1. Efficiency Chapter 14 in Guthrie Dr. Len Elovitz

2. “Where we spend our educational dollars does make a difference in accomplishing our educational goals.” Owings and Kaplan

3. ISLLC Standard 3 A school administrator is an educational leader who promotes the success of all students by ensuring the management of the organization, operations and resources for a safe, efficient, and effective learning environment

4. Coleman Study - 1966 Authorized by Civil Rights Act of 1964 How much student learning and achievement (outputs) would result from a given number of resources (inputs). Inputs mattered little when compared to SES of parents

5. Other Studies Some found positive correlations between school spending and student outcomes Verstegan found a very strong relationship between school spending and adult earnings

6. E.A. Hanushek Meta-analysis of existing studies Found that the relationship between school spending and student achievement was not strong or consistent

7. William Bennett Secretary of Education 1985-1988 School spending was unrelated to student achievement based on SAT scores Found highest scores in low spending states – i.e. IA, ND, SD, UT Midwestern States use the ACT only students applying to very competitive Eastern Colleges take the SAT

8. Hedges et. al. Reevaluated Hanushek’s data and concluded that “… money does matter after all.” Other studies using different controls found a positive relationship VaTech study found significant increases in student achievement with increased instructional expenditures

9. Verstegan found that overall school spending was responsible for about 1/3 the variance in achievement scores Greatest achievement growth found when increased spending went directly to the delivery of quality instruction

10. Teacher Quality Current research indicates that the quality of Teachers and teaching are the greatest determinants of student success

11. Darling-Hammond Formal Teacher preparation accounts for 40- 60% of the variance in student achievement when controlling for demographics She identified the following quality factors related to increased achievement:

12. Quality factors Verbal ability Content Knowledge Education methods coursework related to their discipline Licensing exam scores of basic skills and teaching knowledge Skillful teacher behaviors

13. Ongoing Professional development Enthusiasm for learning Flexibility, creativity and adaptability Teaching experience (only 3 yrs) Higher order questioning

14. Texas Study Students with effective teachers for 3 years reading scores went from 59 th to 76 th percentile Students with ineffective teachers for 3 yrs. Dropped from the 60 th to 42 nd percentile

15. Tenn. Value Added Study Groups started out the same in 4 th grade Math Group with effective teachers for 3 yrs - 83 rd percentile Group with ineffective teachers for 3 yrs – 29 th percentile

16. NAEP Studies Effective teachers make a difference in minority student achievement Students of teachers who majored or minored in what they taught outperformed their peers by approximately 40% in math and science

17. Implications for finance Recruit and hire the most effective teachers (have qualities listed above) Retain the best teachers Improve the marginal teachers Get rid of poor teachers

18. Professional Development NAEP studies – PD in the following leads to increased achievement in Math: – Cultural diversity – Teaching techniques for LEL students – Teaching techniques for special education students

19. Other Benefits Develop constructs around a common language – ITIP experience and the academy Teachers gain confidence about their teaching skills Reflect on their own practice Seek out collegial and professional advice

20. Teachers are more apt to adopt new instructional practices if PD is sustained over time and related to the district curriculum - IPS experience – Science in Roxbury Motivational Speakers Pigeons Smorgasbord

21. Evaluating PD Kirkpatrick – the 5 levels Does it result increased student achievement

22. Reduced class size All else being equal, smaller class size allows teachers to give more individual attention California legislature appropriated $1 billon in 1996-97 to lower K-3 class size in K-3 from 30- 20 (increased teacher need 38% and resulted in a decline in quality) New York did the same In 1999, President Clinton’s budget included $12 billion to decrease K-3 class size

23. Does the cost of reducing class size produce enough achievement to justify the cost or are there other more cost-effective methods? Tenn. Student-Teacher Achievement Ratio (STAR) – Over 12,000 primary grade students – Homogeneous population – Over 4 years – Highly controlled – Attending smaller K-3 classes for 3 yrs. Resulted in significant gains in all subjects through grade 8 – Greatest effect was on Minority and urban students

24. Other studies A synthesis of over 100 studies suggests that the most positive results for lower class size appear in K-3. Several studies show diminished gains in the later years Reduced class size has less of an effect than other less expensive interventions. Of 27 alterable variable, class size ranked 25 as a means of increasing student achievement

25. Overall reducing class size without increasing teacher quality appears to be both expensive and ineffective What should your class size policy be? Roxbury – K-3 = 19, 4-6 = 22, 7-12 = 24 all were +or – 4 Oucchi TSL

26. School Size Smaller schools have shown favorable results Can be very expensive Smaller groupings of students – Teaming – School within a school – Smaller Learning Communities Barker & Gump - a school should be of a size where all students are necessary for its enterprises

27. Teacher Salaries It makes sense that increasing teachers salaries will improve the quality of the teacher pool, but can the districts choose the best from the pool? No relationship has been found between teacher salaries and student achievement. Merit Pay - “… never dies and never works.”

28. School Facilities Good facilities appear to have a positive effect on teacher effectiveness and student achievement. Earthman found a 5 to 15 percentile point difference in standardized test scores for students in well maintained buildings with comfortable room temperatures, good lighting, low noise levels, sufficient space and good roofs. Student achievement in newer buildings appears to be better than older.

29. Conclusion Hire and keep high quality teachers Provide meaningful professional development Decrease the teacher-student ratio in the primary grades Reduce the TLC Maintain comfortable and safe buildings