20 November 2013

The Answer is Reduce School District Size

Mike Antonucci, director of the Education Intelligence Agency (EIA), gives more information about how reducing school district size can solve many of the problems in education. His first bullet point is as follows:
One of the bits of information the EIA tables provide is whether a school district spent 65 percent or more on "instruction."
EIA ranked all 14,218 school districts by enrollment and checked the correlation between size and the ability to reach the 65 percent instructional threshold. The results should surprise economists, but not observers of public education.
In 2003-04, the U.S. had 26 school districts with more than 100,000 students. Of these, only New York City and Cobb County, Georgia, met the 65% threshold. That's a success rate of 7.7 percent.
An additional 61 school districts had between 50,000 and 100,000 students. Of these, five (8.2 percent) met the mark.
Let's continue down the rankings. There were 170 school districts with 25,000 to 50,000 students. Of these, 25 spent 65% on instruction (14.7 percent).
Then we reach a plateau. There were 7,152 districts with an enrollment between 1,000 and 25,000 students. Of these, 1,213 (17.0 percent) reached 65% on instructional spending. No matter how you subdivide this group, there is little deviation in how many districts meet the mark. But below 1,000 enrollment, the pattern resumed.
There were 2,382 districts with between 500 and 1,000 students. Of these, 476 (20.0 percent) reached the 65% mark. And of the 4,427 districts with fewer than 500 students, 976 (22.0 percent) met the 65% mark.
There are variety of theories to explain why this should be so, but the data demolish any notion that increasing the size of a school district will increase the resources available to spend "in the classroom." On the contrary: the larger the district, the greater the chance that more money will be spent on "non-instructional" programs and personnel.
Read more from the original article: http://www.eiaonline.com/archives/20060501.htm

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