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.
This presentation was given by Karen Hawley Miles, President and CEO of Education Resource Strategies, to the National Association of State Boards of Education on March 6, 2018. It was presented in partnership with The Education Trust.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
This presentation was given by Karen Hawley Miles, President and CEO of Education Resource Strategies, to the National Association of State Boards of Education on March 6, 2018. It was presented in partnership with The Education Trust.
ERS analysis of the budget and resource use in a small, urban California district. Includes recommendations for teacher professional learning, school redesign, teacher compensation, school planning support, and more.
Our new way of telling the story of what we do and how we do it. This presentation also unveils our updated framework: The Strategic System for Strong Schools, formerly known as School System 20/20.
Efficiency audit prepared by Education Resource Strategies for Forth Worth ISD in Texas; covers opportunities for resource reallocation as the district faces enrollment decline
ERS’ public presentation to the Denver Public Schools Board of Education. See an example of resource mapping results and how this kind of analysis can reveal a road map for how to most effectively and efficiently meet goals for improving instruction.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
In recent decades, tuition increases in independent schools have outpaced inflation and wage growth, while thousands of Catholic parochial schools — which historically have provided private education at a much lower cost — have closed, leaving middle- and low-income families with few affordable options.
Meanwhile, families across socioeconomic groups express interest in private schooling. While private schools consistently serve about 10% of U.S. students, 40% of parents say they would prefer private schools. These trends suggest a need to look more closely at efforts to increase affordability in private schools and ensure that all families have equitable access to the schools of their choice.
In “Toward Equitable Access and Affordability: How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students,” we sought to understand the landscape of private schools working to provide an affordable education by looking at the approaches they are taking and how they are revisiting traditional operating models. We profile a variety of strategies used by schools to improve access for middle- and low-income families. Some schools rely on reducing the costs to families (i.e., tuition) by providing significant financial aid or partnering with scholarship programs, some have found inventive new revenue streams, and some have streamlined operations and leveraged technology to reduce their per-pupil expenditures.
One category of private schools, the microschool, merited a closer look due to its profoundly different operational and financial model. Through surveys and interviews with microschool leaders and experts around the country, this report seeks to further define this emerging sector of intentionally small, educationally innovative schools and to explore their potential as an affordable independent school option.
Ultimately, this overview of low-cost private schools and microschools surfaced questions about improving equity in private education. The profiles of schools aiming to serve middle- and low-income families highlight unsolved puzzles about how to balance that mission with financial sustainability. The analysis also raises questions about the role of private schools in serving families with more limited means, and about the potential of low-cost models to scale and innovate. Further exploration of these questions is essential to ensuring that in the private sector as well as the public sector, all families have equal access to high-quality options.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
This presentation from Education Resource Strategies highlights the opportunities of resource allocation reviews to be more than a compliance exercise and create meaningful change for students.
Part 2 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Part 1 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Presentation from Dec, 8, 2016 webinar held by Education Resource Strategies, EdCounsel and the Large Countywide and Suburban District Consortium to discuss how districts can use the ESSA transparency requirement to increase equity.
Objectives:
1. Understand key facts about ESSA’s financial reporting requirements and relevant regulations
2. Identify challenges and opportunities that result from these requirements
3. Discuss actions districts can take to link financial transparency to equity
2017 Facilities Budget and Staffing Survey ResultsNicholas Mirisis
The second annual Budget, Staffing and Operations survey serves as the benchmarking document for K-12 and Higher Education operations professionals. Each year, we present the most relevant budgeting, staffing and operations data to our readers collected from the responses of hundreds of participants on the facilities landscape, budget and staffing, and operational Key Performance Indicators. This year, we heard from over 500 respondents in both K-12 and Higher Education from 46 states in the United States and spanning 8 countries.
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
EdChoice's 2018 Schooling in America SurveyEdChoice
Teachers and K–12 education made headlines this year. Elections can only tell us so much about what the public thinks about K–12 education. That's why we look to polls like EdChoice's six-years-running "Schooling in America Survey," which allows us to provide a clear picture of Americans' views and attitudes on K–12 issues. For this year's survey, we interviewed a representative national sample of 1,803 American adults, including an extra 533 school-aged parents. Most notably, we surveyed a separate sample of 777 public school teachers.
Learn what we found in this slide show of our key findings.
To download the full report, visit www.edchoice.org/SIA2018.
Follow us on social media!
Twitter - www.twitter.com/edchoice
Facebook - www.facebook.com/edchoice
Instagram - @edchoice
ERS’ public presentation to the Denver Public Schools Board of Education. See an example of resource mapping results and how this kind of analysis can reveal a road map for how to most effectively and efficiently meet goals for improving instruction.
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Toward Equitable Access and Affordability: How Private Schools and Microschoo...Jeremy Knight
In recent decades, tuition increases in independent schools have outpaced inflation and wage growth, while thousands of Catholic parochial schools — which historically have provided private education at a much lower cost — have closed, leaving middle- and low-income families with few affordable options.
Meanwhile, families across socioeconomic groups express interest in private schooling. While private schools consistently serve about 10% of U.S. students, 40% of parents say they would prefer private schools. These trends suggest a need to look more closely at efforts to increase affordability in private schools and ensure that all families have equitable access to the schools of their choice.
In “Toward Equitable Access and Affordability: How Private Schools and Microschools Seek to Serve Middle- and Low-Income Students,” we sought to understand the landscape of private schools working to provide an affordable education by looking at the approaches they are taking and how they are revisiting traditional operating models. We profile a variety of strategies used by schools to improve access for middle- and low-income families. Some schools rely on reducing the costs to families (i.e., tuition) by providing significant financial aid or partnering with scholarship programs, some have found inventive new revenue streams, and some have streamlined operations and leveraged technology to reduce their per-pupil expenditures.
One category of private schools, the microschool, merited a closer look due to its profoundly different operational and financial model. Through surveys and interviews with microschool leaders and experts around the country, this report seeks to further define this emerging sector of intentionally small, educationally innovative schools and to explore their potential as an affordable independent school option.
Ultimately, this overview of low-cost private schools and microschools surfaced questions about improving equity in private education. The profiles of schools aiming to serve middle- and low-income families highlight unsolved puzzles about how to balance that mission with financial sustainability. The analysis also raises questions about the role of private schools in serving families with more limited means, and about the potential of low-cost models to scale and innovate. Further exploration of these questions is essential to ensuring that in the private sector as well as the public sector, all families have equal access to high-quality options.
The Challenges and Opportunities in School Transportation TodayJeremy Knight
Every day, America’s fleet of roughly 480,000 school buses transports more than a third of students to and from school. This fleet is more than twice the size of all other forms of mass transit combined, including bus, rail, and airline transportation.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
This presentation from Education Resource Strategies highlights the opportunities of resource allocation reviews to be more than a compliance exercise and create meaningful change for students.
Part 2 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Part 1 of our presentation to the Council of Chief State School Officers on how states can support low-performing schools in the age of ESSA standards. The presentation was held June 22, 2017.
Presentation from Dec, 8, 2016 webinar held by Education Resource Strategies, EdCounsel and the Large Countywide and Suburban District Consortium to discuss how districts can use the ESSA transparency requirement to increase equity.
Objectives:
1. Understand key facts about ESSA’s financial reporting requirements and relevant regulations
2. Identify challenges and opportunities that result from these requirements
3. Discuss actions districts can take to link financial transparency to equity
2017 Facilities Budget and Staffing Survey ResultsNicholas Mirisis
The second annual Budget, Staffing and Operations survey serves as the benchmarking document for K-12 and Higher Education operations professionals. Each year, we present the most relevant budgeting, staffing and operations data to our readers collected from the responses of hundreds of participants on the facilities landscape, budget and staffing, and operational Key Performance Indicators. This year, we heard from over 500 respondents in both K-12 and Higher Education from 46 states in the United States and spanning 8 countries.
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
EdChoice's 2018 Schooling in America SurveyEdChoice
Teachers and K–12 education made headlines this year. Elections can only tell us so much about what the public thinks about K–12 education. That's why we look to polls like EdChoice's six-years-running "Schooling in America Survey," which allows us to provide a clear picture of Americans' views and attitudes on K–12 issues. For this year's survey, we interviewed a representative national sample of 1,803 American adults, including an extra 533 school-aged parents. Most notably, we surveyed a separate sample of 777 public school teachers.
Learn what we found in this slide show of our key findings.
To download the full report, visit www.edchoice.org/SIA2018.
Follow us on social media!
Twitter - www.twitter.com/edchoice
Facebook - www.facebook.com/edchoice
Instagram - @edchoice
Disrupted Futures 2023 | Career design under the effect of school and student...EduSkills OECD
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Understanding impact through quantitative analysis “Career Design Under the Effect of School and Student Socioeconomic Status: A Global Interaction Analysis”. Presented by Ilker Kalender.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
Educating the New Kids on the Block in our Country SchoolsRobert Mackey
The changing rural school student demographics cause them to have more in common with their urban counterparts; especially in the area of a growing number of students experiencing adverse social and economic conditions. This presentation shares a comparison of a rural school, the BOCES it is in, and three urban schools. There is also discussion on next steps for rural schools to take to ensure all kids learn at high levels.
ELC Exxon Mobile Case Competition Winner Emory UniversityIesha Scott
• All graphics for presentation and documentation
• Brand equity measurement and marketing plan
• Demographic, psychographic and digital marketing analysis
As the start of Idaho’s 2018 legislative session draws nearer, the Idaho Public School Funding Formula Committee continues working diligently toward understanding options for school funding in Idaho, since the current funding model was adopted in 1994.
This morning, Terry and Marc will explore the student-based budget model with the Committee using the Idaho School Funding Simulator, created with the help of Bryan Hassel and Public Impact.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
The Difference You Make: Using Data to Highlight Equity for Allappliedsurveyresearch
Breakout workshop presented at the 11th Annual Santa Clara County Children's Summit on March 9th, 2018. Part one of a series of two workshops designed to organize data collected using RBA and Collective Impact.
Accountability and equity are key components in achieving the Children's Agenda goals. Collecting the right data and communicating it effectively are essential to achieving results at scale. Applied Survey Research (ASR) will share its Results Based Accountability (RBA) tools and practices to enable partners to tell their stories of contribution to community-wide increases in equity and improved results. This session uses school-readiness as a case study for ways of implementing performance data to define contribution, highlight disparities, and identify opportunities.
A presentation for a small rural public school staff in the Adirondack Mountain region of New York State. This presentation focuses on the contemporary impact of poverty on rural NYS and on learning for students, family engagement, and school culture.
Breaking Down the 2019 Schooling in America SurveyEdChoice
Americans’ satisfaction with K–12 education reached a 15-year high this year, according to Gallup. But do parents and teachers agree? Is there consensus among generations? Growing education reform efforts indicate there’s more under the surface.
EdChoice's 2019 Schooling in America Survey with Braun Research measures American attitudes toward big issues in K–12 education and digs deeper with parents, public school teachers, Millennials and Generation Z.
Flip to see what we learned.
To learn more about school choice programs across America, visit https://www.edchoice.org.
The following are the findings from our School System 20/20 assessment on how Avoyelles Parish Schools uses resources like people, time, and money. In addition to highlighting many positive strategic investments, ERS recommends further investments to address challenges such as teacher shortages and struggling students getting enough time to catch up.
We focus on three important opportunities:
Increase teacher salaries to address the critical teacher shortage.
Realign schedules and staffing practices, so struggling students could receive more time and attention in core subject areas.
Roll out guidance and rubrics to help teachers optimize the district’s investment in time for teacher collaboration
ERS presented its findings from our School System 20/20 diagnostic of DPS on March 15, 2017 to the district's leadership team, board of education, and members of the Denver education community.
Last week ERS' Nisha Garg joined Schoolzilla, a data analytics company, to discuss how districts can use data strategically to find out if their resources align to their priorities. Garg shared two case studies where district leaders measured class size, instructional time, and student load per teacher to determine how to reallocate people, time, and money to better meet students’ needs.
This PowerPoint presentation was used in our April 3, 2014 webinar titled, "Student-Based Budgeting: Is it Right for Your District?" Based on ERS' publication of the same name, this webinar featured a detailed conversation on the realities of implementing this funding system. More at http://www.erstrategies.org.
This presentation was used in a session at the Policy Leadership Academy hosted by Leadership for Education Equity, a political organization that mobilizes, supports and trains Teach for America alumni.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Today’s Objectives
Build an understanding 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 Resource Strategies 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.
5. 5
Equal Funding
Schools get comparable
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 is the 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 and How 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 districts can measure across how much and how
well across “11 Dimensions of Resource Equity”
12. 12
States can play a 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 four levels of resource equity that must
be addressed
States
Divisions
Schools
Classrooms
14. What do you need to know to begin to
assess the resource equity in your state?
15. Five key questions to 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 your state compare in terms
of overall performance? In terms of
subgroup performance?
Key question #1
17. Overall performance varies across 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 of students 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 partner districts, 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 your state compare in terms
of overall spending? Equity in funding
across districts?
Key question #2
21. Even adjusted for cost 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 than half 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 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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-$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 does spending vary within
districts based on need?
Key question #3
25. We typically see significant 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 not intentionally allocate resources
inequitably
…but district policies often
unintentionally create
inequity.
Funding inequity is
never intentional…
27. For example, most districts 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 step for 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 state support and enable
school leaders to organize resources
to accelerate learning for ALL
students?
Key question #4
31. Organizing for high performance 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 districts can 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’t have 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 is particularly 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 state report useful resource
equity data to inform decision making
and support?
Key question #5
36. Leveraging the Every Student 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 new ways 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 to help 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 help explain 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 new ways 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 report on resource for decision making by creating metrics
linked to the “Dimensions of Resource Equity”
42. For example, this metric 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 new ways 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 Reviews can 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 questions to 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
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
RE is brought about through how much, how well in service of student outcomes
Minutes: 6-10
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
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.
Organizing resources in these ways means schools and districts will need to make big shifts in how they organize their resources.
We can also support principals in lots of other ways. Some examples include --
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.
The other new requirement coming out of ESSA is the financial reporting requirement.
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.
The other new requirement coming out of ESSA is the financial reporting requirement.
The other new requirement coming out of ESSA is the financial reporting requirement.
-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.