Improving Student Learning When Budgets Are Tight

ISBN-10: 1452217084
ISBN-13: 9781452217086
Edition: 2012
Authors: Allan R. Odden
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Description: When money for education is tight and many states and districts are cutting education budgets, the resource side of education reform and school improvement becomes one of the most critical issues for sustaining our nation’s schools. Without more  More...

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Book details

List price: $37.95
Copyright year: 2012
Publisher: Corwin Press
Publication date: 2/6/2012
Binding: Paperback
Pages: 208
Size: 7.00" wide x 10.00" long x 0.53" tall
Weight: 1.210
Language: English

When money for education is tight and many states and districts are cutting education budgets, the resource side of education reform and school improvement becomes one of the most critical issues for sustaining our nation’s schools. Without more effective use of the education dollar, current fiscal constraints and funding cuts could lead to battles over money, ineffective across-the-board budget cuts, and a substandard education system with a negative impact on student learning.This book for school and district leaders is intended to show pathways through this current fiscal mess by linking what is known about improving school effectiveness and student performance to more effective and efficient resource use practices. It will offer concrete, specific actions that can be taken now, without major changes in the organization and governance of America’s school systems. The strategies discussed will include:a) initial data analysis to understand current performance context, i.e. creating a sense of urgency for retaining the focus on boosting student performance even in tough fiscal times,b) setting specific numeric and high goals, and using those goals to drive resource allocation priorities,c) selecting a curriculum program and developing a view of effective instruction practice, with more specific comments on the characteristics of effective reading programs,d) the trade-offs between core subjects (reading/English/language arts, mathematics, science, history and foreign language) and electives, the use of time and school schedules, and the emergence of career-technical programs to replace the old voc-tech programs,e) formative and benchmark assessments, and the use of data to improve teaching practice,f) the organization of teacher work into collaborative teams,g) ongoing, comprehensive professional development including the use of instructional coaches,h) strategies for struggling students including Tier 1, 2 and 3 strategies in the Response to Intervention approach to students who need extra help,i) leadership, andj) teacher, principal, and central office talent.

Allan Odden is Professor Emeritus of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; he also is Co-Director of the Strategic Management of Human Capital (SMHC) in public education and Co-Director of the Consortium for Policy Research in Education (CPRE). CPRE is a consortium of the University of Wisconsin-Madison, Pennsylvania, Harvard, Michigan, Northwestern, Teachers College-Columbia University, and Stanford Universities. He is an international expert on education finance, effective resource allocation and use, resource reallocation, the strategic management of human capital in education, teacher compensation, school-based management, and educational policy development and implementation. He consults regularly with states and districts on these issues.His most recent books include School Finance: A Policy Perspective (McGraw Hill, 2008, 4th edition), with Lawrence O. Picus and How to Create World Class Teacher Compensation (Freeload Press, 2007) with Marc Wallace. Other books include Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools (Corwin Press, 1997, 2 nd Edition, 2002) with Carolyn Kelley; Reallocating Resources: How to Boost Student Achievement Without Spending More (Corwin, 2001) with Sarah Archibald; School Finance: A Policy Perspective (McGraw Hill, 1992, 2 nd Edition, 2000, 3 rd Edition 2004) co-authored with Lawrence Picus; School-Based Finance (Corwin Press, 1999) , edited with Margaret Goertz; Financing Schools for High Performance: Strategies for Improving the Use of Educational Resources (Jossey Bass, 1998) with Carolyn Busch; Educational Leadership for America's Schools (McGraw Hill, 1995); Rethinking School Finance: An Agenda for the 1990s (Jossey-Bass, 1992); Education Policy Implementation (State University of New York Press, 1991); and School Finance and School Improvement: Linkages for the 1980s (Ballinger, 1983).He was a mathematics teacher and curriculum developer in New York City's East Harlem for five years. He received his PhD and MA degrees from Columbia University, a Masters of Divinity from the Union Theological Seminary and his BS in aerospace engineering from Brown University.

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