School based budgeting and management. Question: Response:

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1 Title: Date: School basedbudgetingandmanagement August2009 Question: Whatisschool basedbudgetingandmanagement?specifically,whatimpactsor effectshavebeenseeninthisreformapproach?whatimportant implementationconsiderationsareinvolvedwithsuchanapproach?whatare someexamplesofplacesthathaveimplementedsuchreforms? Response: RELWestatWestEdconductedasearchoftheresearchliteratureonschool based budgetingandmanagementusingtheeducationresourcesinformationcenter(eric),an onlinedigitallibraryofeducationresearchandinformationsponsoredbytheinstituteof EducationSciences(IES)oftheU.S.DepartmentofEducation.Wealsoreferredtoearlier RELWestpublicationsaswellasthosefromotherRegionalEducationalLaboratorieson thistopic.tolearnmoreaboutimplementationsites,wereviewedprogramwebsitesand othermaterialsavailableonline.abriefsynthesisofourreviewfollows. Whatisschool basedbudgetingandmanagement? Decentralizingbudgetaryandothermanagementauthoritytotheschoollevelhasbeena hotlydebatedschoolreformapproachfordecades.overtime,termslikeschool based budgeting(sbb),school sitemanagement(ssm),school basedmanagement(sbm),and decentralizationhavebeenusedtocharacterizethedifferentsetsofreformsinvolved.in general,thesehaveincluded: Offeringschoolsgreaterflexibilityovertheuseofcategoricalprogramfundsthat areprovidedbythestate; Organizingandauthorizingschoolsitecouncilstodevelopschoolpoliciesviaamore participatorystyleofdecision making; Deliveringfundstoschoolsviaweightedper pupilfunding(alsoknownasa weightedstudentformula);and Givingschoolsfullautonomy,asisthecasewithcharterschools. Thesereformstrategiesarenotmutuallyexclusiveandmayentailcombinationsof changes.forinstance,aweightedstudentfundingformulacouldbeusedtotarget resourcestoschoolswithouttheuseofschool basedbudgetingandmanagement(andvice versa);orthenumberofcharterschoolsinadistrictcouldbeexpandedwhileotherpublic schoolsareencouragedtoestablishschoolcouncils.inyetanotherscenario,adistrictcould promotetheorganizationofschoolcouncilsbutwithholdbudgetaryauthorityfromthose NotverifiedasmeetingIESstandards;notforgeneraldistribution 1

2 councils apointofcontentionamongsomeearlyadvocatesofsbmreforms(ouchi, 2004,2006;Hansen&Roza,2005).Moreover,implementingthesetypesofreformsoften involvesanarrayoflocalizeddecisionsandconsiderations(seesection3),socaution shouldbeexercisedwhengeneralizingacrosscontexts. Nonetheless,thegeneraltheorybehindschool basedbudgetingandmanagementisthat greaterautonomyattheschoollevelcanpromoteequitybecausestaffingandresource decisionsaremoreproductivelytailoredtomeetthespecificneedsofthestudentsinthe school(ouchi,2004;roza,davis,&guin,2007).twokeydimensionsareinvolved:first, authority(thatis,towhomthepoweristransferred)and,second,decision making(thatis, whattypesofdecisionstheyareauthorizedtomake)(patrinosetal.,2008).proponentsof school basedbudgetingoftenpointtothecomplexitiesofcurrentadministrative requirements,which,theyargue,inhibitthemosteffectiveuseoffunds.conversely,critics cautionthatschoolleadersmaylackthetrainingortheinterestneededforeffective managementofschoolbudgetsandthatsuchaddedadministrativedemandsmaydetract fromafocusoninstruction. Table1.Modelsofschool basedbudgetingandtypesofschool levelauthority Schooldeterminescurriculum,* schedule,andinstructional practices Schoolassignspersonnelto responsibilities(teachers,nonteachingprofessionals,etc.) Schoolallocatesresourcesacross categories(pupilsupport, administration,extracurriculars, etc.) Schoolcontrolsnumberof teachers Schoolcontrolsteacher Districthas fullfiscal authority (traditional system) Decentraliz ationvia schoolsite councils Weighted student funding Charter schools X X X X Sometimes X X X Generally X X Sometimes X X compensation Schoolhasfullfiscalauthority X *Thisisageneralization.Forexample,insomestates,suchasCalifornia,schoolsmustusestate approved textbooksforcertainsubjects. X NotverifiedasmeetingIESstandards;notforgeneraldistribution 2

3 Whatimpactsoreffectshavebeenseeninthisreformapproach? CommentsonResearchLimitationsandConsiderations Rigorouslyevaluatingthesetypesofgovernanceandmanagementreformscanbequite difficultbecauseofthecomplexvariablesinvolved.impactsovertimeoftencannotbe differentiatedfromotherparallelchanges(suchasneweducationallaws),andrarelyare controlgroupsavailabletomakethoroughcomparisons.nonetheless,numerousstudies haveexaminedtheeffectsofdifferentschool basedbudgetingandmanagement approaches,andtodate,conclusionshavevaried.intheircomprehensivereviewofthe literatureonthetopic,plankandsmith(2008)wrote: Overall,therecordsuggeststhat outcomesrangefromtheinsignificanttothemodestlypositive (p.407). Aprominentproponentofschool basedbudgetingisuclaprofessorwilliamouchi,who suggestsmorenotableoutcomesthanthoseidentifiedbyplankandsmith. Althoughthe comparisonsbetweencentralizedanddecentralizeddistrictsonstudentachievementare fragmentaryandthenumberofdistrictsissmall,thepatternisconsistent, Ouchi(2006) writes. Theevidencesupportstheviewthatdecentralizeddistrictsoutperformcentralized districtsbothinoverallstudentperformanceandinreducingachievementgapsbetween racialgroups (p.306).however,criticsofouchi swork,whichcomparestheaveragetest scores(asopposedtotheindividualstudentachievementgainsoncomparablemeasures) inmajorcitieslikehoustonandseattlethatuseweightedstudentformulastocitieslike Chicago,NewYork,andLosAngelesthatdonot,are grosslyoversimplifiedandempirically flawed (Baker&Thomas,2006,p.9).Thedebatehighlightsthedifficultyinevaluatingthe effectsofspecificeducationalreformsonstudentlearning. Indeed,makingcomparisonsbetweendistrictsandstatesthatparticipateinschool based budgetingandmanagementandthosethatdonotisacomplexendeavor.first,beyondthe variationinorganizationalandmanagementstructure,districtstendtodifferdramatically intheirstudentdemographics,totalresources,andothercircumstancesaffectingthe administrationandcostofeducation.andschoolsimplementingschool basedbudgeting havevaryingamountsofactualbudgetandmanagementflexibility,frompartialtofull authority.soallelseisnotnecessarilyequalinthedistrictsunderinvestigation.second,to trulyevaluateanyimpactonstudentachievement,comparablemeasuresandstudent level longitudinaldatamustbeusedforstudentsintreatmentandcontrolgroups(baker& Thomas,2006).Thirdly,therecanbebiases inprogramplacement,self selection,and sorting intheway(s)thatcommunities,schools,andstudentsendupparticipating.for example,whencommunitiesorschoolschoosetotakepartinareformlikeschool based budgetingandmanagement,thisself selectioncanconfoundtheeffectsoftheintervention withinitialdifferencesintheparticipantcharacteristics(suchasmotivation).further, comparisonsbetweendifferentcommunitiescanbeaffectedbychangesthatoccurduring theintervention,suchasamendmentstoeducationallawsoraneconomicrecession (Patrinosetal.,2008). NotverifiedasmeetingIESstandards;notforgeneraldistribution 3

4 Studentachievementimpacts Whilenorigorousempiricalresearchhasdeterminedacausaleffectofschool based budgetingonstudentachievement,severalstudieshaveattemptedtovalidatewhethersbb canbecorrelatedwithchangesinstudentachievement.theevidenceoftheimpactof school basedbudgetingonstudenttestscoresisinconclusive,withfewdirectpositive effectsreported(baker&thomas,2006;patrinosetal.,2008;roza,davis,&guin,2007). Forexample,BakerandThomas(2006)reportthat todate,thereisnoexisting, substantive,rigorousempiricalresearchtovalidateeithertheprosorconsofdecentralized budgetingwithrespecttostudentoutcomesorotherschoolqualitymeasures (p.8). Similarly,Roza,Davis,andGuin(2007)statethat findingsthusfaraboutstudent performancearemixed,atbest,butassomeanalystshaveclaimed,almostnoneofthe earlydecentralizationinitiativesgaveschool levelleaderscontrolovermoneyandstaff (p. 4).AndaccordingtoPlankandSmith(2008),althoughschool sitemanagementmayleadto greatersenseofinvolvementandefficacy(seebelow),itseemstoproduce littledirect impactonteachingbehaviorsorstudentoutcomes (p.407). Otheroutcomes School sitemanagement(ssm)hasbeenassociatedwithpositiveeffectssuchas commitmenttolocalpriorities,teacherengagement,andcommunication(plank&smith, 2008): Whenskillfullysupportedwithfiscalandotherresources,[schoolsitemanagement] reformshavebeenfoundtomanifestsomehopedforeffects,suchasastrongersenseof efficacy...greatercommitmenttolocalpriorities...andenhancedteachereffectiveness andengagement...somestudiessuggestthatssmcanstimulateimprovedrelations betweenschools,parents,andtheircommunities. (p.407) Similarly,intheirrecentreviewofliteraturefortheWorldBank,Patrinosandcolleagues (2008)notedthatsomestudiesfoundthatschool basedmanagementpolicieschangedthe dynamicsoftheschool, eitherbecauseparentsgotmoreinvolvedorbecauseteachers actionschanged (p.12). Furthermore,recentresearchinOhio(Roza,Davis,&Guin,2007)hasfoundthat autonomousschoolstendtouseresourcesdifferently,mostoftentoobtainmaximum flexibilityinhumanresources: Principals withthegreatestcontroloverfunds,suchasthoseinprivate,charter,and district decentralizedschools,hirelargernumbersofteachersbutpaylowersalarieson averagethanprincipalsindistrict runschools,whohavenochoicesaboutwhomto hire.ourstudyalsoshowedthatprincipalswhohavegreatercontroloffundsalsofocus theirspendingongeneralistclassroomteachersandpart timeteachersand,relativeto district runschools,employfeweradministrators,classroomaides,andfull time specialistteachers. (p.13) NotverifiedasmeetingIESstandards;notforgeneraldistribution 4

5 Whatimportantimplementationconsiderationsareinvolvedwithsuchan approach? Someresearchershavenotedthatschool basedbudgetinghasbeenlimitedinits implementationtodate,inpartbecausetruedecentralizationrequiresthatfullauthority overresources(includingbudgets,personnel,andstaffing)shiftfromthedistrictofficeto theschool(see,forinstance,ouchi,2004,2006;roza,davis,&guin,2007).butcarrying outthatshiftisnotaneasytask.itcaninvolveuntanglingawebofcomplexissues,ranging fromalteringtheunderlyinginfrastructure(i.e.,thesystemsandtechnologyrelatedto budget,evaluation,andcompensation)tochangingtheskills,responsibilities,andpractices ofthevariousindividualsinvolved.somecoreimplementation relatedconsiderationsare listedbelow. Localcapacity Principalswhocaneffectivelyfacilitateandmanagechangearenecessaryforschool based budgetingandmanagementtowork(odden&busch,1998).however,manyschool leaderssimplylacktheknowledge,skills,ortoolstheyneedtomanageschoolresources effectively,asthisdoesnottendtobeaprimaryfocusofadministratorlicensingand trainingprograms(nwg,2008). Rulesandregulationshavelongservedassubstitutesfor technicalknowledgeinschools, PlankandSmith(2008)explain. Itdoesnotfollow, however,thatreducingtheregulatoryburdenonschoolswillcreateorincreasethe knowledgeavailabletoeducators (p.411). Asaresult,districtsandstatesmakingthesetypesoftransitionswillneedpatience,giving principalstheopportunitytolead.somedistrictshavetriedtobuildcapacitythrough intensiveprofessionaldevelopmentandstrongoversight.forexample,cincinnatidesigned ahands onmanagementtrainingcourseforprincipalswhenitshiftedtoweightedstudent funding,focusingonteachingthemtousethenewbudgetsystemandtoconnectdecisionmakingwithinstructionalpriorities,whilehoustongaveschoolsaccesstospeciallytrained businessmanagers(thomasb.fordhaminstitute,1996).forthesetypesofreformsto work,plankandsmith(2008)conclude, relentlessattention mustbepaidtothe developmentofschoolleadersandteachers,including continuousretraininginresponse tostaffturnover...persistencetowardfullimplementationandunyieldingattentiontostaff focusandcommitment. Theextensivedevelopmentof technologiesfordatause,planning, andassessment alsoisvital(p.412). Issueswithteacherpayandseniorityrights AcrosstheU.S.,withsomeexceptions,theauthoritytohire,assign,andfireteachers remainsconstrainedbytheretentionofstrongseniorityrightsinteachercontracts(plank &Smith,2008).Forexample,intheirworkinOhio,Roza,Davis,andGuin(2007)foundthat schoolsindecentralizeddistrictstendedtolackfreedomoverteachersalaries,which subsequentlyconstrainedthescopeoftheirotherfreedoms.theyalsofoundthatschools withflexibilityinstaffingamongfunctionalcategories chosehiringmoreteachersand fewerspecialists (p.15).thisissuewasalsoaddressedinfordham s2006fundthechild NotverifiedasmeetingIESstandards;notforgeneraldistribution 5

6 NotverifiedasmeetingIESstandards;notforgeneraldistribution 6 report,whichsuggestedthatschoolleaders beallowedtoselecttheteacherstheythink cangettheresultstheyneedwiththeschool sspecificgroupofstudents (pp.40 41). Within schoolchanges Inadditiontothelarger,infrastructure relatedconsiderationslistedabove,theeffective implementationofschool basedbudgetingandmanagementalsoinvolveschangeswithin theschoolwalls.accordingtobriggsandwohlstetter(2003)andodden(1998),these reformsmightinvolve: Developingavisionforteachingandlearningthatisalignedwithdistrictandstate standardsforstudentacademicperformance,asawaytosetapurposeandestablish expectations; Sharingschoolleadershiptofostergreaterengagementamonglocalparticipantsand supportimprovedinstructionandstudentlearning; Collectingandcommunicatinginformationrelatedtoschoolprioritiestoallschool stakeholders; Usingdatatoinformdecisionsaboutteachingandlearning,suchassettinggoals, identifyinginnovativeapproachestoboostingstudentliteracy,orassessingstudent academicperformance; Acknowledgingindividualandgroupprogresstowardschoolgoals,aswellas improvementsinteachingandlearning;and Accessingresourcesfromoutsidetheschoolthroughinvolvementinprofessional networksorconnectionswithlocalbusinessgroupsanduniversities. Whataresomeexamplesofplacesthathaveimplementedsuchreforms? Summarizedbelowarefiveexamplesofdecentralizationefforts:Chicago,Hawaii,Ohio,San Francisco,andSeattle.Thesesiteswereselectedbecausetheyrepresentdifferentcontexts (statewidevs.districtwideimplementation),governancestructures,andtypesofschoolbasedbudgetingandmanagementreform.sincenotallofthesitesreferencedwere subjectsofevaluationsfocusedontheimpactoftheschool basedbudgetingand/or managementreform,thissectionispurelydescriptiveanddoesnotcommentonoutcomes. CHICAGO TheChicagoSchoolReformActof1988introducedsite basedmanagementwherebyeach schoolacquireditsownelectedlocalschoolcouncil.theseschoolcouncils,whichincluded parents,communitymembers,teachers,theschoolprincipal,andastudent,hadmajor decision makingpowerinthreeareas:principalevaluationandselection,budgeting,and schoolimprovementplanning.budgetswereallottedtoschoolsintotal,andlocalcouncils weregivendiscretionoverhowtospendthefunds.in1996,theillinoisgovernorand legislaturegrantedthemayorcentralizedpoweroverthechicagopublicschools.although localschoolcouncilsnominallyremainedinplace,thedistrictreturnedtoahighdegreeof centralcontroluntilmorerecently.

7 NotverifiedasmeetingIESstandards;notforgeneraldistribution 7 In2004,aninitiativecalledRenaissance2010(Ren10)waslaunchedtocreate100new schoolsinunderservedneighborhoodsby2010.theschoolswouldoperateindependently, withfreedomoverbudget,curriculum,lengthofschooldayandyear(chicagopublic Schools,2007).Inexchangeforcompletebudgetcontrol,Ren10schoolsareheld accountabletoafive yearperformanceagreement.theseschoolsarepilotingaweighted fundingformulathatgivesmorecontrolovertheirmoney.schoolsupportteamsprovide informationandresourcestoren10schools,whilelocalschoolcouncilsgovernthem. HAWAII Unlikeotherstates,Hawaiioperatesitsschoolsasonecentralizedpublicschooldistrict, usingweightedstudentformulastoallocatefundstoindividualschoolsites(baker& Thomas,2006).Inschoolyear therewere288schools,including31charter schools,foratotalenrollmentof177,871.hawaii spubliceducationsystemistheonlyone intheu.s.toreceiveitsfundingprimarilyfromstateandfederalsources;thestateisnot dependentonlocalpropertytaxesasamajorrevenuesource. In2004,theHawaiistatelegislatureenactedaweightedstudentformulaasastatewide programthatispartofalargerrestructuringeffortcalledthereinventingeducationact forthechildrenofhawaii(reach).agroupofeducatorsandcommunitymembersmake upthecommitteeonweightsthatannuallyrecommendsaweightedstudentformula, takingintoaccountsuchfactorsaswhichstudentcharacteristicswillbeweighted,the specificstudentweights,andwhichfundsshouldbedistributedviatheweightedstudent formula.forthe schoolyear,theweightedstudentformulaallocationrepresents about41percentofthedepartmentofeducation stotalbudget(hawaiipublicschools, 2009).TheBoardofEducationmaintainscentralizedcontroloversomeareasofschool budgets,retainsauniformsalaryscheduleforteachersandotherschoolstaff,andexercises fullcontroloverstaffcontracts.schoolsiteofficialsdo,however,havegreatercontrolover thehiringprocessitselfthantheydidpreviously.principalshaveautonomyovercertain partsoftheschoolbudgetsandreceivemandatorymanagementsupportthroughan ongoingtrainingprogram.schoolsitecouncilsalsoaremandated. OHIO Ohiohasbothcentralizedanddecentralizedschooldistricts.Inthestate sdecentralized schooldistricts,schoolshavecontrolovertheallocationofpersonneltoresponsibilities, theallocationofresourcesacrossfunctionalcategories(studentsupport,administration, etc.),andcontroloverthenumberofteachers(butnotoverteachercompensation). Oneofthefirstdistrictstodecentralize,theCincinnatischooldistrictimplementedstudentbasedbudgetingdistrictwidein1999.Principalsaregivenautonomyoverbudgetsbutnot hiring.eachschoolhasaschoolsitecouncil,andschoolleadershipdevelopmentis providedtoteachers,principals,andtheschoolsitecouncils.in2009,cincinnatisuspended thestudent basedbudgetingprocessforfiscalyear2009duetoalargebudgetdeficit.the districtisreinstatingstudent basedbudgetingforthe schoolyear.

8 NotverifiedasmeetingIESstandards;notforgeneraldistribution 8 SANFRANCISCO Sincethe1970s,Californiahashadastatecentralizedsystemofschoolfinance,with approximately20percentofschoolfundingcomingfromlocalsourcesin2004(timar, 2006).HowmuchmoneyCalifornia sapproximately1,000districtshavetospendeach yearisdeterminedalmostentirelybythelegislature.butwhilethestatedetermines fundinglevelsandallocatessomefundsviacategoricalprogramswithspecific requirements,districtsstillretaingeneralauthoritytodeterminehowfundsareused. SanFranciscoUnifiedSchoolDistrictencompassesthecityofSanFrancisco,whichisalso thecountyofsanfrancisco,andhasjustover100schoolsservingthek 12populationof 55,000students.In2001,aweightedstudentformulapolicywasimplementedat27pilot sitestoincreaseequityandtoallowformoreschool levelautonomyindecision making (Shambaugh,Chambers,&DeLancey,2008).Thenextyearitwasimplementedthroughout thedistrictaspartofalargersetofreformeffortstoimproveacademicachievement knownasexcellenceforall. EachschoolmusthaveanelectedSchoolSiteCouncil(SSC),whoseresponsibilitiesinclude reviewingandanalyzingstudentachievementdata,gatheringcommunityinput,and helpingtodevelop,aswellasmonitor,theimplementationoftheacademicplanandthe schoolsitebudget.inadditiontothessc,someschoolsarerequiredtohaveotherelected advisorycommittees,dependingonthecharacteristicsoftheirstudentpopulations,in ordertohelpunderrepresentedstudentsandtheirfamiliesplayalargerroleinschool governance.despitedecliningrevenuesatalllevels,currentlythereisstrongsupportfor SanFrancisco sweightedstudentformulapolicyamongeducatorsandschoolanddistrict officials. SEATTLE SeattlePublicSchoolsexperiencedadramaticenrollmentdeclineinthe1970safterthe onsetofforcedbusing,withenrollmentdecreasingfromnearly100,000studentsin1970 toonly39,000in1990(ouchi,2004).thedistricteducated45,496studentsat97schools inthe schoolyear(Nielson,2007).Thefirstlarge,urbandistrictintheU.S.todo so,seattleimplementedweightedstudentfundingin1997(baker&elmer,2009).the threebasicprinciplesforseattle sweightedfundingformulawerethatresourcesa) followedthestudent,b)weredenominatedindollars(notftestaff),andc)wereallocated accordingtothepersonalcharacteristicsofindividualstudents,suchaspoverty,language, specialneeds,orgiftedstatus(nielsen,2005;baker&elmer,2009).ineachschool,a BuildingLeadershipTeam(BLT),ledandfacilitatedbytheprincipal,wouldcollaboratively prepareandsubmittheschool sbudget,involvinginthisprocesscertificatedandclassified staff,parents,communitymembers,andmiddleschoolandhighschoolstudents(nielson, 2007). Seattleshiftedawayfromitsdecentralizedsystemin2007,inpartbecauseitwastoo cumbersome ;itrequired schoolprincipalsandstafftospendmanyhoursdevelopingthe budget, andbecausetheschool basednatureoftheapproachmadeit difficulttodevelop

9 NotverifiedasmeetingIESstandards;notforgeneraldistribution 9 carefullycoordinatedstrategiesbetweenthedistrictandschools (SeattlePublicSchools, 2007,p.1).Withtheweightedstudentfundingsystemeffectivelydismantledin2007, Seattlehasshiftedtomoreofa corestaffing process(seattlepublicschools,2007). References Baker,B.D.,&Elmer,D.R.(2009).Thepoliticsofoff the shelfschoolfinancereform. EducationalPolicy,23(1), Baker,B.D.,&Thomas,S.L.(2006).ReviewofHawaii sweightedstudentformula.honolulu: HawaiiBoardofEducation. Briggs,K.,&Wohlstetter,P.(2003).Keyelementsofasuccessfulschool basedmanagement strategy.schooleffectiveness&schoolimprovement,14(3),351. ChicagoPublicSchools.(2007).EstablishRenaissanceschools,ChicagoPublicSchoolspolicy manual,june27,2007.availableathttp://policy.cps.k12.il.us/documents/302.7.pdf. Cook,T.D.(2007).Schoolbasedmanagement:Aconceptofmodestentitivitywithmodest results.journalofpersonnelevaluationineducation20(3 4), Grosskopf,S.,&Moutray,C.(2001).EvaluatingperformanceinChicagopublichighschools inthewakeofdecentralization.economicsofeducationreview20(1),1 14. Hansen,J.,&Roza,M.2005.Decentralizeddecision makingforschools:newpromiseforan oldidea?santamonica,ca:therandcorporation. HawaiiPublicSchools.(2009).WorkingdraftrecommendationtotheHawaiiBoardof EducationfromtheCommitteeonWeightsforschoolyear Availableat Hill,P.T.,Roza,M.,&Harvey,J.(2008).Facingthefuture:Financingproductiveschools(Final Report).Bothell,WA:UniversityofWashington,CenteronReinventingPublic Education,SchoolFinanceRedesignProject.. Miles,K.H.,&Roza,M.(2006).Understandingstudent weightedallocationasameansto greaterschoolresourceequity.peabodyjournalofeducation,81(3), NationalWorkingGrouponFundingStudentLearning.(2008).Fundingstudentlearning: Howtoaligneducationresourceswithstudentlearninggoals.Bothell,WA:Universityof Washington,CenteronReinventingPublicEducation,SchoolFinanceRedesignProject. Nielsen,S.(2005).Memorandum:Studentfundinginitialallocationsfor Seattle, WA:SeattlePublicSchools.

10 Nielsen,S.(2007).School basedplanningpacket, Seattle,WA:SeattlePublic Schools. Odden,A.,&Busch,C.(1998).Thecasefordecentralizedschoolmanagement.InFunding schoolsforhighperformancemanagement:strategiesforimprovingtheuseofschool resources(pp.26 44).SanFrancisco:Jossey Bass. Odden,A.(2007).CPRE sschoolfinanceresearch:fifteenyearsoffindings.madison,wi: ConsortiumforPolicyResearchinEducation,WisconsinCenterforEducationResearch. Ouchi,W.G.(2004).Academicfreedom.EducationNext,4(1),21 25.[Peerreview] Ouchi,W.G.(2006).Powertotheprincipals:Decentralizationinthreelargeschooldistricts. OrganizationScience,17(2), Patrinos,H.A.,Fasih,T.,Barrera,F.,Garcia Moreno,V.A.,Bentaouet Kattan,R.,Baksh,S., &Wickramasekera,I.(2008).Whatdoweknowaboutschool basedmanagement? Washington,DC:WorldBankPublications. Plank,D.,&Smith,B.(2008).Autonomousschools:Theory,evidenceandpolicy.InH.F. Ladd&E.B.Fiske(Eds.),Handbookofresearchineducationfinanceandpolicy(pp ).NewYork:Routledge. Roza,M.,Davis,T.,&Guin,K.(2007).Spendingchoicesandschoolautonomy:Lessonsfrom Ohioelementaryschools(WorkingPaper2).Bothell,WA:UniversityofWashington, CenteronReinventingPublicEducation,SchoolFinanceRedesignProject. SeattlePublicSchools.(2007).Weightedstaffingstandards:Achangetotheformulafor allocatingbudgetresourcestoschools.seattle,wa:author. Shambaugh,L.,Chambers,J.,&DeLancey,D.(2008).Implementationoftheweightedstudent formulapolicyinsanfrancisco:adescriptivestudyofanequity driven,student based planningandbudgetingpolicy(issues&answersreport,rel2008 No.061). Washington,DC:U.S.DepartmentofEducation,InstituteofEducationSciences,National CenterforEducationEvaluationandRegionalAssistance,RegionalEducational LaboratoryWest. Stiefel,L.,Schwartz,A.E.,Portas,C.,&Kim,D.Y.(2003).Schoolbudgetingandschool performance:theimpactofnewyorkcity sperformancedrivenbudgetinginitiative. JournalofEducationFinance,28(3), Timar,T.(2006).HowCaliforniafundsK 12education(UniversityofCalifornia,Davis, GettingDowntoFactsStudies).Davis,CA:UniversityofCalifornia,Davis.Retrieved August12,2009,fromhttp://irepp.stanford.edu/documents/GDF/STUDIES/02 Timar/2 Timar%283 07%29.pdf NotverifiedasmeetingIESstandards;notforgeneraldistribution 10

11 ThomasB.FordhamInstitute(2006).Fundthechild:Tacklinginequity&antiquityinschool finance.washington,dc:author. Thismemorandumisoneinaseriesofquick turnaroundresponsestospecificquestionsposedbyeducatorsand policymakersinthewesternregion(arizona,california,nevada,utah),whichisservedbytheregionaleducational LaboratoryWest(RELWest)atWestEd.ThismemorandumwaspreparedbyRELWestunderacontractwiththeU.S. DepartmentofEducation sinstituteofeducationsciences(ies),contracted 06 CO 0014,administeredbyWestEd.Its contentdoesnotnecessarilyreflecttheviewsorpoliciesofiesortheu.s.departmentofeducationnordoesmentionof tradenames,commercialproducts,ororganizationsimplyendorsementbytheu.s.government. NotverifiedasmeetingIESstandards;notforgeneraldistribution 11 WestEd anationalnonpartisan,nonprofitresearch,development,andserviceagency workswitheducationand othercommunitiestopromoteexcellence,achieveequity,andimprovelearningforchildren,youth,andadults.... RELWestatWestEd 730HarrisonStreet SanFrancisco,CA