Student-Based Budgeting Aaron Smith Education Policy Analyst Reason Foundation.
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Transcript of Student-Based Budgeting Aaron Smith Education Policy Analyst Reason Foundation.
Student-Based Budgeting
Aaron SmithEducation Policy Analyst
Reason Foundation
1.What is student-based budgeting? 2.Why should districts adopt SBB? 3.What are the implications for Georgia?
Key Takeaway: Equitable funding and educator empowerment does not stop at the district level.
What is Student-Based Budgeting? The allocation of funds via a weighted-student formula based on student characteristics such as ELL, SPED, and poverty. An individual student receives the same funding regardless of which school they enroll in.
State
District A
District B
SBB can be implemented at two levels:1) State level
State
District A
School 1
School 2
School 3
District B
School 4
School 5
School 6
SBB can be implemented at two levels:1) State level 2) District level
Student-Based Budgeting in the StatesBaltimore, MD
Boston, MA
Cincinnati, OH
Denver, CO
Poudre, CO
Hartford, CT
Houston, TX
New York, NY
Newark, NJ
Prince George’s County, MD
Oakland, CA
Saint Paul, MN
Milwaukee, WI
Minneapolis, MN
San Francisco, CA
Rhode Island
HawaiiRochester City, NYNew Orleans, LALos Angeles, CAChicago, IL
Twin Rivers, CAPhiladelphia, PAAustin, TXCamden, NJ
Jefferson Parish, LAEast Baton Rouge, LAAdams 12 School District, COCleveland, OH
Detroit, MIMemphis, TNClark County, NV
Boston Public Schools
BPS’s Base Allocation in FY2014 was $3,832
Example Base 1.3FRL 0.1At Risk 0.2 1.6 Total Weight1.6 x $3,832 $6,131 Total Funding
SBB is more than funding.
Key SBB Principles
Equitable Funding
Portability
School Autonomy
Transparency
Service-Oriented District Office
Accountability
Why should districts adopt student-based budgeting?
Traditional FTE System SBB
Resource Allocation Primarily distributed via staffing ratios and programmatic allotments.
Actual dollars follow students to the school-level to be spent flexibly by school
leaders.
Traditional FTE System SBB
Resource Allocation Primarily distributed via staffing ratios and programmatic allotments.
Actual dollars follow students to the school-level to be spent flexibly by school
leaders.
Principal Control Typically <5% of budgeted dollars. Typically >40% of budgeted dollars.
Staffing Ratio Example • Positions allocated to schools
based on enrollment • Membership counts at the margin
can add or take away positions
25:1 Ratio School #1 School #2
Students 50 74
Teachers 2 2 Result: Lumpy distribution of resources across schools with less principal control over resources
Traditional FTE System SBB
Resource Allocation Primarily distributed via staffing ratios and programmatic allotments.
Actual dollars follow students to the school-level to be spent flexibly by school
leaders.
Principal Control Typically <5% of budgeted dollars. Typically >40% of budgeted dollars.
Salary Allotments School budgets charged average salaries for staff.
School budgets charged actual salaries for staff.*
*Some SBB districts charge schools based on average salaries for various reasons including legal considerations.
Average Salary Example • School budgets charged for district
average, not actual salaries • Study concluded “Nonwhite, poor, and
low performing students…attend schools with less qualified teachers.” *
Result: Schools in low-income communities often subsidize schools in high-income communities.
Teacher A Teacher B
Years Experience 1 25
Actual Salary $47,000 $62,650
Avg. Teacher Salary $54,825
School #1 School #2
Actual Teacher Salary $47,000 $62,650
Charged to Budget $54,825 $54,825
Net ($7,825) $7,825
Source: Teacher Sorting and the Plight of Urban Schools: A Descriptive Analysis, Educational Evaluation and Policy Analysis, Lankford, Loeb, and Wyckoff
Key Takeaway: Traditional budgeting practices compound school-level inequities and stifle innovation.
Case Study
Spring Branch ISD • Houston, TX
• 35,000 students across 46 schools • Relatively innovative district• Still use traditional budgeting • Principals lack autonomy
A Tale of Two Schools
Northbrook HS (2,145) Memorial HS (2,563)
White Hispanic African American Asian Econmically Disadvantaged ELL0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
63%
18%
2%
16%10%
5%4%
89%
5%1%
83%
20%
Demographic Comparison
Memorial HS Northbrook HSSource: 2013-14 Texas Academic Performance Report, downloaded July 2015
Reading Math Science Social Studies All Subjects 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%90%
81%
97% 98%92%
52%
64%
84%
93%
66%
13-14 STAAR Met Standard
Memorial HS Northbrook HSSource: 2013-14 Texas Academic Performance Report, downloaded July 2015
Per-Pupil Expenditures
Northbrook HS
$6,248
Memorial HS
$5,557
$691 Surplus
Source: Texas Education Agency 2013-14 School Report Card, downloaded July 2015
Beginning 1-5 Yrs 6-10 Yrs 11-20 Yrs 20+ Yrs0%
5%
10%
15%
20%
25%
30%
35%
4%
14%
22%
31%30%
10%
23%
26%28%
13%
Teachers by Years of Experience
Memorial HS Northbrook HSSource: 2013-14 Texas Academic Performance Report, downloaded July 2015
Beginning 1-5 Yrs 6-10 Yrs 11-20 Yrs 20+ Yrs0%
5%
10%
15%
20%
25%
30%
35%
4%
14%
22%
31%30%
10%
23%
26%28%
13%
Teachers by Years of Experience
Memorial HS Northbrook HSSource: 2013-14 Texas Academic Performance Report, downloaded July 2015
Takeaway #1: Schools in low-income communities tend to get less experienced, cheaper teachers—
even within the same district. Not a problem
per se, except…
Teachers
Professional Support
Campus Administration
$0 $20,000 $40,000 $60,000 $80,000 $100,000 $120,000
$52,337
$61,029
$90,866
$55,959
$67,793
$106,004
Average Actual Salary by Position Type
Memorial HS Northbrook HSSource: 2013-14 Texas Academic Performance Report, downloaded July 2015
Teachers
Professional Support
Campus Administration
$0 $20,000 $40,000 $60,000 $80,000 $100,000 $120,000
$52,337
$61,029
$90,866
$55,959
$67,793
$106,004
Average Actual Salary by Position Type
Memorial HS Northbrook HSSource: 2013-14 Texas Academic Performance Report, downloaded July 2015
Takeaway #2: Because average
salaries are used in budgeting, schools like Northbrook subsidize schools like Memorial and cost savings can’t be used elsewhere.
10%
Northbrook HS Budget Autonomy
District Controlled Principal Controlled Source: Center for Reinventing Public Education, In-Depth Portfolio Assessment, March 2015
10%
Northbrook HS Budget Autonomy
District Controlled Principal Controlled Source: Center for Reinventing Public Education, In-Depth Portfolio Assessment, March 2015
10%
Northbrook HS Budget Autonomy
District Controlled Principal Controlled
Takeaway #3: Lack of autonomy
means principals aren’t empowered to more
effectively align resources with strategy.
Source: Center for Reinventing Public Education, In-Depth Portfolio Assessment, March 2015
Result: Accountability Without Autonomy
Principals can’t allocate resources based on their school’s priorities.
Budgetary Discretion
Accountability for Results
The Principal’s Role in Student-Based Budgeting
Effective principals can raise a student’s achievement level by 2-7 months of learning in one academic year*
*Source: http://educationnext.org/school-leaders-matter/
Lead More Robust Strategic
Planning
Empowered to Align Resources with Strategy
More Immersed in Key Responsibilities,
Not Taken Away From
Technical Wizardry NOT
Required
SBB Implementation Best Practices
Transitioning Budget Autonomy (e.g. full,
tiered, earned)
Training & Support
Dedicated Financial Partners (e.g. Denver Public
Schools)
User-Friendly Software
Education Funding in Georgia
Education Reform Commission recommendations include: Increased District Autonomy in
Teacher Compensation
Increased Funding Equity via New Weight for Low-Income Students
Transparent Weighted-
Student Formula
Key Takeaway: Equitable funding and educator empowerment does not stop at the district level.
State
District A
School 1
School 2
School 3
District B
School 4
School 5
School 6
