from districts to schools: the distribution of resources across schools in big city school districts...
TRANSCRIPT
From Districts To Schools: The Distribution Of ResourcesAcross Schools In Big City School Districts
Leanna StiefelNew York University
Ross RubensteinSyracuse University
Amy Ellen SchwartzNew York University
Presentation for the Education Finance Research ConsortiumMarch 2004
Guiding Questions What do we know about intradistrict
resource allocation and school based finance? What is What should be
What can we learn from new evidence: New York City, Cleveland and Columbus, Ohio?
What are the policy options for New York City and New York State?
Research on School-Level Resource Distribution
1. Inter-district distributions hide substantial variations across schools
2. Distribution of teacher resources often penalizes “high need” schools
More teachers with less experience and education at high poverty, low performing schools
Research on School-level Resource Distribution
3. Disparities may result from teacher distribution policies
e.g., seniority transfer rights
4. Relatively little is known about how large districts do (or should) distribute resources to school sites
De Facto Spending Models: NYC, Columbus and Cleveland Schools
What are they? Dependent variables (NYC):
Total expenditures per pupil Direct classroom expenditures per-pupil Teachers per 1,000 pupils Percentage of teachers who are licensed Percentage of teachers who hold MA degrees Teacher salary
Independent variables (NYC): Student characteristics (free lunch, LEP, immigrant,
special ed) Student performance (pct. Level 1, English language
assessment) School size
NYC Results
More poor pupils more money, more teachers per pupil, but less educated, lower-paid, less likely to be licensed
More special ed pupils more funds and teachers, but less educated, lower-paid, less likely to be licensed Different pattern for resource room
NYC Results Lower performing students more
teachers, but lower qualifications Less consistent than poverty
As school size increases, spending per pupil and teacher-pupil ratio decrease Complex relationship between school size
and teacher characteristics, depending on enrollment and school level
Ohio Results Higher poverty more funds but
lower teacher qualifications and salaries
Higher performance generally higher spending, higher salaries
Complex relationship between school size and resources
Across The Districts
New York City has unique features, but some common patterns emerge Higher poverty schools generally receive
more funds Teachers in high poverty schools tend to
have less education, lower salaries
Policy Options Provide schools with budgets in dollars
rather than positions Force trade-offs between teacher characteristics and
staffing ratios Make disparities more transparent Adverse effect on experienced teachers?
Differential pay in hard-to-staff subjects, schools and grades
Could help to address the undersupply of teachers in certain areas
How much would differential need to be?
Policy Options Adopt “weighted” student-based funding
formula with dollars following students Cost factors generate additional funding over base Schools receive “student budget” Difficulty determining weights – base on empirical
results?
Adapt district-based funding formulae, such as Regents proposal, to the school-level
Could be coupled with new discretion for schools Could recognize “economies of scale” from serving
multiple students with similar needs