1 Use of Resources in a Sample of Wisconsin Districts July 12, 2006 Tim Schell, Waunakee Prepared for the Policy Advisory Task Force of the Wisconsin School.

11

Use of Resources in a Use of Resources in a Sample of Wisconsin Sample of Wisconsin DistrictsDistrictsJuly 12, 2006July 12, 2006

Tim Schell, WaunakeeTim Schell, Waunakee

Prepared for thePrepared for thePolicy Advisory Task Force Policy Advisory Task Force of theof theWisconsin School Finance Adequacy InitiativeWisconsin School Finance Adequacy Initiative

22

Questions we seek to Questions we seek to answer:answer:

What is the level of resources per pupil in What is the level of resources per pupil in Wisconsin?Wisconsin?

What are the resource use patterns in the What are the resource use patterns in the schools we studied and do they reflect the schools we studied and do they reflect the resources included in the proposed resources included in the proposed evidence-based funding model?evidence-based funding model?

What happened with resource use What happened with resource use patterns in another state after an patterns in another state after an adequacy school finance infusion of funds?adequacy school finance infusion of funds?

33

Expenditures on Expenditures on InstructionInstruction

NEA estimates current operating NEA estimates current operating expenditures per pupil for 2004-05 from all expenditures per pupil for 2004-05 from all sources at $9,881sources at $9,881

In 2003, national average instructional In 2003, national average instructional expenditures as a percent of total current expenditures as a percent of total current operating expenditures was 61.3%operating expenditures was 61.3%

Figure in Wisconsin was 61.8%Figure in Wisconsin was 61.8% NCES: NCES: Revenues and Expenditures for Public Elementary and Revenues and Expenditures for Public Elementary and

Secondary Education: School Year 2002-03Secondary Education: School Year 2002-03

44

Expenditure on Instruction Expenditure on Instruction Compared to Neighboring Compared to Neighboring StatesStates

StateState Instruction $ per Instruction $ per membermember

% %

IllinoisIllinois $4,952$4,952 59.859.8

IndianaIndiana $4,932$4,932 61.261.2

IndianaIndiana $4,508$4,508 59.559.5

MichiganMichigan $5,002$5,002 57.057.0

MinnesotMinnesotaa

$5,201$5,201 64.164.1

OhioOhio $4,956$4,956 57.457.4

WisconsinWisconsin $5,566$5,566 61.861.8

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Resource Use in Resource Use in Wisconsin: Wisconsin: A Preliminary AnalysisA Preliminary Analysis

Sample of Schools from 9 DistrictsSample of Schools from 9 Districts– 9 Elementary Schools9 Elementary Schools– 8 Middle Schools8 Middle Schools– 8 High Schools8 High Schools

16,716 K-12 Students September 200516,716 K-12 Students September 2005– Average 26.5% Free and Reduced-Price Average 26.5% Free and Reduced-Price

LunchLunch– Average 15.4% Special EducationAverage 15.4% Special Education– Average 4.8% English Language LearnersAverage 4.8% English Language Learners– Close to state averages.Close to state averages.

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Geographic DistributionGeographic Distribution

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General Findings on General Findings on Wisconsin School Uses of Wisconsin School Uses of ResourcesResources

Modestly larger class sizes than model in core Modestly larger class sizes than model in core content areas at elementary and high schools.content areas at elementary and high schools.

More specialist teachers at high school and, More specialist teachers at high school and, especially, middle school levels.especially, middle school levels.

Extremely few instructional coaches.Extremely few instructional coaches. Much less teacher tutoring than model provides.Much less teacher tutoring than model provides. High number of instructional aides.High number of instructional aides. More school administration at middle and high More school administration at middle and high

school levels.school levels. Lower level of pupil support resources than Lower level of pupil support resources than

evidence-based model.evidence-based model.

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Resource Use in the Resource Use in the Average Sample SchoolAverage Sample School

StaffingStaffing Evidence-Evidence-Based Based ModelModel

ActuaActuall

PrincipalPrincipal 1.01.0 1.01.0

Asst. Principal/OtherAsst. Principal/Other 0.40.4 1.31.3

Instr. FacilitatorInstr. Facilitator 3.43.4 0.10.1

Core TeachersCore Teachers 29.229.2 26.426.4

Spec. TeachersSpec. Teachers 7.67.6 9.59.5

Tutors*Tutors* 2.22.2 0.80.8

Librarian**Librarian** 1.91.9 1.01.0

Licensed Pupil Licensed Pupil SupportSupport

4.24.2 3.83.8

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WI School Resource WI School Resource Uses:Uses:Building AdministrationBuilding Administration

Evidence-Based ModelEvidence-Based Model ActualActual

1.0 Principal for Every 1.0 Principal for Every

108-432 Elementary 108-432 Elementary Students, Students,

150-450 Middle School 150-450 Middle School Students, Students,

150-600 High School Students 150-600 High School Students

= 25= 25

Total = Total = 24.624.6

1010

WI School Resource WI School Resource Uses:Uses:Assistant PrincipalAssistant Principal


Prorated Assistant Prorated Assistant Principal/Other FTEs Above Principal/Other FTEs Above

Prototype School SizesPrototype School Sizes

(432 Elementary, 450 Middle, (432 Elementary, 450 Middle, and 600 High School Students) and 600 High School Students)

= 10.1= 10.1


1111

WI School Resource Uses:WI School Resource Uses:Principal + Assistant Principal + Assistant PrincipalPrincipal


1 Principal or AP* for Every 1 Principal or AP* for Every

432 Elementary, 450 Middle, 432 Elementary, 450 Middle, & 600 High School Students = & 600 High School Students =

35.135.1


1212

School-based School-based Administrative Administrative ResourcesResources The evidence-based model and The evidence-based model and

actual practice on actual practice on principalsprincipals are are about the same – 1 principal for about the same – 1 principal for each schooleach school

The schools studied had more AP The schools studied had more AP positions, due to the large size of positions, due to the large size of the middle and high schools the middle and high schools studied.studied.

1313

WI School Resource WI School Resource Uses:Uses:Instructional Instructional FacilitatorsFacilitators


1 Facilitator for Every 200 1 Facilitator for Every 200 Students = 84.9Students = 84.9


1414

WI School Resource WI School Resource Uses:Uses:Instructional FacilitatorsInstructional Facilitators

Though a few schools had instructional Though a few schools had instructional coaches, this was a rare resourcecoaches, this was a rare resource

Current school finance system does not Current school finance system does not provide categorical resources for instructional provide categorical resources for instructional coaches – and most schools that we studied coaches – and most schools that we studied did not have them.did not have them.

Our research base indicates that the use of Our research base indicates that the use of instructional coaches is a instructional coaches is a very high impactvery high impact use of resources and is probably essential to use of resources and is probably essential to sustained, substantial performance gains.sustained, substantial performance gains.

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WI School Resource Use: WI School Resource Use:

Students per Core Students per Core Teacher Teacher

Evidence-Evidence-Based ModelBased Model

ActualActual

ElementarElementaryy

18:118:1

Range (17-Range (17-26):126):1

Average Average 21:121:1

MiddleMiddle 25:125:1

Range (21-Range (21-29):129):1


HighHigh 25:125:1

Range (24-Range (24-38):138):1


1616

WI School Resource Use: WI School Resource Use: Students per Core Students per Core TeacherTeacher Elementary class sizes* were the Elementary class sizes* were the

smallest at 21, but above the model.smallest at 21, but above the model. Middle school average core class sizes Middle school average core class sizes

were larger , but similar to the model.were larger , but similar to the model. High school average core class sizes High school average core class sizes

were higher and above the model.were higher and above the model. The model provides more core The model provides more core

teachers per student at the teachers per student at the elementary and high school levels elementary and high school levels than existed in the schools studied.than existed in the schools studied.

1717

WI School Resource Use: WI School Resource Use: Core Teachers in Sample Core Teachers in Sample SchoolsSchools

Evidence-Evidence-Based ModelBased Model

ActualActual

ElementarElementaryy

211211 179179

MiddleMiddle 181181 180180

HighHigh 337337 301301

1818

WI School Resource Use:WI School Resource Use:Specialist Teachers per Specialist Teachers per StudentStudent


20% of K-8 Core Teachers20% of K-8 Core Teachers

33% of 9-12 Core 33% of 9-12 Core TeachersTeachers

= 190= 190

Total = Total = 237237

1919

WI School Resource Use:WI School Resource Use:Specialist Teachers per Specialist Teachers per StudentStudent There were more specialists in the There were more specialists in the

schools studied, on average, than the schools studied, on average, than the evidence-based model would provide.evidence-based model would provide.

FewerFewer elementary specialists now elementary specialists now than under the model.than under the model.

Many moreMany more middle level specialists middle level specialists now than under the model.now than under the model.

More high school specialists now than More high school specialists now than under the model.under the model.

2020

WI School Resource WI School Resource Uses: Instructional AidesUses: Instructional Aides

15 Library Aides15 Library Aides 7 Tutorial Aides7 Tutorial Aides 18 ELL Aides18 ELL Aides 104 Special Educ. Resource Room 104 Special Educ. Resource Room

AidesAides 40 Other Instructional Aides40 Other Instructional Aides= Total of 184 Instructional and Extra = Total of 184 Instructional and Extra

Help AidesHelp Aides

2121

WI School Resource WI School Resource Uses: Instructional Uses: Instructional AidesAides

The sample schools had almost The sample schools had almost 200 more instructional aides 200 more instructional aides than the evidence-based model, than the evidence-based model, which provides no instructional which provides no instructional aides.aides.

2222

WI School Resource WI School Resource Uses: TutorsUses: Tutors


1 Tutor for Every 100 FRL 1 Tutor for Every 100 FRL Students = 54Students = 54 Total = 21Total = 21

2323

WI School Resource WI School Resource Uses: TutorsUses: Tutors

There were fewer tutors in the sampled There were fewer tutors in the sampled schools, even though many had federal schools, even though many had federal Title 1 money and state categorical Title 1 money and state categorical dollars; however, there were relatively dollars; however, there were relatively more tutors in the WI sample than we more tutors in the WI sample than we have found in schools in other stateshave found in schools in other states

The evidence-based model provides The evidence-based model provides substantial tutor resources and tutoring substantial tutor resources and tutoring by a licensed teacher is the highest by a licensed teacher is the highest impact extra help strategy.impact extra help strategy.

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WI School Resource Uses: WI School Resource Uses: Pupil Support (Guidance, Pupil Support (Guidance, Social Workers, Nurses, Social Workers, Nurses, etc.)etc.)


1 FTE for Every 100 FRL 1 FTE for Every 100 FRL Students, plus 1 Guidance Students, plus 1 Guidance for every 250 middle and for every 250 middle and high school students = high school students =

106106

Total = 95Total = 95

2525

WI School Resource Uses: WI School Resource Uses: Pupil SupportPupil Support

The various pupil support, The various pupil support, family outreach resources in family outreach resources in the sample schools were the sample schools were modestly below what the model modestly below what the model would providewould provide

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WI School Resource WI School Resource Uses: LibrariansUses: Librarians


1 Librarian for Every 1 Librarian for Every

432 Elementary, 450 432 Elementary, 450 Middle, & 600 High School Middle, & 600 High School

Students = 32.8Students = 32.8

Total = 18.6Total = 18.6

1 Media Technician for 1 Media Technician for Every 600 High School Every 600 High School

Students = 14.1Students = 14.1Total = 6.8Total = 6.8

2727

WI School Resource WI School Resource Uses: LibrariansUses: Librarians

Sample schools seemed to be Sample schools seemed to be short on librarians – there was short on librarians – there was less than 1 librarian for each less than 1 librarian for each school whereas the evidence school whereas the evidence based model provides a librarian based model provides a librarian for every school, except the very for every school, except the very small schoolssmall schools

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General ConclusionsGeneral Conclusions

WI class sizes are modestly larger, except at WI class sizes are modestly larger, except at middle level.middle level.

WI Schools had more specialist/elective teachers, WI Schools had more specialist/elective teachers, except at elementary level.except at elementary level.

WI schools had modestly less pupil support WI schools had modestly less pupil support resources.resources.

WI schools had substantially more instructional WI schools had substantially more instructional aides.aides.

WI schools had substantially fewer instructional WI schools had substantially fewer instructional coaches and teacher tutors, both very high coaches and teacher tutors, both very high impact strategies.impact strategies.

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Average Study Elementary Average Study Elementary SchoolSchool


ActualActual









1.61.6 2.92.9Avg 451 PK+, 418 K+, 26.5% FRL, 16.6% SWD, 3.9% ELL

3030

Average Study Middle SchoolAverage Study Middle School


ActualActual









4.34.3 2.72.7Avg. 564, 30.2% FRL, 14.6% SWD, 4.9% ELL

3131

Average Study High SchoolAverage Study High School


ActualActual









7.27.2 5.95.9Avg. 1,055, 24.5% FRL, 15.2% SWD, 5.2% ELL

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As Wisconsin moves As Wisconsin moves forward, what can it learn forward, what can it learn from Arkansas?from Arkansas?

If Wisconsin were to implement over time If Wisconsin were to implement over time the elements of the evidence-based model:the elements of the evidence-based model:– Should it provide resources as a block grant and Should it provide resources as a block grant and

give districts discretion over their use?give districts discretion over their use?– Or should it regulate some or all of the uses of Or should it regulate some or all of the uses of

the funds?the funds? A recent study in Arkansas provides some A recent study in Arkansas provides some

clues.clues.

3333

What Happened in What Happened in Arkansas?Arkansas?

The 2004 Arkansas School Finance Adequacy The 2004 Arkansas School Finance Adequacy reform increased school resources based on the reform increased school resources based on the Arkansas version of the Evidence-Based model.Arkansas version of the Evidence-Based model.

The legislature did not require districts to use The legislature did not require districts to use the resources according to the model; it the resources according to the model; it deferred to the judgment of local educatorsdeferred to the judgment of local educators

Did local school systems use the resources for Did local school systems use the resources for the evidence-based, high impact strategies in the evidence-based, high impact strategies in the evidence-based model? Not Really.the evidence-based model? Not Really.

3434


In a study of 107 schools, we found that:In a study of 107 schools, we found that: In terms of class size:In terms of class size:

– Elementary class sizes averaged 20 while the model Elementary class sizes averaged 20 while the model provided funding for 23provided funding for 23

– Middle school class sizes averaged 25 with funding Middle school class sizes averaged 25 with funding for 25for 25

– High school class sizes averaged 29 versus funding High school class sizes averaged 29 versus funding for 25.for 25.

Schools had an average of 815 specialist or Schools had an average of 815 specialist or elective teachers, about 40% above core elective teachers, about 40% above core teachers, whereas the model provided 399 or teachers, whereas the model provided 399 or 20% above core teachers.20% above core teachers.

3535


Schools had an average of 0.20 Schools had an average of 0.20 instructional coaches for every 200 instructional coaches for every 200 students, while the model funded 1 per students, while the model funded 1 per 200. 200.

A number of principals asked where the A number of principals asked where the instructional coaches were, but they instructional coaches were, but they were not in their schools.were not in their schools.

3636


Schools had an average of 0.15 teacher Schools had an average of 0.15 teacher tutors for every 100 poverty students, tutors for every 100 poverty students, while the model funded 1 per 100, and while the model funded 1 per 100, and 2/100 for districts with 70-90% poverty 2/100 for districts with 70-90% poverty concentration, and 3/100 for poverty concentration, and 3/100 for poverty concentration above 90%. concentration above 90%. – Rather than using the resources for Rather than using the resources for extra helpextra help, ,

many local educators wanted to use the many local educators wanted to use the extra extra helphelp resources for preschool, smaller classes, resources for preschool, smaller classes, and higher salaries, neither of which provides and higher salaries, neither of which provides extraextra helphelp for struggling students. for struggling students.

3737


Most districts increased teacher Most districts increased teacher salaries by the dollars for the extra salaries by the dollars for the extra days for training the model provideddays for training the model provided

Few expanded systemic professional Few expanded systemic professional development.development.

There was weak leadership at all levels There was weak leadership at all levels around the strategies known to double around the strategies known to double student performance.student performance.

3838

What Should Happen Now What Should Happen Now -- in Arkansas and in -- in Arkansas and in Wisconsin?Wisconsin?

Put constraints on use of some resources:Put constraints on use of some resources:– FRPL money focused on tutoring and some FRPL money focused on tutoring and some

other programs.other programs.– Instructional facilitators.Instructional facilitators.

Mount a statewide leadership and Mount a statewide leadership and capacity development strategy to capacity development strategy to “double” student performance over the “double” student performance over the next ten years.next ten years.

Advocate benchmarking practice vs. most Advocate benchmarking practice vs. most successful Wisconsin schools and the first successful Wisconsin schools and the first section of the Evidence Based Report.section of the Evidence Based Report.

3939

Six Steps to Doubling Six Steps to Doubling ResultsResults

We know how to double student We know how to double student academic performanceacademic performance

Examples around the country show how Examples around the country show how student achievement results can be student achievement results can be doubleddoubled– Aldine (TX), Long Beach (CA), Newport Aldine (TX), Long Beach (CA), Newport

News (VA), Madison (WI)News (VA), Madison (WI) See first section of Evidence-Based See first section of Evidence-Based

reportreport

4040

The Evidence-Based The Evidence-Based ModelModel

Produces a completely re-engineered Produces a completely re-engineered schoolschool– Think of a hybrid car but not a hover-mobileThink of a hybrid car but not a hover-mobile

The Prius gets twice the gas mileage of a traditional The Prius gets twice the gas mileage of a traditional car, but still looks like a carcar, but still looks like a car

It is a re-engineered car with double performanceIt is a re-engineered car with double performance

Built on strategies that are evidence-basedBuilt on strategies that are evidence-based Evidence that each strategy has boosted Evidence that each strategy has boosted

student academic achievementstudent academic achievement Assumes reallocation of all extant Assumes reallocation of all extant

resources to the elements of the modelresources to the elements of the model

4141

Discussion and QuestionsDiscussion and Questions

1 Use of Resources in a Sample of Wisconsin Districts July 12, 2006 Tim Schell, Waunakee Prepared for the Policy Advisory Task Force of the Wisconsin School.

Documents

high school levels

school year

school administration

high schools

middle school levels

use of resources

elementary schools

middle schools