How can SEAs make sure district and
school leaders pursue productivity?
August 11, 2015
Dr. Marguerite Roza
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Five webinars: All at 1 EST, 10 PST.
•
•
•
•
•
Tuesday, June 16 – What role can SEAs play in making the
case for productivity?
Thursday, June 25 – What information systems are needed,
and how should they be used?
Thursday, July 9 – What changes in state funding and
regulatory structures work best to support productivity?
Thursday, July 30 – What leverage do SEAs have to influence
costs in districts?
Tuesday, August 11 – How can SEAs make sure district and
school leaders pursue productivity?
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Lead the change
•
Protect local decision makers from critics to help them
make tough decisions
•
Focus attention on productivity.
a.
b.
c.
d.
Message productivity: How can “schools leverage their
dollars to maximize outcomes for the students they serve?”
Celebrate successes
Create grants to incent leaders to pursue their own
productive models
Share high productivity models
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E D U N OMI C S . GE O R G E T OW N . E D U
Recap (in the form of a quiz)
1. True or False: Two schools (with roughly same
mix of students) can spend the same amount
of money but get different results.
2. True or False: Two schools (with roughly same mix
of students) can spend the same amount of money
in the same way but get different results.
=> Schooling hinges on human interactions. Getting the
most for dollars requires that schools be bought in to this
task of leveraging funds for greatest outcome possible.
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Role of states
1. Clarify desired outcomes (standards)
2. Allocate $ (based on student need)
3. Measure outcomes
1. Produce helpful tools that are done best with larger scale
a.
b.
c.
d.
ROI measurement with visibility into high ROI school spending choices
Teacher eval system
Online PD
Online course options for students
5. Leverage certification to reduce district costs
a. Require minimum skills before hire or for recertification (SEL, standards, etc.)
b. Remove certification for lowest performers.
6. Promote productivity
a. Use SEA leverage to communicate productivity
b. Celebrate high ROI schools, share their practices
c. Consider innovation grants to prompt school/district thinking.
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Which level of government should do the following?
Fed
A Set pay scale for teachers
Set standards for desired student
B outcomes
C Measure school outcomes
Determine delivery model (e.g. class
sizes, how man hours of PE, # school
D days)
Set aside $ for PD, books,
E transportation, etc.
Target funds to a desired
F service/program
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State
District School
Which level of government should do the following?
Continued
Fed
Target funds to a desired student
G category
Build data sets measuring stuff that can
H aid school improvement
I Award teacher bonuses
J Pay the pension bills
K
L
Shut down a poorly performing school
Provide incentive grants for innovation
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State
District
School
Key Opportunities for States
1. Build information systems that districts and
schools can use to fuel productivity gains
2. School finance formulas:
a. Prioritize flexibility so that districts and schools
are free to try new delivery models
b. Fund students not delivery models
3. Use SEA leverage (including certification,
tools, etc.) to affect costs, enable
productivity improvements.
4. Drive a focus on productivity from the SEA.
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Your Questions
A. Doesn’t decentralization cost more? Smaller scale means less
efficiency? Take, for example:
• Developing 504 paperwork.
• Teacher contracts?
B. What is the role of superintendents? School board members?
(What key overarching principles would you want to convey to a new
cohort of superintendents?)
• How do we help school leaders become involved in these
conversations when it’s something they have no experience
with?
C. How do we balance the focus on productivity with other state
priorities? For example, K-3 literacy.
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Engaging district leaders… start with ROI district data.
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Then deliver school level data within their districts. Ask, what
will you say to principals in each quadrant?
Low Spend.
High Outcomes
High Spend. High
Outcomes
Relative spending
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Low Spend.
Low Outcomes
High Spend.
Low Outcomes
Your Questions
A. Doesn’t decentralization cost more? Smaller scale means less
efficiency? Take, for example:
• Developing 504 paperwork.
• Teacher contracts?
B. What is the role of superintendents? School board members?
(What key overarching principles would you want to convey to a new
cohort of superintendents?)
• How do we help school leaders become involved in these
conversations when it’s something they have no experience
with?
C. How do we balance the focus on productivity with other state
priorities? For example, K-3 literacy.
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E D U N OMI C S . GE O R G E T OW N . E D U
Productivity needn’t compete with other
priorities.
Tweak:
How can “schools leverage their dollars to
maximize outcomes for the students they
serve?”
To:
How can “schools leverage their dollars to
maximize K-3 literacy for the students they
serve?”
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