How Within-District Spending Inequities Help Some Schools to Fail

Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation

“…Some researchers have conducted in-depth case studies of school districts based on their own collected data (e.g., Haxton, de los Reyes, Chambers, Levin & Cruz, 2012;Roza, 2008;Roza & Hill, 2004;Roza, Miller & Hill, 2005). The districts sampled in these studies generally allocate as least as many instructional staff per pupil in high-poverty (or Title I) schools as in their low-poverty (or non-Title I) schools, thereby complying with the Title I Comparability Rule.…”

Allocating Resources within a Big City School District: New York City after Campaign for Fiscal Equity V. New York

“…• Roza and Hill (2004) examine within-district differences in dollars spent per school for Baltimore City, Baltimore County, Cincinnati, and Seattle and report that teachers in low-poverty schools and those in high-performing schools tend to have higher average salaries than do teachers in high-poverty and lowperforming schools. They also find that schools with the most applicants for teacher positions have the highest paid teachers, because they have the most choices and therefore hire more experienced and educated teachers.…”

“…Roza and Hill (2004) report that if all schools received funding for only an average teacher salary for each teacher position, schools above and below the salary average would lose or gain 4 to 6 percent of their budgets, with gains of over a half million dollars and losses close to $1 million for schools at the extremes.…”

“…Odden and Busch (1998) recommend that schools be charged actual teacher salaries, but with a sevenyear phase-in period. Similarly, Roza and Hill (2004) recommend that states fund children, rather than districts or schools, with funding following children to their schools. Such a student-based approach also has implications for systems employing enhanced public or private school choice (Rubenstein and Picus 2003).…”

Targeting Resources to Students with Special Educational Needs: National Differences in Policy and Practice

“…Research conducted by the OECD, the European Commission, and a cadre of independent researchers has shed some light on the issues, but great gaps in the general knowledge about the success of children with special needs remain (European Commission, 2000;Roza & Hill, 2004;OECD, 2004OECD, , 2005Fordham Institute, 2006;Karsten, 2006). Considering this, the purpose of this article is threefold: First it will synthesise some of the progress that has been made toward understanding what education for students with disabilities, learning difficulties, and disadvantages looks like by describing how different countries serve and differentiate between these diverse groups of students.…”