewJersey Massachusetts AverageScaleScore 2017 NAEP Average Scale Score, 4th Grade Reading National average = 222
- 18. The proportion ofstudents living in poverty is highly correlated with performance –in Virginia: 40% 50% 60% 70% 80% 90% 100% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% PassRateonStandardsofLearningTests % of Economically Disadvantaged Students 2017 English Reading scores, Virginia Source: Virginia Department of Education, SY 16-17
- 19. In our partnerdistricts, school-level concentration of poverty lowers performance for ALL students Source: ERS analysis of 8 large districts across 8 states 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 0-9% 10-19% 20-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-89% 90-100% PercentofStudentsRatedProficient School-Level Concentration of Poverty Student Performance vs. School-Level Concentration of Poverty Non-Economically Disadvantaged Student Economically Disadvantaged Student
- 20. How does yourstate compare in terms of overall spending? Equity in funding across districts? Key question #2
- 21. Even adjusted forcost of living, highest spending state spends 3X the lowest $7.5K $22.4K $0 $5,000 $10,000 $15,000 $20,000 $25,000 Utah Indiana Arizona Nevada Idaho NorthDakota Texas California Oklahoma Mississippi NorthCarolina Florida Virginia Alabama Georgia Tennessee Maine Michigan SouthDakota Ohio Colorado Arkansas NewMexico Washington Kentucky Louisiana Missouri Wisconsin Kansas Hawaii Oregon Iowa SouthCarolina Minnesota Maryland Illinois Montana Nebraska RhodeIsland Pennsylvania WestVirginia Massachusetts Delaware NewHampshire NewJersey Wyoming Connecticut NewYork Vermont Alaska Total K12 Per Pupil Expenditure, 2017-18 (adjusted for geography) Source: Rankings of the States 2017 and Estimates of School Statistics 2018, NEA Research April 2018; NCES Comparable Wage Index; ERS analysis National median = $12.3K While spending levels don’t predict outcomes, they limit or create possibility.
- 22. In more thanhalf of states, high poverty districts have lower funding levels than low poverty districts Source: Is School Funding Fair? A National Report Card 7th Edition (February 2018) http://www.schoolfundingfairness.org/is-school-funding-fair/reports 0% 20% 40% 60% 80% 100% 120% 140% 160% Nevada Illinois NorthDakota Maine Missouri SouthDakota Arizona Alabama Virginia Montana Maryland NewMexico Texas NewHampshire RhodeIsland Iowa Connecticut Nebraska NewYork Washington Oregon Tennessee Pennsylvania Michigan Florida Idaho Kentucky Vermont Kansas Mississippi WestVirginia California Oklahoma SouthCarolina Indiana Louisiana NorthCarolina Colorado Wisconsin Arkansas Georgia Massachusetts Wyoming NewJersey Ohio Minnesota Delaware Utah %DifferenceinFundingBetweenHighestand LowestPovertyDistricts Education Law Center Funding Distribution Ratio Funds for student poverty and district concentrated poverty Funds for district concentrated poverty Funds for student poverty Does not fund for poverty Regressive Progressive
- 23. States can choosea starting place for reform based on the level of spending and equity in funding Equity index is based on an average of the standard deviations across the EdTrust Funding Gaps 2018 metric and the ELC Funding Distribution Ratio. Spending level is calculated as difference from the national average for each state for per pupil expenditure for 2017-18 after controlling for geography. Source: Rankings of the States 2017 and Estimates of School Statistics 2018, NEA Research April 2018; NCES Comparable Wage Index; Funding Gaps 2018, EducationTrust; Is School Funding Fair 2018, Education Law Center; ERS analysis [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE][CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] [CELLRANGE] -$8K -$6K -$4K -$2K $0K $2K $4K $6K $8K $10K $12K -3.0 -2.5 -2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 Equity index Spendinglevel Higher spending lower equity Focus on use & Level Lower spending lower equity Focus on Level Higher spending Greater Equity Focus on Use Lower spending Greater Equity Focus on Level
- 24. How much doesspending vary within districts based on need? Key question #3
- 25. We typically seesignificant variation in funding between schools in the same district $0 $1,000 $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 Source: ERS Analysis; District Financial File 2016 Elementary Schools Middle Median $5.8K Hi-Lo Spread 1.6X District Example- ERS analysis School Level Gen Ed. Dollar per Gen Ed. Student by School Excludes Federal Funds High Median $7.0K Hi-Lo Spread 1.9X Median $6.5K Hi-Lo Spread 1.6X
- 26. Districts do notintentionally allocate resources inequitably …but district policies often unintentionally create inequity. Funding inequity is never intentional…
- 27. For example, mostdistricts use average (as opposed to actual) teacher salary for budgeting which disguises inequity Using average salary School A School B District average salary $60,000 $60,000 Number of teachers 10 10 Budgeted for salary $600,000 $600,000 Though the district would appear to be making an equal investment in these schools on an average salary basis… …School B actually invests $300k more than School A Using actual salary School A School B Novice teachers earning $30,000 each 5 0 Mid-level teachers earning $60,000 each 5 5 Experienced teachers earning $90,000 each 0 5 Actual salary $450,000 $750,000
- 28. An important stepfor each district to take is to identify their drivers of spending variation District Strategy School opening/ closure $ School Level $ School Type $ Student Need Special Education $$$ English Language Learners $$ Economic Disadvantage $$ Other Student Needs $ Unplanned Enrollment/ School Size $$$ Teacher Compensation $ Building Utilization $ Enrollment Projections $ Ad-hoc exceptions $
- 29. Does your statesupport and enable school leaders to organize resources to accelerate learning for ALL students? Key question #4
- 30. Schools that acceleratelearning for all students “do” school differently
- 31. Organizing for highperformance means making big shifts from traditional ways of organizing resources Design Essential From: To: Teacher Collaboration Teaching as an individual enterprise. Teams of teachers who work together to execute a collective vision for excellent instruction, and their own professional improvement. A “one-size-fits-all” teaching job. Roles, assignments and compensation that match each individual’s unique skills and expertise to needed roles. Personalized Time & Attention Standardized class sizes in “one- teacher classrooms.” Groups of teachers and students that vary across subjects, activities and students. Rigid time allocations. Flexible schedules that allow time to vary with needs of students. Whole Child Investments in culture and social- emotional support that remove resources from core instruction. Investments that are embedded within and reinforce the school’s core instructional work.
- 32. States and districtscan support principals in making this transformation • Provide financial support to cohorts of districts or schools that want to pilot new ways of organizing resources • Provide tools for building class schedules, including scheduling models and example schedules • Create job-embedded and targeted strategic school design supports • Increase flexibility over financial and non-financial resources, such as flexibility over staffing assignments, hiring, and outside partnerships coupled with strong accountability for performance
- 33. Many districts don’thave meaningful flexibility over resources, in part because of state categorical mandates which limits their ability to use their resources strategically 1% 2% 2% 2% 2% 2% 4% 5% 5% 6% 6% 7% 8% 8% 8% 10%10%10%10%10%11%12%12%12%13%14%14%15%15%16% 18%19%19%19%20%20%20% 22% 26% 28%29%30% 44% 55% 0% 10% 20% 30% 40% 50% 60% Arizona NewYork Georgia NewMexico Indiana Louisiana Montana Wyoming NewHampshire Maryland NorthDakota Hawaii Alabama Idaho RhodeIsland Arkansas Colorado Kansas Missouri WestVirginia Massachusetts Alaska Oregon Kentucky Wisconsin California SouthDakota Vermont Nevada Florida Minnesota Ohio Washington Michigan Connecticut Oklahoma Virginia Maine Illinois Utah NorthCarolina NewJersey Pennsylvania SouthCarolina Categorical Mandates as Percent of State Education Budget (2013) These percentages may not be indicative of the “true” amount of flexible resources when considering the form in which resources are distributed (i.e. teacher positions), among other characteristics of funding systems. AZ NY GA NM IN LA MT WY NH MD ND 7 17 14 14 13 2 1 6 4 2 5 In general, states with a higher % of categorical funds also have a greater # of categorical programs MI CT OK VA ME IL UT NC NJ PA SC 50 9 26 30 4 9 31 12 8 29 36 # Categorical Funds 2013 Source: Center for American Progress, Categorical Funds: The Intersection of School Finance and Governance, 2013
- 34. State support isparticularly important where low-performing schools are spread out across many districts 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Delaware Maryland Nevada Kansas RhodeIsland Wisconsin NewYork Tennessee Alaska Connecticut Massachusetts Ohio Colorado Pennsylvania Kentucky NewMexico Utah Minnesota Florida Oklahoma Missouri SouthDakota NewHampshire Arkansas Indiana Alabama Oregon SouthCarolina NorthCarolina Idaho NewJersey Texas WestVirginia Mississippi Michigan Arizona Maine Georgia Virginia Share of low-performing schools in 5 largest districts in 2013-14 Source: U.S. Department of Education, SY 13-14
- 35. Does your statereport useful resource equity data to inform decision making and support? Key question #5
- 36. Leveraging the EveryStudent Succeeds Act (ESSA) ESSA offers two important levers: 1. It requires spending to be reported at the school level 2. It requires states and districts to conduct reviews of resource allocation in the lowest performing schools How can we ensure ESSA moves beyond a compliance exercise and inspires actions that improve resource equity?
- 37. ESSA provides newways of addressing these challenges: Financial Reporting Requirement • State and district report cards must annually include per-pupil expenditures of Federal, State, and local funds, disaggregated by source of funds • Must include actual personnel and non-personnel expenditures • Must be reported for the LEA as a whole and for each school • Must be reported for the previous fiscal year ESEA section 1111(h)(1)(C)(x), (h)(2)(C)
- 38. Reporting needs tohelp explain the dollars that aren’t tracked to the school level—usually about one-third of spending 38 Source: ERS analysis ERS analysis in one state showed that the average district tracked 63% to schools $7,186 $3,536 $684 $11,407 $0 $2,000 $4,000 $6,000 $8,000 $10,000 $12,000 LEA $pp LEA $pp by Reporting School Reported Centrally Managed School Services Leadership & Management All LEA Dollars to Report Dollars currently reported at the school level Centrally-reported dollars for school or student facing activities Solely central office dollars Districts typically report 45%-70% of their spending at the school level Dollars the public sees at the district level (6%) (31%) (63%)
- 39. Reporting can helpexplain why spending levels differ 39 Special Education, 23% Special Education, 36% English Learners, 5% English Learners, 29% Free and Reduced Price Meals, 9% Free and Reduced Price Meals, 21% Teacher Compensation, 12% Teacher Compensation, 1% School Size, 23% School Size, 5% Other, 29% Other, 8% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% District A District E What Explains the differences in spending across schools? StudentNeed StudentNeed %ofdifferencebetweenhigh andlowspendingschools Source: ERS Analysis
- 40. ESSA provides newways of addressing these challenges: Financial Reporting Requirement • State and district report cards must annually include per-pupil expenditures of Federal, State, and local funds, disaggregated by source of funds • Must include actual personnel and non-personnel expenditures • Must be reported for the LEA as a whole and for each school • Must be reported for the previous fiscal year ESEA section 1111(h)(1)(C)(x), (h)(2)(C) Equity Leader states will include data that HELP INTERPRET REASONS FOR SPENDING DIFFERENCES
- 41. States can reporton resource for decision making by creating metrics linked to the “Dimensions of Resource Equity”
- 42. For example, thismetric shows that in this district, students in the highest need schools are twice as likely to have a new teacher 42 17% 32% 38% Lowest need quartile Middle 50% of Schools Highest need % Novice Teachers by School Need Quartile, Source: District X PDR July, December 2015
- 43. ESSA provides newways of addressing these challenges: Financial Reporting Requirement • State and district report cards must annually include per-pupil expenditures of Federal, State, and local funds, disaggregated by source of funds • Must include actual personnel and non-personnel expenditures • Must be reported for the LEA as a whole and for each school • Must be reported for the previous fiscal year ESEA section 1111(h)(1)(C)(x), (h)(2)(C) Equity Leader states will include data that HELP INTERPRET REASONS FOR SPENDING DIFFERENCES + include data on STUDENT PERFORMANCE AND RESOURCE USE
- 44. Resource Allocation Reviewscan be a powerful lever for change Ask questions about the data to be included in the reviews, and how the data will be used to inform school improvement plans. Look for: Review of more than just dollars. Dollars are one important data point, but should not be the only piece of the conversation. Resources are more than just dollars. Reviews that include the whole pie. Not just the services and supports funded by “school improvement” dollars. Source: ERS and EdTrust Partnership
- 45. Five key questionsto ask about resource equity in your state 1. How does your state compare in terms of overall performance? Subgroup performance? 2. How does your state compare in terms of overall spending? Equity in funding across districts? 3. How much does spending vary within districts based on need? 4. Does your state support and enable school leaders to organize resources to accelerate learning for ALL students? 5. Does your state report useful resource equity data to inform decision making and support?
Editor's Notes
- #4 We believe that one-school-at-a-time reforms cannot get us there fast enough. We need all our resources to work together across the system
- #8 RE is brought about through how much, how well in service of student outcomes Minutes: 6-10
- #19 Two potential data sources from this – one directly from VA DOE and the other is the Stanford national database – preference? Benefit of Stanford is comparison across states, VA is that they’ll be familiar with it
- #26 Finally: within a division and between schools – there are also differences in funding across schools. At ERS, we look at $pp across schools for many districts, and we see a similar picture across all districts – with some schools receiving 2x other districts. We look at this both just straight $pp, and also adjusting for student need – and we still see variation. Right now, however, there’s not much transparency around this challenge, as there is with the financial picture at the state. Again, this will be important to keep in mind later as we think about how we can leverage financial reporting to address some of the financial equity challenges we see. Differences in funding on its own – isn’t a bad thing. We would expect to see that some schools receive more or less more. We also need to dive into why this spending is different.
- #32 Organizing resources in these ways means schools and districts will need to make big shifts in how they organize their resources.
- #33 We can also support principals in lots of other ways. Some examples include --
- #34 We’ve been talking about how much, but even within in the how much, not all dollars are created equal. Right now, districts and schools don’t actually have meaningful flexibility over all of their resources. So, on paper a school might seem to get ‘sufficient’ funds, but there are so many mandates tied to these funds, that the district can’t make a cohesive strategy. In this chart you’ll see the categorical mandates as % of state education budget – the higher the %, likely the more restrictive funding flexibility might be. You can see VA is on the high ends of states with 20% of budget coming form categorical mandates. This metric isn’t perfect – but it likely overestimates the level of flexibility districts may have, as it doesn’t take into consideration limitations on general fund dollars that come from union contracts for teachers or other positions.
- #38 The other new requirement coming out of ESSA is the financial reporting requirement.
- #39 Not all dollars spent on students will be reported at schools, leaving a potentially large gap between a school’s spending per-pupil and the district’s spending per-pupil. This gap may make your per-pupil metric less useful in measuring school spending and could mislead district stakeholders.
- #41 The other new requirement coming out of ESSA is the financial reporting requirement.
- #44 The other new requirement coming out of ESSA is the financial reporting requirement.
- #45 -This can be a really powerful lever, or can just be a compliance exercise. -We have a role to help shape with these reviews look like. - We can ask questions about what data will be included in the reviews.