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Product details
File Size: 1292 KB
Print Length: 126 pages
Publisher: Rowman & Littlefield Publishers; first edition (March 26, 2010)
Publication Date: April 1, 2010
Language: English
ASIN: B004E8N51K
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Educational Economics: Where Do School Funds Go? by Marguerite Roza was an excellent read for someone trying to get a grasp on school funding. It is a great start to the process of funding schools. The book discusses in depth where schools’ money comes from and the politics involved on all levels that affects the funding. The book even breaks it down on school-by-school basis within no particular districts talking about the different levels of politics that play into which school gets which amount of funding within the district. It talks about the different political aspects from the school board level, to the local municipalities, to the state and federal levels. Roza even talks about how the local governmental agencies can have a significant effect on potentially positive impacts from the state and local levels.Equity is also a considerable concern. When it comes to school funding, the unfortunate reality is, is that there is not a lot of equity between districts, or between schools within a district. The more affluent schools typically get more funding within districts, while the opposite is also true. The reason being is simply because of teacher allocation. The more affluent schools within districts have more experienced higher paid teachers, while less affluent schools do not. At the end of the day, the individual schools do not have much say in their spending and where it goes. Roza advocates that schools should have more authority over their spending per pupil. Too many decisions are being made at the state, federal, and local levels, taking decision-making capabilities away from the individual schools.Because of the inequity in schools, the current finance system is always under scrutiny. In the book, Roza talks about the different ways to try and “fix†the problem. She discusses possibilities of change from an adequacy and efficiency perspective, but the main focus that Roza discusses is trying to find a way to bring funding decisions back to the school level. Who knows what a school needs better than the individuals working and providing for students within that individual school.Overall, Educational Economics was a great starting place to read about what actually happens to school funding. It is a good overview of the funding system from a more critical viewpoint taking a look at what is wrong and why it is wrong. The other really good thing about this book is that it is easily understood. A reader does not need to have a deep understanding of school finance to understand was Roza is talking about.
Where Do School Funds Go? By: Marguerite Roza, was very informative for someone wanting to indulge in educational financial economic insight, yet devastatingly a surprise as to the ineffective control the actual school holds, from an educational spending and productivity lens. Much of the chapters provided research on the above mentioned topics, and brought the audience into deeper issues on education spending as they deployed across districts, schools, classrooms, and most impacting, students. The author’s analysis of fiscal policies and their implications for resources at school and classroom levels have prompted changes in education finance policy at all levels in the education system. However, there is no definitive statement of “the problem.â€Education Finance has long been a topic of public debate and through this book there was an underlying theme of more questions to be resolved then answers clearly given. Schools are producing at best only slightly better results than three decades ago. As the book states while the road map to change is not a clear one, the endpoint can be defined, being if public education is to accomplish goals that have never been met before, educators must search for new ideas, try out new models of teaching and learning, and always be ready to abandon a less productive practice in favor of a more effective one. A finance system based on these design specs can achieve these objectives (p.99)Education finance headlines almost never include schools, and that’s a problem. Schools are where the learning occurs, not at the district headquarters, at the state capitol, or in federal agencies. We need to make sense of this, and think about the effect of America’s education finance system on schools. The reality as explained in the book, is that for most schools, they have little if any input how resources are used in their schools (p.63) Federal and state policies are designed to hold schools accountable for student performance, yet decisions about resource use are mostly made anywhere but at the school. Instead, resource decisions are determined by federal, state, and district officials, with influence brought to abide by powerful labor unions, voter groups, and other special interests. The Author did a wonderful job of capsulizing this notion that with so many cooks, it is no wonder that the pot is so unsavory. In effect, the education finance system operates without any locus of control. To this extent, school leaders are dealt a deck that makes it impossible for them to decide anything of relevance, and yet the accountability system aims to measure student progress school by school. Decisions about resource use, including staff assignments, programs, and service delivery models, are all imposed by forces outside the school. What reaches the school is inequitable, thus further rendering school-based accountability meaningless. The resources are provided in ways that prohibit a coherent, efficient strategy for improvement (p.71)In my opinion I echo the sentiments of the author that for the immediate future, policymakers must recognize their hand in the current ineffective financial model. Further, they must seek progress toward a more highly functioning model, not by imposing new constraints but by figuring out what their role should be in a redesigned system. We need to keep reverting back to the flawed system that we currently operate in and look to revamp, and recreate, and in most cases a complete overhaul a finance model that benefits all parties, with the major emphasis on closing the student achievement gap.
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