This difference is confounding because the contents of a bag of microwave popcorn are prepared at the same temperature, using the same oil and seasonings, but not all the kernels pop at the same time or in the same way. This is a great metaphor for schools and kids. Each of our kids and each of our schools is different, and each needs different supports to “pop.”
Allocation for High ROI
One of the most important roles of school business officials is to help school district leaders allocate resources to obtain the highest return on their investment. Historically, accounting for differences in students and schools has not been a strength for those of us on the operational side of the shop. We are more comfortable with set staffing standards and per-student allocations—all without variance. Though spreadsheets with equal formulas are easier for us to manage, they do not accurately reflect the complexity of schools and how we might better meet the needs of our students.
A good example is Title I funds, which provide federal flow-through dollars to localities via states to support schools in economically disadvantaged communities. Although it has potential, in practice, the allocation is lacking in that (1) the amount of financial support is not nearly enough to offset the concerns generated in communities of need and (2) the resources are discretionary and not always targeted to the areas of most need. We can better serve our students by using data to triage allocations of resource support.
As this year’s budget negotiations begin, consider a different approach to staffing or school site allocations that account for differences in student performance. When staffing, start small. Consider how a different allocation of resources could remedy the staffing issues.
For example, if a school has a high rate of teacher absenteeism, consider adding one or more full-time equivalents for a permanent substitute teacher position to provide that school and its students with greater consistency. Schools performing below a certain benchmark for literacy could benefit from an additional reading teacher. At the end of the year, test to see whether your differentiated allocation made a difference in student performance.
An easy default in making school site allocations is to provide every school with the same amount per student. The issue here is that, based on their needs, some schools require more support.
For example, instead of each school receiving $100 per student, an equity add-on would provide an additional $75 for every English-as-a-second-language student. The additional funds for those students could offset translation support or the costs for other family services that the school may offer students with different learning needs.
Every student who attends our schools is unique and requires a different level of support. Let’s account for that by allocating resources based on student and school needs. We can provide differentiated support that allows each kernel in our bag of popcorn to reach its fully popped potential.