How can SEAs make sure district and school leaders pursue productivity? August 11, 2015 Dr. Marguerite Roza

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU To control background noise: If connected via phone, please mute your phone line. If using online audio there is a mute button at the top left near the participant names. 2

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU 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? Five webinars: All at 1 EST, 10 PST. 3

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU Protect local decision makers from critics to help them make tough decisions Focus attention on productivity. a.Message productivity: How can “schools leverage their dollars to maximize outcomes for the students they serve?” b.Celebrate successes c.Create grants to incent leaders to pursue their own productive models d.Share high productivity models Lead the change 4

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. EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU 1.True or False: Two schools (with roughly same mix of students) can spend the same amount of money but get different results. Recap (in the form of a quiz) 5 => 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.

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU Role of states 6 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.ROI measurement with visibility into high ROI school spending choices b.Teacher eval system c.Online PD d.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.

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU Which level of government should do the following? 7 FedStateDistrictSchool A Set pay scale for teachers B Set standards for desired student outcomes C Measure school outcomes D Determine delivery model (e.g. class sizes, how man hours of PE, # school days) E Set aside $ for PD, books, transportation, etc. F Target funds to a desired service/program

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU Which level of government should do the following? Continued 8 FedStateDistrictSchool G Target funds to a desired student category H Build data sets measuring stuff that can aid school improvement I Award teacher bonuses J Pay the pension bills K Shut down a poorly performing school L Provide incentive grants for innovation

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU 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. Key Opportunities for States 9

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU Your Questions 10 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.

Engaging district leaders… start with ROI district data. 11

Then deliver school level data within their districts. Ask, what will you say to principals in each quadrant? 12 Relative spending High Spend. High Outcomes High Spend. Low Outcomes Low Spend. Low Outcomes Low Spend. High Outcomes

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU Your Questions 13 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.

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU 14 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?”

EDUNOMICS LAB AT GEORGETOWN UNIVERSITY EDUNOMICS.GEORGETOWN.EDU 15