Podcasts about education finance

In this episode of Build Momentum, we are joined by Dr. Rachel White, Founder and Lead Researcher at The Superintendent Lab, a hub for data, research, insights, and innovation on the public school district superintendency. She is currently the Associate Professor of Educational Leadership and Policy at the University of Texas at Austin. Dr. White has also taught at the University of Tennessee at Knoxville and Old Dominion University and has served as a school board member and volunteer coach at Van Wert City Schools in Ohio. She is a member of the University Council for Education Administration, the American Educational Research Association, and the Association for Education Finance and Policy.  Some Questions We Ask:Tell us about yourself and The Superintendent Lab. (01:31)How do you humanize the role of superintendents and incorporate that in your research? (04:26)In what ways did the RAND study inspire your research? (08:08)How has scrutiny of the superintendency changed over the years, and is turnover being addressed by retention programs? (11:52)In your research, have you looked at partnerships between superintendents and the community? (16:07)Which of your research findings are most alarming? (18:34)In your opinion, how will the new administration impact K-12 leadership? (24:48)How can the community support and advocate for superintendents? (28:06)Tell us more about your hopes for The Superintendent Lab. (30:26)In This Episode, You Will Learn:All about Dr. Rachel White and The Superintendent Lab (01:40)Humanizing superintendents (04:34)Dr. White's research (08:13)Scrutiny of the superintendency and retention programs to address turnover (12:22)Partnerships between superintendents and the community (16:33)Research findings that alarm her (18:40)Impacts of the new administration on K-12 leadership (24:58)Advocating for superintendents at the community level (28:22)Hopes for The Superintendent Lab in the future (30:32)Quotes:“Superintendents that have strong trusting relationships with their school board—and particularly their school board president—are significantly less likely to be job seeking.”“What we know is that principal stability impacts teacher stability, and we know teacher stability does impact students outcomes and educational experiences, right? So it's sort of like doing a stepwise process to get to what is the impact of superintendent turnover.”“Any sort of changes at the federal level may mean that superintendents really have to step up right and make sure that we continue to say, ‘We are going to serve every kid that walks in our door, and we're going to do whatever it takes to do that.'”Stay in touch with Dr. Rachel White:LinkedInThe Superintendent Lab websiteEmail: rachel.white@austin.utexas.eduStay in touch with Sarah Williamson:SWPR GROUP WebsiteLinkedInStay in touch with Chad Bolser:LinkedInAbout "The Secret to Transformational Leadership," which Sarah co-authored with Dr. Quintin Shepherd:Transformational Leadership Secret websitePurchase the print or ebook

Stephen Grootes speaks to Professor Wiseman Lumkile Nkuhlu, a trailblazing figure in South African education, finance, and leadership, about his journey from becoming the country's first black chartered accountant to leaving an indelible mark on the nation's socio-economic landscape.See omnystudio.com/listener for privacy information.

Dave Backer and Heather DuBois Bourenane join Cara and Derek to talk about how schools are funded, the way investment vehicles (as well as quantities) reflect certain social commitments, and what it all means for the way we (literally) value schooling. For Heather's organization, WPEN, click here. For Dave's forthcoming book, click here. The Shanker Institute's School Finance Indicators Database The bond statement search engine that Dave mentioned. Use this form to recommend future topics and guests

The fact that students are earning higher grades than ever without any appreciable increase in other assessments of academic ability should be well-known by now. Less understood are the root causes of this increasing phenomenon. Amy and Mike invited researchers Maia Goodman Young and Dan Goldhaber to dig into the data on how grading policies influence grade inflation. What are five things you will learn in this episode? What is the purpose of grading? How did state policy around grading in Washington change during the pandemic? What does the research show about changes in grades throughout the pandemic? What is the current connection between grades and test scores? How does weaker rigor in grading influence student interest in academic support? Are there differences in grading in different subjects or socioeconomic status? What other grading policies might impact grade inflation? What can we make of the weaker connection between grades and test scores? Is it bad or good? MEET OUR GUESTS Dr. Maia Goodman Young is a researcher at the Center for Education Data and Research at the University of Washington and an instructor in the UW's secondary teacher education program where she teaches courses in English Language Arts methods and assessment. She is also a National Board Certified Teacher who taught for nine years in California and Washington. Maia's experience as a classroom teacher informs her research, as she worked to better understand questions of grading policies and practices, teacher preparation, and the teacher labor market. Maia can be reached at maiag@uw.edu. Dr. Dan Goldhaber is the Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER, caldercenter.org) at the American Institutes for Research and the Director of the Center for Education Data & Research (CEDR, cedr.us(link is external)) at the University of Washington. Both CALDER and CEDR are focused on using state administrative data to do research that informs decisions about policy and practice. Dan's work focuses on issues of educational productivity and reform at the K-12 level, the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce, and connections between students' K-12 experiences and
postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market. Dan's research has been regularly published in leading peer-reviewed economic and education journals such as: American Economic Review, Journal of Human Resources, Journal of Policy and Management, Economics of Education Review, Education Finance and Policy, and Educational Evaluation and Policy Analysis. The findings from these articles have been covered in more widely accessible media outlets such as National Public Radio, the New York Times, the Washington Post, USA Today, and Education Week. Dan previously served as president of the Association for Education Finance and Policy (2006-2017), an elected member of the Alexandria City School Board from 1997-2002, and as co-editor of Education Finance and Policy. Dan can be reached at dgoldhab@uw.edu.  LINKS Every teacher grades differently, which isn't fair Are SAT & ACT Scores More Predictive Than GPA? Journal of Policy Analysis and Management: Vol 43, No 4 The Unintended Consequences of Academic Leniency Grade inflation: Why it matters and how to stop it Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms RELATED EPISODES THE REALITY OF GRADE INFLATION WHY GRADE INFLATION IS HARMFUL THE PROBLEM WITH GRADES ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our past episodes on the show page and keep up with our future ones by subscribing to our email newsletter. ABOUT YOUR HOSTS Mike Bergin is the president of Chariot Learning and founder of TestBright. Amy Seeley is the president of Seeley Test Pros and LEAP. If you're interested in working with Mike and/or Amy for test preparation, training, or consulting, feel free to get in touch through our contact page.  

A Minnesota charter school is on the brink of closing. Monday night at a board meeting for STEP Academy, KARE 11 reported that two board members resigned and the finance director admitted the school is bleeding cash. At the beginning of the school year, its deficit was $800,000. It is now $2.1 million. If STEP Academy closes, the Star Tribune reports it would be the largest charter school failure in history. How did STEP get to this point? The Minnesota Star Tribune reporter Jeffrey Meitrodt joined MPR News host Cathy Wurzer to explain.DFL State Senator Mary Kunesh representing the New Brighton area is the chair of the Education Finance committee and she joined Minnesota Now to talk about how the state can prevent issues like these with charter schools in the future.

In this episode of the Grow Your Wealth podcast, we welcome Jack Stevens, a passionate entrepreneur and founder of the fintech platform, Head Start. Jack's journey begins in far north Queensland, where he transitioned from small-town beginnings to founding Edstart, a platform designed to transform the way Australians pay for education. We explore Jack's early ventures, his time at KPMG, and his passion for education that inspired the creation of a fintech solution. Jack shares key lessons in building a sustainable business, the importance of balancing personal life with entrepreneurship, and practical tips for driving long-term wealth. This episode offers valuable insights for aspiring entrepreneurs and those navigating the challenges of the startup world. [00:00:00] - Jack's Journey: From Small-Town Queensland to Fintech Founder [00:05:07] - Key Lessons in Business and Entrepreneurship [00:12:03] - The Importance of Education and Access [00:16:21] - Navigating the Challenges of Startup Life [00:21:34] - Tips for Entrepreneurs: Building a Sustainable Business [00:26:41] - Jack's Advice on Long-Term Wealth Management [00:30:33] - Personal Goals and Achievements Outside of Work Follow Jack: https://au.linkedin.com/in/stevens-jack iPartners Website: www.ipartners.com.au Register Here: https://ipartners.iplatforms.com.au/register/register-as-wholesale/ iPartners LinkedIn: https://www.linkedin.com/company/ipartners-pty-ltd Follow Travis Miller: https://www.linkedin.com/in/travismilleripartners

Lance Teinert and Mark Ritter get together to talk about the current state of education and student lending. Today's marketplace is interwoven with the political landscape, so Lance weighs in on how today's news headlines impact his business, CURevl. IN THIS EPISODE:[3:02] Lance describes how he became involved in working with credit unions and weathering the storm we faced in 2018 and, subsequently, Covid[10:26] Lance explains how he derived the name for his QSO[15:30] Discussion on lack of planning for college education[19:55] Student lending programs taking a beating in the media[25:33] Confusion surrounding forgiveness of a federal versus private loan[28:22] Lane describes how his marketing team provides financial aid offices and college fairs with information regarding the credit union available to make loans KEY TAKEAWAYS: Financial planning requires two things. Make a plan and then plan for the disasterEducational finance planning can be accomplished through your credit unionStudent loan forgiveness does not apply to private loansRESOURCE LINKSMark Ritter WebsiteMark Ritter LinkedInLance Teinert - EmailBIOGRAPHY: Lance Teinert celebrates a career of over 30 years in Education Finance, Financial Technology and Capital Markets by approaching life and business from an entrepreneurial perspective. Establishing and maintaining an ideal work-life balance is easy when you enjoy life both inside and outside of work.Lance is currently the CEO of CURevl, a CUSO that is dedicated to connecting families with credit unions through education finance. Our unique approach to the business intertwines full service, capital markets support and software as a service, enabling credit unions to meet the needs of their members by partnering with experts that get the job done efficiently and effectively.

On this week's Education Gadfly Show podcast, Alina Adams, a New York Times best-selling author, joins Mike and David to discuss the parenting lessons she learned from watching “Young Sheldon.” Then, on the Research Minute, Adam examines a new study investigating the rigor (or lack thereof) of online credit recovery courses.Recommended content: “I watched the parenting on ‘Young Sheldon'… and did the exact opposite” —Alina Adams, Education Next“Fun fact: ‘Young Sheldon' provides insight into parenting bright children” —Jonathan Plucker, Education Next“Time to press ‘pause' on credit recovery” —Adam Tyner, Fordham InstituteJennifer Darling-Aduana, Carolyn J. Heinrich, Jeremy Noonan, Jialing Wu, and Kathryn Enriquez, “Failing to learn from failure: The facade of online credit recovery assessments,” Education Finance and Policy (March 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Robert Pondiscio, a senior fellow at Fordham and the American Enterprise Institute, joins Mike and David to discuss the lack of curriculum oversight in American schools. Then, on the Research Minute, Amber examines a new study of whether aspiring teachers' professional references predict their later performance.Recommended content: “How public schools became ideological boot camps” —Robert Pondiscio, The Free Press“Taking curriculum implementation seriously” —Robert Pondiscio, Fordham InstituteDan Goldhaber, Cyrus Grout, and Malcolm Wolff, “How well do professional reference ratings predict teacher performance?” Education Finance and Policy (March 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

Every year, lawmakers must pass a bill that sets the property tax rates necessary to pay for school budgets. For this week's edition of the Capitol Recap, we explore how lawmakers in the House want to use this legislation to respond to double-digit property tax hikes.

AI will impact every industry. I recently moderated a panel of leaders at the Parkland Chamber of Commerce.We'll hear from experts in the fields of medical, mortgage, education, and law.They'll explain how they're using AI in their industry now and predict future impact as well.Explode your business with my Chat GPT guide HEREGuest InfoMichal Bander, Cross Country Mortgagehttps://www.linkedin.com/in/michalbander/Commissioner Jordan Isrow, Isrow Legalhttps://www.linkedin.com/in/isrow/Michelle Kefford, Principal at MSDhttps://www.browardschools.com/Page/52842Steve Travers, Chief Information Officer at Broward Healthhttps://www.linkedin.com/in/steventravers/

We continued our discussion with Mark Bolton about Generation Z and how they require a new approach to marketing and product development. This newest generation expects a different kind of product and service. They have always had digital products and services make up part of their life and they are comfortable using them. They are quick to adopt and also quick to move on to the next product. A New Generation, A New Approach While much is made about the new generations that are digital natives, there are commonalities as well. These are not aliens that have landed on our planet. Generation Z requires a new approach because they have settled into the digital world and are comfortable there. We will not "wow" them with a product that is only differentiated by being digital. On the contrary, we might bore them by not providing such an option. They think digital first, and we need to do so also. About Mark Mark is the best-selling author of ‘The Gen Z Money Manual: Mastering Our New Economy' (https://a.co/d/7Ap6M51 ). He is a recognized expert on Gen Z and a 30-year veteran of the banking and consulting industries, having held senior positions at PWC, Accenture, Capgemini, Goldman Sachs, Credit Suisse, Barclays, Wells Fargo, and others. Mark's book covers Credit Card Debt, Student and Education Finance, Side Hustles, Cost of Living, Credit Score, Investing, Scams, Taxes, Values, Goals, and Life Planning Techniques. He provides content for Gen Z parents, guardians, counselors, and teachers. His services include books, tools, templates, and coaching to support the Gen Z journey from teen to adult. He does this while minimizing the risk of financial missteps. Business and consultancy - Mark provides Gen Z deep insights and original research that offer business leaders actionable insights to adapt to this enormous wave of new consumers and employees. Learn More From Mark: https://mark-bolton.com Splash page sign-up to get access to the book and other products earlier and at promotional prices.

We shift gears and start a discussion with Mark Bolton about Gen Z traits and how this generation is changing and will continue to change the landscape. His focus is on the financial aspects of Generation Z and how they see things differently from prior generations. The different perspectives will impact our workplace and the business climate as we see a shift in how products will be marketed to these newcomers. The Good And The Bad of Gen Z Traits Everyone likes to judge the Gen Z traits as good or bad. However, they are just different. This generation has a different set of strengths and weaknesses from recent others. They are digital natives and very comfortable in that world. Likewise, they accept change faster than prior generations. That impacts brand loyalty and general expectations. It is a generation that expects quality and is quick to dismiss bugs and flaws in its products and services. It gives us less room for error and calls us to deliver better quality. About Mark Mark is the best-selling author of ‘The Gen Z Money Manual: Mastering Our New Economy' (https://a.co/d/7Ap6M51 ). He is a recognized expert on Gen Z and a 30-year veteran of the banking and consulting industries, having held senior positions at PWC, Accenture, Capgemini, Goldman Sachs, Credit Suisse, Barclays, Wells Fargo, and others. Mark's book covers Credit Card Debt, Student and Education Finance, Side Hustles, Cost of Living, Credit Score, Investing, Scams, Taxes, Values, Goals, and Life Planning Techniques. He provides content for Gen Z parents, guardians, counselors, and teachers. He also provides books, tools, templates, and coaching to support the Gen Z journey from teen to adult. He does this while minimizing the risk of financial missteps. Business and consultancy - Mark provides Gen Z deep insights and original research that offer business leaders actionable insights to adapt to this enormous wave of new consumers and employees. Learn More From Mark: https://mark-bolton.com Splash page sign-up to get access to the book and other products earlier and at promotional prices.

We spoke with Bibhu Prasad Das, CEO & Co-founder of Propelld, a Series B funded Bengaluru based fintech specializing in providing personalised education loans to students and families in Tier 2/3 cities.  Propelld bases their lending decisions on selected course's end-use, deep borrower underwriting, and by taking a partner-led model. Backed by marquee investors such as Westbridge Capital, Stellaris, and India Quotient, the company was founded with the mission to make education financing more accessible and affordable for Indian students.  Propelld leverages technology and ventures deep into its target segment (i.e. supplementary/out of school education and higher education) by collecting alternate data points to determine a student's forward looking capabilities and motivations. Listen in to this fascinating chat where we touch upon inherent underwriting challenges within education lending, how Propelld has tackled them to unlock the potential of this market as a large-TAM-low loss segment, and the perspective needed by institutional investors looking to take exposure in this space. Hope you enjoy this TRANSFIN. Podcast with Nikhil Arora and Sharath Toopran, where we converse with entrepreneurs and business operators running successful startups, profitable SMEs and family promoted firms on one end, and top investment professionals representing VC/PE/credit funds on the other. The objective is to bring out an "actionable" perspective converging the world of business and investing. If you're a founder and if you'd like us to drill down your model, feel free to drop us a line at edit@transfin.in

California's Local Control Funding Formula or LCFF took a major step towards advancing equity.  But as LCFF was coming into existence 10 years ago, education and community leaders in the state's largest school district, Los Angeles Unified, recognized this new formula might not go far enough in helping to address deeply rooted inequities within its student population.  Through a unique partnership between the local community and school district, the groundbreaking Student Equity Need Index (SENI) was born. In 2024, the SENI turns ten. It's an example of a powerful partnership between students, parents, community advocates and school district leaders to drive resource equity. SENI is a research-based index that uses comprehensive academic and community-based indicators to rank schools from highest to lowest according to student need. With these rankings, LAUSD can more accurately understand the needs of its schools and equitably distribute funds to address them.  In many ways, the SENI is a more robust precursor to the state's new Equity Multiplier,  adopted in the 2023 Budget Act, which will target some additional funding directly to schools.In this episode, Pedro Salcido, Deputy Superintendent of Business Services and Operations for Los Angeles Unified School District, and Jessenia Reyes, Associate Director of K-12 Policy for the Equity Team at Catalyst California, take us deep inside the SENI.  They share with host Jason Willis how SENI was developed and how it evolved, the impact it has had to date, and how the district and community groups worked together and through some difficult tensions to build the system. While the SENI originated in California's largest school district, it's an exciting homegrown model that districts around the state can learn from and potentially customize to better address their communities' unique needs.About Our GuestsJessenia Reyes is the Associate Director of K-12 Policy at Catalyst California, a systems change nonprofit organization, and part of the Equity Alliance for L.A.'s Kids that includes Community Coalition in South LA, Inner-City Struggle in East LA, and the Partnership for Los Angeles Schools, which advocated for the SENI.Pedro Salcido is the Deputy Superintendent of Business Services and Operations for Los Angeles USD, the state's largest school district and the second-largest in the nation.  Prior to his current role, Pedro served as Chief of Staff managing all District academic and nonacademic operations, activities and  initiatives, as well as serving as the Superintendent's principal liaison to the Board of Education. Among many other roles and accomplishments, he served as the leading staff member who developed and implemented the District's SENI, an equity-based funding allocation that today has grown to distribute nearly $700 million to the neediest schools in the district..LinksCatalyst California SENI page LAUSD SENI pageBudgeting for Educational Equity podcast is presented by CASBO and WestEd. We are grateful to the Sobrato Family Foundation for additional support. Our series is written and produced by Paul Richman and Jason Willis. Music and editing  by Tommy Dunbar. Alyssa Perez and Hannah Jarmolowski at WestEd provide research and develop written briefs that go along with many episodes.

In this episode, we dig into ways schools can advance equity by expanding "whole child" services that are available to students at sites. Dr. Chaun Powell, Senior Chief of Student Services for the Alameda County Office of Education, helps identify key approaches for maximizing funding sources for these services -- with a particular focus on behavioral and mental health supports -- and seizing new opportunities to partner with other agencies that serve children. California is in the throes of rolling out major initiatives that create greater access for students to a range of vital services  to better support all areas of children's  development and learning, including the:California Community Schools Partnership ProgramCalifornia's Children and Youth Behavioral Health InitiativeExtended Learning Opportunities Program, andFamily First Prevention Services Act.These initiatives present a new era of possibility for school districts and county offices to blend and braid funding to increase and sustain services. Chaun leads us through this new landscape of programs and policies that promote interagency collaboration. With insight and curiosity, she helps to explore questions around innovative funding, strengthening collaboration across systems, and centering equity.Other ResourcesStatewide Multi-Payer School-Linked Fee Schedule overview video"Improving Student Wellness With A Multi-Tiered System of Support," WestEd AudioCast featuring Santa Clara COEAbout Our Guest Dr. Chaun Powell, Senior Chief of Student Services, Alameda COE, is  a licensed clinical social worker (LCSW), school social worker, educational leader, writer and adjunct faculty member at San José State University & California State University East Bay.  Her unique background in education, community based work and child welfare helps her bring a cross systems lens and experience to serving children, youth and families in schools and the community.  Her work has included the development of policy and spearheading and implementing School Based Health & Wellness, Attendance and Behavior Response Initiatives at the school site, district, county and state levels. Prior to joining Alameda COE, she served as a site level Dean of Students, and as Executive Director, Youth Health & Wellness for Santa Clara COE, where she also led a statewide Professional Learning Network for educators on school-based billing.  About our hostJason Willis serves as  Director of Strategic Resource Planning and Implementation for WestEd, and he is a former chief business official in several California school districtsAbout our seriesBudgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. We are grateful to the Sobrato Family Foundation for additional support. 

What does it take to implement major new initiatives in our school systems? In Part Two of our episode about implementing initiatives such as Universal Transitional Kindergarten (UTK) and Universal Pre-Kindergarten (UPK), we dive into this question with lots of hands-on, practical advice from a local school district perspective with Maria Ceballos, executive director of the early learning department at Fresno USD. Maria shares how her district, Fresno Unified, has been working to expand access to early learning for all children and families.   In Part One, we gained a statewide perspective about this historic moment for early education in California from Sarah Neville-Morgan, Deputy Superintendent at the California Department of Education. In this episode, Maria takes us inside some of Fresno USD's planning and approaches for expanding access to early education. Two keys, she says, were being concrete about the work and having the right people at the table. Maria says her district's leadership and all departments were clear on the value of early learning, and shared both a sense of urgency and a sense of opportunity for their community to  serve more children through high quality programs. Their efforts have included not only the early education team, but facilities, purchasing, finance, HR, teacher development, special education, local and county partners, the Fresno County Superinendent of Schools, and more. Maria also describes how building strong relationships enabled the district to pivot quickly when some things didn't go as planned or projected .Fresno's early learner support also has included a unique focus on dual language learner professional development for teachers. About Fresno USDFresno USD is the third largest district in the state with nearly 73,000 students, preK-12. Approximately 17.5% are English learners, and 85% are socioeconomically disadvantaged. The district includes 66 elementary schools, 14 middle schools, 10 high schools, alternative schools, and of course – early education programs. Currently, Fresno USD has six year-round, full-day child development centers serving infant, toddler and preschool aged children; they also have 72 part-day preschool programs, and 127 transitional kindergarten programs including special education – all serving about 5,000 children. About our hostJason Willis serves as  Director of Strategic Resource Planning and Implementation for WestEd, and he is a former chief business official in several California school districtsAbout our seriesBudgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. We are grateful to the Sobrato Family Foundation for additional support. Recorded in spring, 2023

Two years ago, California's state budget agreement included an ambitious new initiative to fund and implement Universal Transitional Kindergarten (or UTK), so that all 4-year-olds in the state have access to it by 2025-26. It's part of a larger long-term goal the state and school districts have been working towards to expand early education and also provide access to Universal Pre-Kindergarten, or UPK, for all students. In this first of a two-part episode, Sarah Neville Morgan, Deputy Superintendent at the California Department of Education and longtime early education policy leader, describes this historic moment we're in when it comes to early education and fulfilling the promise of public education. Sarah discusses the why and how of UPK and UTK implementation, including work the state has been doing to support local efforts, resources, challenges, and implications and strategies for advancing equity. The  goal, she says, is for all children to hit kindergarten and first- third grades not just ready to learn, but ready to soar.Sarah and Jason also explore more generally how systems can approach planning for and implementing major new initiatives. Resources & Research "How Are California School Districts Planning for Universal Prekindergarten? Results From a 2022 Survey" -- April 2023 report by the Learning Policy InstituteUniversal PreKindergarten FAQs from the CDETransitional Kindergarten FAQs from the CDECDE Early Education Resources page21CSLA Learning Brief,  Preparing California School Leaders for Young Learners in the UTK InitiativeAbout Our Guest Sarah Neville-Morgan has served in many key leadership and policy positions at the state level. She was previously the Director of the CDE Early Learning and Care Division; Deputy Director of Program Management at First 5 California; Deputy Executive Director of the Governor's Early Learning Advisory Council during the Schwarzenegger and Brown administrations; and she currently serves as a Deputy Superintendent at the California Department of Education, overseeing the Opportunities for All branch. Previously she also served as an Academic Child Development Specialist at the University of California, Davis Center for Child and Family Studies.About our hostJason Willis serves as  Director of Strategic Resource Planning and Implementation for WestEd, and he is a former chief business official in several California school districtsAbout our seriesBudgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. We are grateful to the Sobrato Family Foundation for additional support.  Follow on Twitter: @budget4edequityRecorded in spring, 2023

As a new school year begins and legislative sessions approach, we delve into the nuances of education finance in Kansas. From the percentage of the state budget allocated to public education to the evolving definitions of K-12 funding, tax policies, and the impact of special education funding, we cover it all. Listen now!

Lindsay Unified School District in California's Central Valley reinvented its approach to education by launching a Performance Based System in 2007, following an extensive community engagement process. It's an approach that fundamentally changed experiences for the community's learners, families and educators -- and led to impressive outcomes that have been highlighted in multiple studies and reports.Two dynamic leaders from Lindsey USD – Grant Schimelpfening, Assistant Superintendent of Administrative Services, and Cheri Doria, Early Childhood Education Director – provide an “under the hood” look at  the systems and culture their district has built to help advance equity  through a personalized learning plan for each student.We explore how Lindsay USD – whose 4,000-plus students are approximately 90% socio-economically disadvantaged and 37% English Learners – creates alignment and coherence to serve students with multiple needs, including early learners, multi-language learners, and students with disabilities. Grant and Cheri discuss how the district: Uses data to weigh resource investment decisions;Gets to know students, even from the time they are born;Tries to begin its program design process with an ambitious vision, versus building programs around currently available funding;Systematizes processes and practices to further support alignment with its overall strategic design.; and more.Plus, Grant shares his top three list for Chief Business Officials for driving collaboration, alignment and coherence in their systems.Key Links:Lindsay USD's Strategic Design Articles and research about Lindsay's USD's work"Putting Students in Charge of Their Learning Transforms A Small Rural District," via EdSource "Online Learning in Lindsay," via Inside California EducationCalifornia Department of Education Updated Guidance on Identification of Early Education Dual Language Learners (and links to survey instruments) About Our Guests:Cheri Doria has served as Director of Preschools in Lindsay USD since 2014.  Prior to that she was an elementary school teacher in the district for 10 years. Grant Schimelpfening has served as a school business executive for nearly 20 years, including for Lindsay USD as CBO and now Assistant Superintendent of Administrative Services since January 2014. Previously he served in Modesto City Schools and Farmersville School District.(Host) Jason Willis serves as  Director of Strategic Resource Planning and Implementation for WestEd, and he is a former chief business official in several California school districtsBudgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. We are grateful to the Sobrato Family Foundation for additional support. Recorded: Spring, 2023

Chris Braunlich is the former Co-President and CEO of the Thomas Jefferson Institute for Public Policy, Virginia's non-partisan public policy foundation. He was appointed by Governor Bob McDonnell to the Virginia State Board of Education, where his colleagues elected him president of the Board. Produced by Show-Me Opportunity

Episode NotesGuest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

Episode NotesGuest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

On this week's Education Gadfly Show podcast, Kathleen Porter-Magee of Partnership Schools—a network of Catholic schools in New York City and Cleveland—joins Mike Petrilli to discuss the debate over religious charter schools. Then, on the Research Minute, Amber discusses a Virginia study that compares labor market outcomes between community college students from higher and lower socioeconomic backgrounds. Recommended content:“3 reasons why religious charter schools should give us pause” —Kathleen Porter Magee“Proposal for first religious charter school in US shot down by Oklahoma education board” —USA Today“Supreme Court opens a path to religious charter schools: But the trail ahead holds twists and turns” —Education NextThe study that Amber reviewed on the Research Minute: Brian Heseung Kim et al., Crossing the Finish Line but Losing the Race? Socioeconomic Inequalities in the Labor Market Trajectories of Community College Graduates , Education Finance & Policy (April 2023) Feedback Welcome:Have ideas for improving our podcast? Send them to Jeanette Luna at jluna@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Tom Kane of Harvard University joins Mike Petrilli to discuss his findings from The Education Recovery Scorecard Project. Then, on the Research Minute, Amber discusses a New York City study that investigates how external principal hires and internal principal promotions affect various measures of school quality. Recommended content:“Parents don't understand how far behind their kids are in school” —Tom Kane and Sean Reardon “Pandemic learning loss: The role remote education played” —New York Times“American schools would rather not tell parents just how badly behind their children are after the pandemic” —FortuneThe study that Amber reviewed on the Research Minute: Marcus Winters et al., The Impact of Principal Attrition and Replacement on Indicators of School Quality, Education Finance & Policy (2023) Feedback Welcome:Have ideas for improving our podcast? Send them to Jeanette Luna at jluna@fordhaminstitute.org.

On this week's Education Gadfly Show podcast, Rick Hess of the American Enterprise Institute joins Mike Petrilli and David Griffith to discuss his new book, The Great School Rethink. Then, on the Research Minute, Amber discusses a Massachusetts study that found a connection between teachers' scores on CTE licensure exams and the long-term earnings of their students.Recommended content:“How can we liberate students from drudgery? It's time for a Great Rethink” —Rick Hess“Education commentary is dominated by optimism bias” —Freddie deBoerThe study that Amber reviewed on the Research Minute: Bingjie Chien et al., “CTE teacher licensure and long-term student outcomes,” Education Finance & Policy (March 2023) Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

In a series of conversations about bridging the digital divide in education, finance and health care, Washington Post journalists Jonathan Capehart, Damian Paletta and Paige Winfield Cunningham speak with Kristina Ishmael, deputy director of the Office of Ed Tech, Tommaso Mancini-Griffoli, an IMF division chief focused on monetary and capital markets, Gina Lucarelli, a team leader at the UNDP's Accelerator Labs Network, David Goode-Cross, psychologist, group practice owner and advocate for culturally responsible psychotherapy, and Neal Sikka, chief of the innovative practice and telemedicine section at GW Medical Faculty Associates. Conversations recorded on Friday, April 28, 2023.

Educator, Lecturer and Senior Policy Adviser, Dr. Phelton Cortez Moss joins us on Wednesday, April 19 @ 6pm EST to discuss his recent article,  “Why Black Boys' Sneakers Should Matter to Educators.” Dr. Moss is a Senior Professorial Lecturer of Education Policy & Leadership at American University and is a Senior Policy Adviser to Congresswoman Frederica Wilson (FL-24) who serves as Chair of the Higher Education and Workforce Investment Subcommittee. Prior he served as Tenure-Track Assistant Professor of Teacher Education at Tougaloo College and Senior Leader at the Mississippi Department of Education. He has ten years of experience working in education and education policy from English teacher, policy maker, and principal. Phelton began his career in education as a high school English teacher in Greenwood, Mississippi, where he was Teacher of the Year for two consecutive years, and corps member of Teach for America. He holds a Ph.D. in Educational Leadership from the University of Mississippi and a BA in Public Policy Leadership and English from the University of Mississippi. He holds a certificate in Education Finance from Georgetown University. Phelton is a member of The Reading League National Board of Directors. He is a member of Alpha Phi Alpha Fraternity, Inc.

Ben DeGrow is the Policy Director of Education Choice for ExcelinEd. Ben worked nearly two decades in state-based public policy, providing expert analysis in school choice, school finance and more. In his time at Colorado's Independence Institute and Michigan's Mackinac Center for Public Policy, he led dozens of studies and research project initiatives while also managing or supporting various coalitions to advance student opportunity through greater parental choice. Ben's classroom experiences include service as a university graduate assistant, high school history teacher and a substitute in Michigan public schools. He earned a Bachelor of Arts degree in history from Hillsdale College, a Master of Arts degree from Penn State University and a Certificate in Education Finance from Georgetown University. Produced by Show-Me Opportunity

On this week's Education Gadfly Show podcast, Kymyona Burk and Tom Greene of ExcelinEd join Mike Petrilli and David Griffith to discuss how Ohio, Mississippi, and other states are implementing research-based literacy policies. Then, on the Research Minute, Amber examines virtual charter schools' effect on student achievement in Pennsylvania.Recommended content:The Mississippi study that Kymyona discussed on the show: “The Effect of Retention Under Mississippi's Test-Based Promotion Policy” —Wheelock Education Policy Center“A new study confirms Mississippi's promise: ensuring all students can read” —Jeb Bush and Kymyona Burk in the Magnolia Tribune“Gov. Mike DeWine enters the ‘reading wars' with budget proposal to fund change to ‘science of reading'” —Cleveland.com“Concern over Tennessee's third grade reading, retention law prompts flurry of bills” —Chattanooga Times Free PressThe study that Amber reviewed on the Research Minute: Sarah A. Cordes, “Cyber versus Brick and Mortar: Achievement, Attainment, and Postsecondary Outcomes in Pennsylvania Charter High Schools,” Education Finance and Policy (February 2023)Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Guest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

Guest: Prof. Joshua Cowen  @joshcowenMSU on TwitterHeartland POD on Twitter, Facebook, Instagram, and TikTok - @TheHeartlandPOD #DirtRoadDemocrat Host: Jess Piper@piper4missouri on Twitter, and FacebookJOIN PATREON FOR MORE! Merch Shop“Change The Conversation”Produced by Adam Sommer. The "Dirt Road Democrat" is a Mid Map Media, LLC productionhttps://joshuacowen.academia.edu/Joshua Cowen is a Professor of Education Policy. He also was the founding director and co-director of the Education Policy Innovation Collaborative (EPIC) from 2016 to 2020. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals.

On this week's special, year-end Education Gadfly Show podcast, Mike Petrilli looks back on 2022's most important education stories with 50CAN founder and CEO Marc Porter Magee. Then, on the Research Minute, Amber counts down the year's top academic studies on education. Recommended content:“Nation's Report Card shows largest drops ever recorded in 4th and 8th grade math” —The 74“Gov. Bill Lee unveils new school funding formula aimed at focusing money directly on students” —Tennessean“Arizona's school choice revolution” —Washington ExaminerEmily Hanford's podcast series, Sold a Story —American Public MediaAmber's top five studies of the year:5. Paul T. von Hippel and Ana P. Cañedo, “Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers,” American Educational Research Journal (2021).4. Owen Thompson, “Gifted & Talented Programs and Racial Segregation” NBER Working Paper #29546 (December 2021).3. Rune Vammen Lesner, Anna Piil Damm, Preben Bertelsen, and Mads Uffe Pedersen, “The Effect of School-Year Employment on Cognitive Skills, Risky Behavior, and Educational Achievement,” Economics of Education Review (March 2022); Alicia Sasser Modestino and Richard Paulsen, “School's Out: How Summer Youth Employment Programs Impact Academic Outcomes,” Education Finance and Policy (January 2022).2. Young Hwang and Cory Koedel, “Holding Back to Move Forward: The Effects of Retention in the Third Grade on Student Outcomes,” Retrieved from Annenberg Institute at Brown University (December 2022)1. Kenneth Shores, Hojung Lee, and Elinor Williams, “The Distribution of School Resources in The United States: A Comparative Analysis Across Levels of Governance, Student Sub-groups, And Educational Resources,” Social Science Research Network (August 2021).Feedback Welcome:Have ideas for improving our podcast? Send them to our producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Grading practices and techniques range from strict policies, to contract-based grading, to assigning no grades at all. Wherever they find themselves on the continuum, in this episode, we hear Georgetown faculty wrestle with the nuances and complexities of assigning grades, and thoughts about their impact. Featured in this Episode: Karen Shaup, English; Miléna Santoro, French and Francophone Studies; Patrick Johnson, Physics; Erika Seamon, American Studies Georgetown Resources Grading Student Work (CNDLS) and Alternative Modes of Grading (CNDLS) Rethinking Assessment and Grading from Teaching, Learning, & Innovation Summer Institute (TLISI) Additional Research Blum, S. D., Kohn, A., & Saffel, T. (2020). Ungrading : Why Rating Students Undermines Learning (and What to do Instead) (S. D. Blum, Ed.; First edition). West Virginia University Press. Heissel, et al (2021). Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing. Education Finance and Policy; 16 (2): 183–208. doi: https://doi.org/10.1162/edfp_a_00306 Chamberlin, K., et al (2018). The impact of grades on student motivation. Active Learning in Higher Education. https://doi.org/10.1177/1469787418819728 Amabile, T. M. (2018). Creativity and the Labor of Love. In The Nature of Human Creativity (pp. 1–15). Cambridge University Press. https://doi.org/10.1017/9781108185936.003 Morris, S. (2021). When We Talk about Grades, We Are Talking about People. Rapchak, M., Hands, A.S. & Hensley, M.K. (2022). “Moving Toward Equity: Experiences With Ungrading.” Journal of Education for Library and Information Science. https://doi.org/10.3138/jelis-2021-0062. Stommel, J. (2017, October 26). Why I don't grade. Stommel, J. (2021, June 2). Grades are dehumanizing; ungrading is now simple solution

On this week's Education Gadfly Show podcast, Virginia Gentles, the director of the Education Freedom Center at the Independent Women's Forum, joins Mike Petrilli and David Griffith to discuss the results of the 2022 midterm elections and what they mean for the parents' rights movement. Then, on the Research Minute, Amber Northern reviews a study that finds that students from under-resourced schools perform worse on computer-based tests than on traditional paper ones. Recommended content: “School Board Candidates Who Pushed ‘Parental Rights' See Mixed Results” —Wall Street Journal “Still the Ones to Beat: Teachers' Unions and School Board Elections” —Michael Hartney “DeSantis, conservatives score more Florida school board wins” —Politico The study that Amber reviewed on the Research Minute: John Gordanier et al., “Pencils Down? Computerized Testing and Student Achievement,” Education Finance and Policy (Oct 2022).Feedback Welcome: Have ideas for improving our podcast? Send them to our podcast producer Nathaniel Grossman at ngrossman@fordhaminstitute.org.

Joshua Cowen is a Professor of Education Policy at Michigan State University. His current research focuses on teacher quality, student and teacher mobility, and evaluations of state and local education programs. His work has been published in multiple scholarly journals and policy briefs, has appeared in numerous national media outlets, and has been funded by a diverse array of philanthropies as well as state and federal grants. From 2015-2018, he served as co-editor of Educational Evaluation and Policy Analysis, the flagship peer-reviewed education policy journal in the United States. He was previously Associate Editor of Education Finance and Policy, and remains on the editorial boards of both journals. Produced by Show-Me Opportunity

On this week's Education Gadfly Show podcast, Quentin Suffren, Senior Advisor of Innovation Policy for ExcelinEd, joins Mike Petrilli and David Griffith to discuss industry-recognized credentials and why their impact has been muted so far. Then, on the Research Minute, Amber Northern reviews a study that examines how college graduates' earnings are influenced by the performance of their schools' football teams.  Recommended content:  ·      Quentin's recent Fordham article: “Credentials matter, but pathways matter more,” September 2022, which summarized the findings from “Credentials Matter,” a website created by ExcelinEd and Burning Glass Technologies.·      Our report on IRCs: Matt Giani, “How Attaining Industry-Recognized Credentials in High School Shapes Education and Employment Outcomes,” Thomas B. Fordham Institute (August 2022). ·      The study that Amber reviewed on the Research Minute: Monica Harber Carney, “College Football Performance, Student Earnings, and the Gender Wage Gap,” Education Finance and Policy (September 2022).

On this week's Education Gadfly Show podcast, Mike Petrilli and David Griffith are joined by Stéphane Lavertu and Long Tran, both professors at the John Glenn College of Public Affairs at the Ohio State University and the authors of Fordham's new report, For-Profit Charter ­­Schools: An evaluation of their spending and outcomes. They discuss findings from their new study and broader issues of so-called “for-profit” charter schools. Then, on the Research Minute, Amber­­­ Northern reviews an ambitious study that examines closure and restructuring rates in district, charter, and private schools nationwide.  Recommended content: ·      Fordham's new study: Stéphane Lavertu and Long Tran, “For-Profit Charter Schools: An evaluation of their spending and outcomes,” Thomas B. Fordham Institute (September 2022). ·      The study that Amber reviewed on the Research Minute: Douglas N. Harris and Valentina Martinez-Pabon, “Extreme Measures: A National Descriptive Analysis of Closure and Restructuring of Traditional Public, Charter, and Private Schools,” Education Finance and Policy (2022). Feedback Welcome!Have ideas on our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org

 On this week's Education Gadfly Show Podcast, Elliot Regenstein joins Mike Petrilli and David Griffith to discuss his new book, which calls for changes in three areas of education policy: accountability, teacher pay, and school choice. Then, on the Research Minute, Amber Northern discusses a paper that identifies common transportation challenges for cities with lots of charter schools and other forms of school choice.   Recommended content:  ·      Elliot's new book: Education Restated: Getting Policy Right on Accountability, Teacher Pay, and School Choice(Rowman & Littlefield, August 2022). ·      Amber's article that she reviewed on the Research Minute: Carolyn Sattin-Bajaj, “Student Transportation in Choice-Rich Districts: Implementation Challenges and Responses,” Education Finance and Policy (April 2022).Feedback Welcome!Have ideas for improving our podcast? Send them to our podcast producers Nathaniel Grossman and Lilly Sibel at ngrossman@fordhaminstitute.org and lsibel@fordhaminstitue.org

Jess Gartner, CEO of Allovue, and Doug Roberts, CEO, and Founder of the Institute for Education Innovation, discuss Ed Finance.

Dan Goldhaber is an AIR vice president and director of Analysis of Longitudinal Data in Education Research at AIR. He is also an affiliate professor in the School of Social Work at the University of Washington, the director of the Center for Education Data & Research, and the co-editor of Education Finance and Policy. Dr. Goldhaber's work focuses on issues of educational productivity and reform at the K-12 level; the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce; and connections between students' K-12 experiences and postsecondary outcomes. Topics of published work in this area include studies of the stability of value-added measures of teachers, the effects of teacher qualifications and quality on student achievement, and the impact of teacher pay structure and licensure on the teacher labor market. Previous work has covered topics such as the relative efficiency of public and private schools, and the effects of accountability systems and market competition on K-12 schooling.

In this episode, we talk with the Director of Edunomics Lab at Georgetown University about the challenges of managing ESSER funds spending requests from various internal and external stakeholders, setting priorities for ESSER funds investments, and ensuring the best results based on your school's long-term objectives. Follow on Twitter: @sparvell @MicrosoftEDU @bamradionetwork @Jonharper70bd @MargueriteRoza @EdunomicsLab @McCourtSchool @Deb_Britt Related Resources – MicrosoftEDU: Microsoft-Equitable-Education-post-pandemic-Whitepaper2021.pdf (azureedge.net) Marguerite Roza, Ph.D., is Director of the Edunomics Lab and Research Professor at Georgetown University's McCourt School of Public Policy, where she leads the Certificate in Education Finance program. Edunomics Lab is a Georgetown University research center dedicated to exploring and modeling complex education finance decisions to inform education policy and practice. The end goal is the betterment of education, writ large. Established in 2012, the center is nationally recognized as a leader in the field of education finance.

On this week's Education Gadfly Show podcast, Daniel Buck, a teacher and a Fordham senior visiting fellow, joins Mike Petrilli to discuss “no zeroes” grading policies and why he thinks they're the worst of all worlds. Then, on the Research Minute, Amber Northern reviews a study on how high-stakes testing affects teacher turnover and the distribution of teachers across grades and schools.Recommended content:•Daniel Buck's first Fordham post arguing against these policies, which launched a subsequent debate: “A ‘no zeroes' grading policy is the worst of all worlds,” June 16, 2022. •Douglas Reeves's response to Buck: “Revisiting ‘The Case Against the Zero': A response to Daniel Buck,” June 23, 2022.•And finally, Daniel Buck reply to Reeves: “Let's not get reckless with grading: Replying to Douglass Reeves,” June 23, 2022. •The study Amber reviewed on the Research Minute: Dillon Fuchsman, Tim R. Sass, and Gema Zamarro, “Testing, Teacher Turnover and the Distribution of Teachers Across Grades and Schools,” Education Finance and Policy (April 2022).Feedback Welcome!Have ideas on our podcast? Send them to our podcast producers Pedro Enamorado at penamorado@fordhaminstitute.org or Lilly Sibel at lsibel@fordhaminstitute.org 

E&I Host: Joe Castelluccio, Director, Business DevelopmentGuests: Naomi Emmons, Deputy Chief Procurement Officer at the University of Kentucky; Rick Gay, Director of Procurement Services at Spring Branch Independent School District; and Taylor Nemeth, Head of Payments at PaymentWorksWith 74% of organizations reporting they were the target of an actual or attempted payments fraud in 2020, the problem is well known -- but not well understood.In this episode, Joe (in his debut episode!) and our guests discuss the common ways these frauds are successful using real-world examples from higher education and K-12 institutions. You'll learn why the risk inherent to the vendor master is not solved by traditional cybersecurity, common ways in which fraudsters try to trick AP/procurement into changing bank account information, and the processes in place at Spring Branch ISD and UK that thwarted fraudulent attempts.Helpful Resources:E&I's competitively solicited PaymentWorks contractCooperatively Speaking is hosted by E&I Cooperative Services, the only member-owned, non-profit procurement cooperative exclusively focused on serving the needs of education. Visit our website at www.eandi.org/podcast.Our E&I Hosts David Manz, Business Partnerships Manager, Facilities & Interiors Saul Alvarado, Vice President, Business Partnerships Manager Joe Castelluccio, Director, Business Development Titus Martin, Executive Director, Supplier Diversity Contact UsHave questions, comments, or ideas for a future episode? We'd love to hear from you! Contact Cooperatively Speaking at podcast@eandi.org. This podcast is for informational purposes only. The views expressed in this podcast may not be those of the host(s) or E&I Cooperative Services.

The Certificate of Transition requires all Ohio fiscal officers, including school district treasurers/CFOs, to provide to their successors a complete and accurate list of items as required by statute and as prescribed by the Auditor of State. In this segment, you will hear from Dan Hedden, Partner at Baker Tilly Municipal Advisors. Marvin Founds, Director of Education Finance at Baker Tilly, also presented in this webinar. Let's take a listen! Get the full webinar, here. Connect with us on collaborate.

This week we had Bola Lawal on the Grinders Table. Bola Lawal, an impact Entrepreneur focused on emerging markets, founded ScholarX (LearnAm), an Education Finance platform that helps students access funding to get an education. Bola shares insights and learnings from his journey in 'startuping'. --- Send in a voice message: https://podcasters.spotify.com/pod/show/the-grinders-table/message

On this week's Education Gadfly Show podcast (listen on Apple Podcasts and Spotify), Robert Pondiscio, Mike Petrilli, and David Griffith discuss a school board's controversial removal of a holocaust book from its district's curriculum, and whether states should create a Parents' Bill of Rights. Then, on the Research Minute, Amber Northern examines a study of summer employment's effect on the academic outcomes of low-income, urban high schoolers.You can find this and every episode on all major podcast platforms, as well as share it with friends.Recommended content:Robert's piece about the school board's decision: “The Maus that roared: Who do you want to decide what's best for kids?”Dale Chu's piece on Parents' Bill of Rights: “The curriculum transparency trap.”The middle-school English curriculum mentioned during the podcast: EL Education.The study that Amber reviewed on the Research Minute: Alicia Sasser Modestino and Richard Paulsen, “School's Out: How Summer Youth Employment Programs Impact Academic Outcomes,” Education Finance and Policy (January 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

Have you had a chance yet to check out the Budgeting for Educational Equity podcast? We're sharing the latest episode here because it delves into a subject near and dear to anyone interested in California education funding: the Local Control Funding Formula, or LCFF, which was adopted in 2013.The LCFF is regarded by many as the most significant resource equity reform the state has ever enacted. It definitely ushered in a new era of school funding for school districts. But how has the LCFF actually worked? Has it accomplished what it was intended to? And how are some of the inherent tensions between local and state decision making authority, oversight and accountability being navigated? In this episode, series host Jason Willis and special guests explore key elements of the LCFF: Mike Kirst, former State Board of Education President, Professor Emeritus at Stanford University, and chief architect of the LCFF under Gov. Jerry Brown, offers a remarkable glimpse into the development of the formula, including some of the difficult choices, innovative thinking and pragmatic considerations that went into creating the new law.Xilonin Cruz-Gonzalez provides a review of the law, based on her unique perspective both as a locally elected school board member in Azusa USD and as Deputy Director for Californians Together, a statewide group that advocates on behalf of English Learner students.  Xilonin also serves as immediate past president of the California School Boards Association.And Richard De Nava, Assistant Superintendent, Business Services at San Bernardino County Superintendent of Schools, shares insights about the policy and practical implications of the LCFF. Richard also serves as president of CASBO. *More resourcesNEW: "What's Next for the LCFF," report by Policy Analysis for California Education (PACE), November 2021NEW: "Targeted K-12 Funding and Student Outcomes," PPIC Policy Brief, October 2021"Why the LCFF? California's Landmark Move to an Equity-Based School Funding Formula," from the Adventures in Ed Funding CASBO podcast, March, 2020. "Here's How LCFF Works," Ed100.org lesson on the Local Control Funding Formula.*Subscribe to the Budgeting for Educational Equity series at:Apple podcasts SpotifyGoogleCASBO podcastsWestEd podcastsMore...Follow the Budgeting for Ed Equity podcast on Twitter at: @budget4edequityBudgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. The series is written and produced by Paul Richman and Jason Willis. Original music, mixing and sound by Tommy Dunbar. John Diaz at WestEd  develops the written briefs that go along with each episode.

The Local Control Funding Formula, or LCFF, ushered in a new era of school funding in California when it was adopted in 2013. It's regarded by many as the most significant resource equity reform the state has ever enacted. But how has the LCFF worked? Has it accomplished what it was intended to? And how are inherent tensions between local and state decision making authority, oversight and accountability being navigated? In this episode, host Jason Willis and special guests explore key elements of the LCFF. Xilonin Cruz-Gonzalez provides a review of the law, based on her unique perspective both as a locally elected school board member in Azusa USD and as Deputy Director for Californians Together, a statewide group that advocates on behalf of English Learner students.  Xilonin also serves as immediate past president of the California School Boards Association.Richard De Nava, Assistant Superintendent, Business Services at San Bernardino County Superintendent of Schools, shares insights about the policy and practical implications of the LCFF. Richard also serves as president of CASBO. And Mike Kirst, former State Board of Education President, Professor Emeritus at Stanford University, and chief architect of the LCFF under Gov. Jerry Brown, offers a remarkable glimpse into the development of the formula, including some of the difficult choices, innovative thinking and pragmatic considerations that went into creating the new law.Additional BackgroundAs part of the LCFF, all Local Education Agencies receive a per-student funding allocation known as a base grant, plus targeted additional funding depending on the needs of certain students (known as supplemental and concentration grants). Districts must also engage stakeholders before adopting a Local Control and Accountability Plan. While the new law has shifted more discretion for budgetary decisions to local school districts, it has also brought to the surface inherent tensions between local and state decision making authority. More resourcesNEW: "What's Next for the LCFF," report by Policy Analysis for California Education (PACE), November 2021NEW: "Targeted K-12 Funding and Student Outcomes," PPIC Policy Brief, October 2021"Why the LCFF? California's Landmark Move to an Equity-Based School Funding Formula," from the Adventures in Ed Funding CASBO podcast, March, 2020. "The LCFF After Four Years: What Do We Know?" brief summarizing four Getting Down To Facts II technical reports related to LCFF implementation.About our seriesBudgeting for Educational Equity is presented by the California Association of School Business Official (CASBO) and WestEd. We are grateful to the Sobrato Family Foundation for additional support. Our series is written and produced by Paul Richman and Jason Willis. Original music, mixing and sound by Tommy Dunbar. John Diaz at WestEd  develops the written briefs that go along with each episode.Follow us on Twitter at @Budget4EdEquity to keep up to date on the series and share your thoughts, ideas, questions and feedback. 

This segment is entitled, “Making It Count:  The Role of SELPA in Special Education Finance,” and it features three extremely talented special education finance experts.  Eddie Davidson, Director of Fiscal Student Services for the Fresno County SELPA.  Eddie has served for 25 years in Education Finance, 13 years in local school district finance and 12 years in the SELPA of Fresno County Superintendent of Schools.   Fresno County SELPA consists of 31 LEAs serving over 8,600 students with disabilities, and their Charter SELPA has 15 LEAs with nearly 900 additional students with disabilities.  Dr. Robert McEntire, Director of Management Consulting Services for School Services of California. Robert is sought after as a presenter for many organizations including CASBO, USC's School of Business, and CSBA. Prior to joining School Services, Robert served as an assistant superintendent and Chief Business Official in medium and large school districts in Southern California, and was a Chief Financial Officer in the corporate sector. He supports and advises school districts, county offices of education, and community colleges.Anjanette Pelletier, Associate Superintendent of Special Education and SELPA for San Mateo County.  Anjanette spent the first 10 of her 25 years in education as a school psychologist, later working in program specialist and director positions. She's been the leader of San Mateo's SELPA for ten years.  Anjanette provides exemplary leadership to our state association as the both the Chair of the Coalition for Adequate Funding for Special Education and the Co-Chair of the State SELPA Finance Committee. Of possible interest:·       Fresno County SELPA's Model SELPA Finance Website.  The site includes information about funding sources, allocations, uses of funds, reporting, and providing an FAQ sheet.  He has even built a library of instructional videos on SELPA finance for his SELPA's member LEA business officials and has made all available to the public.  We are so grateful for what he has put together and is willing to share.·       Overview of Special Education in California, produced by the California Legislative Analyst's Office in November 2019, provides comprehensive information about the state of special education finance in California. What is Special Education? Who Receives Special Education? How is Special Education Organized? How is Special Education Funded?·  California's Special Education Funding System Creates Challenges and Opportunities for District and Charter Schools, Bellwether Educational Partners, May 2019 Visit the SELPA Administrators of California at www.selpa.info and check out our finance pages.  Like us on Facebook at www.facebook.com/SELPAStrong   

In today's episode Adrian Lawrence talks about the Education sector in the UK and how interesting roles regularly come in for example in the E-Learning space. FD Capital Recruitment are a specialist FD and CFO Recruitment business based in Great Portland Street London and we specialise in senior finance roles. Increasingly Universities are operating as businesses and seeking to attract international students. There is also a growing supply chain sector covering everything from design and build of student accommodation through to technology spin off from academic research. If you are a business in the Education sector and are looking for a new FD or CFO make sure to reach out to our team today, you can find us via our website at https://www.fdcapital.co.uk

Dr. Michael Q. McShane is the director of national research at EdChoice and Senior Fellow of Education Policy at the Show-Me Institute. Mike is the editor of New and Better Schools, the author of Education and Opportunity and coeditor of Educational Entrepreneurship Today, Teacher Quality 2.0 and Common Core Meets Education Reform. His analyses and commentary have been published widely in the media, including in the Huffington Post, National Affairs, USA Today and The Washington Post. He has also been featured in education-specific outlets such as Teachers College Commentary, Education Week, Phi Delta Kappan and Education Next. In addition to authoring numerous white papers, McShane has had academic work published in Education Finance and Policy and the Journal of School Choice. A former high school teacher, he earned a Ph.D. in education policy from the University of Arkansas, an M.Ed. from the University of Notre Dame and a B.A. in English from St. Louis University. Produced by Show-Me Opportunity

School districts face extreme urgency to safely return students to in-person environments and help them recover from a pandemic that has not yet ended. At the same time, leaders and practitioners are pressing to expeditiously but thoughtfully allocate a windfall of new state and federal dollars – all the while trying to leverage the unique opportunity created by these circumstances to bring about transformative changes to our public school systems. How can school communities make the most of this moment to innovate towards a greater equality of outcomes for all students? That's the question we explore in this episode. Education reform experts Michael Fullan and Joanne Quinn share powerful ideas and insights from their work. Both have advised school systems in California and throughout the world. They've co-authored many books and papers, including their latest, “Right Drivers for Whole System Success.” Fullan and Quinn help us to look through the lens of equity and learning, emphasizing that education leaders should prioritize engaging all of their students.The possibilities for investing this influx of new, one-time funding to address inequities is truly exciting. But not so simple. School business officials especially may find themselves caught in a tension, on the one hand focused on fulfilling their important, traditional role of ensuring fiscal health and responsible accounting (including spending down Covid-recovery funds within prescribed timelines) while also being presented an opportunity to help their districts think and act in new ways that can be sustained over time. CASBO CEO and executive director Tatia Davenport also re-joins Jason to put some of Michael and Joanne's ideas through a school business “reality check.” Tatia describes why focusing on increasing the long-term yield of our public school investments is so critical, plus she highlights why district leaders need more time and space to plan, so they can develop a cohesive strategy with their communities for effectively spending their funds and improving outcomes. Download the Episode 4 Companion Brief here. GuestsJoanne Quinn is an international consultant and author on system change, leadership, and learning. As co-founder and Global Director of New Pedagogies for Deep Learning, she leads partnership work across eight countries focused on transforming learning. Joanne has provided leadership at all levels of education as a superintendent, implementation advisor to the Ontario Ministry of Education, and Director of Continuing Education at the University of Toronto. Michael Fullan, O.C., is the Global Leadership Director of New Pedagogies for Deep Learning and a worldwide authority on educational reform with a mandate of helping to achieve the moral purpose of all children learning. A former Dean of the Ontario Institute for Studies in Education (OISE) of the University of Toronto, Michael advises policymakers and local leaders around the world to provide leadership in education. *Budgeting for Educational Equity is presented by the California Association of School Business Officials (CASBO), in partnership with WestEd. Our series is written and produced by Paul Richman and Jason Willis. Original music, mixing and sound by Tommy Dunbar. John Diaz at WestEd  develops our related written materials. We are grateful to the Sobrato Family Foundation for providing additional support. @Budget4edequity

Host Paul Fain is joined by community college presidents Tonjua Williams of St. Petersburg College and Randall VanWagoner of Mohawk Valley Community College to discuss the urgency and need to transform traditional Higher Education funding models to better support community colleges and student-centered approaches. Both presidents share their experiences dealing with the disruption from the pandemic and discuss how modern and more flexible funding structures could help them better serve their students. Tonjua and Randy also provide institutional and state policy best practices that can be used by other institutions and policymakers across the country. The episode concludes with a sense-making segment with JFF's David Altstadt and Taylor Maag. Read JFF's blog post for a recap of key takeaways and policy and programmatic resources.

UNC Charlotte professors, Dr. Walter Hart and Dr. Jim Watson, discuss their recently completed study of the first ten years of the education lottery and its effects on education funding in our state. Their work, An Analysis of the North Carolina Education Lottery, 2007-2017, was recently published in the Journal of Education Finance. Drs. Hart and Watson discuss their findings with NCSBA Director of Board Development Ramona Powers.

In this episode you'll hear about:  • Links between education attainment and keeping a job during Covid-19.  • How 900,000 new jobs created in March included only 1% for workers with a high school education or less.• Ways impact investments can support post-secondary education and helping nontraditional students succeed.• How Edquity supports post-secondary education, which is seen as key to breaking the cycle of poverty and helping Americans attain livable wages.  • What outcomes financing is and why it may change impact investing. Related story: Providing the building blocks of financial literacy training  Guest bios: Christa Velasquez, strategy director of Lumina Impact Ventures, sources, structures, underwrites and negotiates social investments to support the strategic priorities at Lumina Foundation, an private foundation in Indianapolis committed to making opportunities for learning beyond high school available to all.David Helene, founder and CEO of Edquity, which provides emergency aid platforms for high school and college students. Under his leadership, Edquity has worked with principal partners across K-12 and higher education. He has helped the organization attract significant investment funding from the Gates Foundation, Lumina Foundation, Strada Education Network and others. Andrea Phillips, managing partner of the Community Outcomes Fund  and co-founder of Maycomb Capital, has more than 25 years of experience leading, designing and implementing large scale, public-private partnerships that leverage private investment to address pressing social challenges. At Goldman Sachs, she launched and managed the Goldman Sachs Social Impact Fund and led signature social impact bond investments for the firm including the investment in the Rikers Island Social Impact Bond, the first such transaction ever executed by a financial institution and in the U.S. market. United Nations SDG #4 information“Great Jobs Report”  Lumina Foundation  Community Outcomes Fund 

Edward B. Fiske is the founder and editor of the Fiske Guide to Colleges. A former Education Editor of the New York Times, Fiske is known around the world for his award-winning writing on topics ranging from trends in American higher education to school reform in Southeast Asia, New Zealand, and South Africa. The guide was established in 1982 when, covering higher education for the Times, Fiske sensed the need for a publication that would help students and parents navigate the increasingly complex college admissions scene. The guide, an annual publication, immediately became a standard part of college admissions literature and it is now the country’s best-selling college guide. Fiske has teamed up with his wife, Helen F. Ladd, a professor at Duke University, on several major international research projects regarding the development of education in various countries. Together, they are co-editors of the Handbook of Research in Education Finance and Policy, the official handbook of the American Education Finance Association. Fiske’s journalistic travels have taken him to more than 60 countries on behalf of the U.S. Agency for International Development, UNESCO, and the Asia Society. Born in Philadelphia, Fiske graduated from Wesleyan University summa cum laude, and received master’s degrees in theology from Princeton Theological Seminary and in political science from Columbia University. He is a regular contributor to the International Herald-Tribune. In addition to the New York Times, his articles and book reviews have appeared in Atlantic Monthly, Chronicle of Higher Education, Los Angeles Times, and other national publications. * SUBSCRIBE TO BEFORE COLLEGE TV GET THE LATEST INTERVIEWS * TEXT HARLAN: 321-345-9070 * INSTAGRAM: https://instagram.com/HarlanCohen​ * FACEBOOK: https://www.facebook.com/HelpMeHarlan/​ * TWITTER: http://Twitter.com/HarlanCohen​ * WEBSITE: www.HarlanCohen.com * BEFORE COLLEGE TV: HOSTED BY HARLAN COHEN | @HarlanCohen | www.HarlanCohen.com HARLAN'S BOOKS: https://harlancohen.com/store/​ - The Naked Roommate and 107 Other Issues You Might Run Into in College - The Naked Roommate for Parents Only - Getting Naked: 5 Steps to Finding the Love of Your Life (While Fully Clothed & Totally Sober) - Dad’s Expecting, Too: An Expectant Father’s Guide HARLAN'S ADVICE: https://harlancohen.com/advice/​ ABOUT HARLAN: Harlan is a New York Times bestselling author of 6 books. He is the founder of BeforeCollegeTV. His live events, books, online programs, and workshops will change your life, impact your communities, and get you to places you’ve always wanted to go. Visit himwww.HarlanCohen.com.

Colorado's education funding system is broken in several ways: inequitable revenue collection, an inefficient and outdated allocation formula, and a retirement system that costs the state nearly a billion dollars annually just to pay down the $30 billion in unfunded liability. On this edition of Common Sense Digest, Brenda Bautsch-Dickhoner, Ph.D., the Mike A. Leprino Free Enterprise Fellow at Common Sense Institute and current Boardmember of the Charter School Institute and on the Governor's Education Leadership Council and Leslie Colwell Vice President of Education Initiatives at the Colorado Children's Campaign which leads the Campaign's work to improve education in the state of Colorado discuss this broken system and how to fix it.    One such solution is HB21-1164 which helps the system start on a path of correction by addressing the patchwork system of property taxes on the revenue side. The extra revenue raised by this bill could help alleviate some of the budgetary pressures on K-12 education. The bill does not, however, address the flawed funding formula on the distribution side of the equation, and there are legitimate concerns that the bill violates the constitution by increasing taxes without a vote. Our guests join Host and Chairman Earl Wright as they unpack this vital, but complex issue in service of trying to secure more equitable outcomes for all of Colorado's students. Please be sure read our report on the issue here.    Thank you for listening to the Common Sense Digest. Please subscribe, rate, and review the podcast on your favorite podcatcher.

It has been exactly a year since we launched the Adventures in Ed Funding series. And what a year it was! In addition to our focus on school finance, we also produced additional episodes with timely information and stories to help schools and communities navigate the Covid-19 pandemic. In total, our first season included 36 shows. Here's a quick look back at just a few of the highlights during a difficult time when we've all learned so much.Note: We’re currently taking a break from production. We'll be back soon with an update on some exciting developments for the next season.****For the latest information about education and school business, be sure to check out CASBO Connect, the new podcast series hosted by chief business officials and CASBO leaders Eric Dill and Tina Douglas.****Guests featured in this episode include:Samantha Tran, Managing Director of Education, Children NowEpisode 1, February 7: “California schools: Where the adults aren’t.”Elizabeth Esquivel, Senior Director of Policy and Governance for CASBO Episode 9, March 20: “School Closures Due to Covid-19: What you should know.”Paulo Azevedo, Director of Maintenance. Operations, Transportation and Facilities, San Ysidro School District, San Diego CountyEpisode 16, May 7: “A Clean Restart for California's Schools.”Amy Rovai Gregory, Principal, Greer Elementary in San Juan USD, Sacramento CountyEpisode 25, July 27: "A Back to School Like None Before."Linda Darling-Hammond, President, California Board of EducationEpisode 26, August 2: “Checking in with Dr. Linda Darling-Hammond.”Diane Deshler, CASBO Vice-President and Chief Business Official, Lafayette School District in Contra Costa CountyEpisode 27, August 9: "Back to School Safety and Planning: A View From the CBO’s Chair."Paul Gothold, San Diego County Superintendent of SchoolsEpisode 34, November 3: “California Schools Put to the Test.”ABOUT the CALIFORNIA ASSOCIATION OF SCHOOL BUSINESS OFFICIALSCASBO is the premier resource for professional development and business best practices for California's school business leaders. Be sure to visit CASBO.org for the latest budget news and more information about the many valuable professional development programs. Follow on Twitter at @CASBOABOUT YOUR GUIDEYour series guide Paul Richman is a public education advocate and consultant. Follow on Twitter at @pjr100. Contact us at EdfundingCA@gmail.com

Mike WeinbachSenior Executive Vice President, CEO of Consumer Lending Wells Fargo & CompanyMike Weinbach is the CEO of Consumer Lending and a member of the Operating Committee at Wells Fargo. He is responsible for leading more than 30,000 team members focused on providing consumer lending products and services, including Home Lending, Auto, Credit Cards & Merchant Services, Education Finance, and Personal Loans. He is based in New York.Throughout his 20-plus year career in financial services, Mike has demonstrated a passion for leadership, helping consumers succeed, and delivering superior customer experiences. He joined Wells Fargo in 2020 after 16 years at JPMorgan Chase, where he most recently served as CEO of Chase Home Lending. While at Chase, Mike also held leadership roles across Consumer Banking, Business Banking, Home Lending and Auto Finance in sales, finance, branch management and operations.Before joining Chase, Mike founded a business focused on workplace motivation and held positions at Citigroup. He is a graduate of the Wharton School at the University of Pennsylvania and earned his MBA at Harvard Business School.

How do education stakeholders, political leaders and policy experts view California’s school funding system and what would it take to come together around a comprehensive, coordinated effort to increase funding in California? In this new episode, we explore these and other timely topics with Jason Willis and Carrie Hahnel, two co-authors of “Securing and protecting education funding in California,” a new study from Policy Analysis in California Education (PACE).The report includes a great primer on California's education finance system -- and it provides an excellent frame for thinking about and addressing California’s school funding challenges. New Resource: CA School Funding Crisis Explained in 12 ChartsWe discuss several of the study’s key findings and recommendations – and we use the study as a springboard to engage Carrie and Jason in some “big-picture” conversation about the future of funding in California. Topics include:The political choices and will that drive funding policiesWhy is a new master plan for education funding needed and what would it do?The value of “cross-segment” planningTransparency and accountability in school funding, and more.ABOUT OUR GUESTSCarrie Hahnel is an independent researcher and consultant and a fellow with The Opportunity Institute. Her work focuses on education policy, including school finance, accountability, and ways in which policies and systems can mitigate racial and socioeconomic inequities. Previously, Carrie served nine years at The Education Trust-West, where she led research and policy work. carrie@theopportunityinstitute.orgJason Willis is Director of Strategy & Performance in the Comprehensive School Assistance Program at WestEd, a nonprofit research, development and service agency, where he oversees and guides performance and accountability practice to support state and school district efforts. Previously, he served as budget director, chief financial officer and assistant superintendent in the Oakland, Stockton and San Jose unified school districts, respectively. jwillis@wested.orgYour series guide, Paul Richman, is a public education advocate and consultant. edfundingca@gmail.com; follow at @pjr100Policy Analysis in California Education (PACE) is an independent, nonpartisan research partnership among five CA higher education institutions that seeks to make research accessible and bring evidence to bear on the most critical issues facing our state. MORE RESOURCES"Silent Recession: Why California School Districts are Underwater Despite Increases in Funding," 2018, WestEd Why Investing in Public Education is Crucial to California's COVID-19 Recovery, Episode 15 ABOUT CASBOThe California Association of School Business Officials is the premier resource for professional development and business best practices for California's school business leaders. CASBO is dedicated to promoting excellence and professionalism in all aspects of school business. Learn more at CASBO.org; follow at @CASBO

The EdUp Experience President Series, Episode #9 - On this episode of The EdUp Experience, we welcome Dr. Chris Roellke, the new President of Stetson University, Chris talks to us about the efforts higher education leaders can take during these difficult times to create trust and transparency amongst staff and students. He also discusses efforts the President must take to ensure faculty are representative of the student body, how social media trolls say hurtful things under the cowardice of anonymity, and why kindness needs to be our new normal. Dr. Chris Roellke is widely regarded as an exceptionally effective and collaborative higher education leader who is a past president for the Association of Education Finance and Policy, a 2014 Fulbright Scholar and the founder and fundraiser of Vassar College's Urban Education Initiative. Thanks so much for tuning in. Join us again next time for another episode! Contact Us! Connect with the hosts - Elvin Freytes, Elizabeth Leiba, and Dr. Joe Sallustio ● If you want to get involved, leave us a comment or rate us! ● Visit us at The EdUp Experience. ● Follow us on Instagram | LinkedIn | Twitter | YouTube Thanks for listening! We make education your business!

The new state budget agreement will include up to $11.1 billion in K-12 payment "deferrals." But what exactly are deferrals? How do they help the state balance its budget? And what are the implications for local school districts?In this special “explainer” episode, guest Matt Phillips, director of management consulting services at School Services of California, is back to describe everything you need to know about this highly significant but seldom understood fiscal mechanism. Matt provides clear examples that will help finance-minded and non-finance-minded folks alike gain a solid grasp of the ins and outs of payment deferrals, including how they differ from budget cuts. Deferrals, Matt says, are the "lesser of two evils," but they pose their own significant complications for school districts.Given the pending adoption of a new California State Budget, this is an episode you won’t want to postpone listening to.In this episode, you'll learn:What is a payment deferral?How do deferrals help the state to balance its budget? Are deferrals similar to budget cuts?What are the implications of deferrals for school districts?Why do school districts need to pay such close attention to their "cash positions"?What options do school districts have to mitigate the impact of deferrals?Latest state budget information:CASBO Newsbreak: "Governor Newsom and Legislature Reach Budget Agreement""In California budget deal, no cuts for K-12 but billions in pate payments to schools" by John Fensterwald in EdSource, June 23, 2020About Our GuestMatt Phillips, CPA, serves as Director of Management Consulting Services at School Services. In this role, he provides support to school districts for fiscal-related matters including budget reviews, salary schedule analyses, organizational reviews, and negotiations. He also presents workshops across the state on a variety of topics including the Local Control and Accountability Plan, collective bargaining, district budgeting, and auditing. His background as a Certified Public Accountant, experience working in a school district, and completion of the Fiscal Crisis & Management Assistance Team Chief Business Official (CBO) Mentor Program that resulted in the CASBO CBO certificate provide the foundation for these areas. Matt graduated from California State University, Chico, with a degree in business administration with emphasis in accounting.About CASBOThe California Association of School Business Officials (CASBO) is the premier resource for professional development and business best practices for California's school business leaders. Follow at @CASBO and @CASBOGRAbout your series guide Paul Richman is a public education advocate and consultant. Contact him at edfundingca@gmail.com. We value your feedback! Follow him at @pjr100

As school districts plan for an unprecedented back-to-school season, money is particularly tight. We invited Dr. Marguerite Roza, our guest from Education Finance 101: Money Talks, back to the show to give us an update. She shares what's currently happening in the world of education finance and how families can advocate for their child's needs.

California educators, school leaders and communities have never faced a moment with so many intersecting crises: pandemic, economic, educational, civic. While schools just wrapped up the 2019-20 year, the push is on to determine how to ready schools for the coming year. It's no easy task. Guest Daryl Camp, Superintendent of San Lorenzo USD in Alameda County and President of the California Association of African-American Superintendents and Administrators (CAAASA), helps us continue to explore the complex decisions and challenges facing California's school communities: How can districts provide quality educational experiences for students within the parameters of COVID-19 health and safety precautions? And how to pay for it when state policymakers are contemplating severe budget cuts to a school system that is already chronically underfunded?Dr. Camp describes how planning conversations in best district have centered on three principles: Student and staff safety; student learning; and equity. He further discusses difficult trade-offs with different approaches to restarting schools. To support school districts, Dr. Camp advocates for greater flexibility, changes to certain ways that schools are funded (such as shifting away from funding based on attendance to funding based on enrollment); more clear guidelines from the state and public health officials about safety; and more guidance regarding learning expectations in the context of the extra safety precautions. We also discuss Dr. Camp’s recent testimony to the Assembly Budget Subcommittee on Education Finance and why the connection between legislators and educators needs to be strengthened. MORE ABOUT OUR GUESTDr. Daryl F. Camp began serving as the superintendent of the San Lorenzo USD in 2019. Previously, he served for seven years as the superintendent of the Riverbank USD. He earned his bachelor’s degree at Morehouse College, his master’s degree at CSU Hayward, and his doctorate degree in educational leadership at CSU Sacramento.VALUABLE RESOURCES FOR RE-OPENING SCHOOLSAdvancing Equity in an Era of Crisis, Professional Learning Webinars from CAAASACalifornia Department of Education COVID-19 Resource pageRecovering and Improving Stronger, Memo from CCEEFinal Report by the ACSA School Reopening Planning GroupLearning loss and achievement gaps top discussion on school reopening article in EdSourceCASBO COVID-19 Resources Education Coalition Statement on May Revision to the BudgetAssembly Budget Subcommittee #2 on Education Finance, April 28 hearing videoAbout CASBOThe California Association of School Business Officials (CASBO) is the premier resource for professional development and business best practices for California's school business leaders. About your series guide Paul Richman is a public education advocate and consultant. Contact him at edfundingca@gmail.com. We value your feedback and ideas!

Students, families, communities -- our entire society -- we're facing tough times. During such times, California's public schools are more vital than ever -- and schools depend on talented, knowledgeable school business officials to keep all aspects of our education system functioning smoothly and safely.In this episode, Jamie Dial, CASBO President and the Assistant Superintendent of Business Services for Kings County Office of Education, joins us for a timely conversation about school business.From financial services, payroll, accounting, transportation, and human resources, to child nutrition, special education, risk management, facilities, maintenance & operations, technology, and more, California school business officials support educators and staff on behalf of more than 6 million schoolchildren and their families.Jamie describes her pathway into school business and helps us explore the profession: What are some of the key challenges? How do leaders stay current on the wide range of pertinent issues, practices and laws? And of course, how can we continue to act and lead effectively in times of crisis such as these?Jamie also discusses the importance of being a lifelong learner, of mentoring, and the valuable role CASBO has played in her professional development. You can also listen to Jamie's comments about the California's state budget crisis on our recent episode, "Extreme Budget Turbulence Ahead." About JamieJamie Dial serves as Assistant Superintendent of Business Services for the Kings County Office of Education. As CASBO President, she also represents more than 23,000 school business officials throughout the state. Prior to her current position, Jamie served for more than a decade in the Kings County Office of Education and also as a fiscal services specialist at Hanford Elementary School District. She began her career in finance in the retail and merchandising industries before moving into public education. Jamie has also held numerous leadership positions within CASBO. Contact Jamie at jamie.dial@kingscoe.org.About CASBOThe California Association of School Business Officials (CASBO) is the premier resource for professional development and business best practices for California's school business leaders. CASBO is dedicated to promoting excellence and professionalism in all aspects of school business. Founded in 1928, CASBO serves more than 23,000 members by providing certifications and training, promoting business best practices and creating opportunities for professional collaboration. CASBO members represent every facet of school business management and operations. The association offers public school leaders an entire career's worth of growth opportunities.About your series guide Paul Richman is a public education advocate and consultant. Contact him at edfundingca@gmail.com. We value your feedback and ideas!

This episode is a breakdown of how religion started education started and finance --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

When you ask school administrators for smaller class sizes or more school counselors and after school programs, we  often hear a common refrain, “There’s no money for that.” So how much money is there exactly and what is it being spent on? We spoke with Dr. Marguerite Roza, Director of the Edunomics Lab to learn about the mystery of education finance. She offers practical guidance on how families can stay informed about their school district’s financial decisions and how they can advocate for the priorities they care most about. Resources: Discover how your school’s spending compares to others by searching in the Edunomics Lab's School Spending Data Hub. Curious about more best practices? Read Marguerite’s piece, “Equipping School Leaders to Spend Wisely”. Learn more about the Edunomics Lab's Certificate in Education Finance, offered through Georgetown University. The program helps build practical skills to understand, use and communicate about school finance. Follow Marguerite Roza and the Edunomics Lab on Twitter at @Marguerite Roza and @EdunomicsLab. Like this episode? Share your thoughts with us via social media @NationalPTA and by using #BackpackNotes. Be sure to visit NotesFromTheBackpack.com for more resources from this episode.    

Michael Q. McShane is Director of National Research at EdChoice and a Senior Fellow of Education Policy at the Show-Me Institute. His analyses and commentary have been published widely in the media, including in the Huffington Post, National Affairs, USA Today, and The Washington Post. He has also been featured in education-specific outlets such as Teachers College Commentary, Education Week, Phi Delta Kappan, and Education Next. In addition to authoring numerous white papers, McShane has had academic work published in Education Finance and Policy and the Journal of School Choice. He is the editor of New and Better Schools (Rowman and Littlefield, 2015), the author of Education and Opportunity (AEI Press, 2014), and coeditor of Teacher Quality 2.0 (Harvard Education Press, 2014) and Common Core Meets Education Reform (Teachers College Press, 2013). Learn more about the Show-Me Institute: https://showmeinstitute.org/ The Show-Me Institute Podcast is Produced by Show-Me Opportunity

In this episode, Victoria J. Haneman, Associate Professor of Law at the Creighton University School of Law, discusses her article "Intergenerational Equity, Student Loan Debt, and Taxing Rich Dead People," which will be published in the Virginia Tax Review. Haneman begins by explaining the concept of intergenerational equality, and why there is considerable inequality between the Baby Boomer generation and the Millennial generation. She observes that the burden of financing higher education has moved from the government to students, and that students face crippling debt burdens. She argues that debt is a common pool resource that is being overused, and that we should return to government funding. Among other things, she argues that the government should increase transfer and gift taxes. Haneman is on Twitter at @TaxLawProf.This episode was hosted by Brian L. Frye, Spears-Gilbert Associate Professor of Law at the University of Kentucky College of Law. Frye is on Twitter at @brianlfrye. See acast.com/privacy for privacy and opt-out information.

State institutions are increasingly reliant on tuition dollars to fund operations in the face of declines in state appropriations. Sophia Laderman joins NACUBO brings the latest insights from the State Higher Education Finance report to help us paint a clearer picture of today's funding landscape. Links & Notes 2018 SHEF Report — State Higher Education Executive Officers Association

Established in 2008 as a partnership between the City of Pittsburgh, Pittsburgh Public Schools, and the University of Pittsburgh Medical Center, The Pittsburgh Promise has since provided more than $120 million in college scholarships to eligible graduates of Pittsburgh's public schools. But is it working? On this episode of Research Minutes, University of Pittsburgh School of Education researcher Lindsay Page speaks with CPRE researcher Robert Nathenson (University of Pennsylvania) about her recent study of the Pittsburgh Promise and its impacts on college enrollment and persistence. Her study, The Promise of Place-Based Investment in College Access and Success: Investigating the Impact of the Pittsburgh Promise, was co-authored by Jennifer Iriti, Danielle Lowry, and Aaron Anthony (University of Pittsburgh). It was published in Education Finance and Policy in 2018. Lindsay Page is an assistant professor of research methodology at the School of Education and a research scientist at the Learning Research and Development Center at the University of Pittsburgh. Her work focuses on quantitative methods and their application to questions regarding the effectiveness of educational policies and programs across the pre-school to postsecondary spectrum. --- To learn more about The University of Pennsylvania's CPRE Knowledge Hub, visit http://www.cprehub.org/ or follow @cprehub.

Joshua Goodman, Associate Professor of Public Policy at the Harvard Kennedy School, sits down with CPRE, Research Specialist, Robert Nathenson to discuss Benjamin Castleman and Joshua Goodman's study, Intensive College Counseling and the Enrollment and Persistence of Low Income Students, which was published in the journal, Education Finance and Policy in January 2018. Goodman shares the findings of their study on the impact of intensive college counseling to improve college enrollment and completion for disadvantaged students and the importance of studying interventions in education.

At a time of intense focus by state leaders on how schools are funded in North Carolina, a new study out this week show a stark and growing gap between the highest and lowest-wealth counties in the state, particularly urban and rural school districts. We discuss with one of study’s authors and two key experts. Guests: • Lindsay Wagner, Senior Researcher/Writer, Public School Forum of NC • Dr. Eric Houck, Associate Professor of Educational Leadership and Policy, UNC-Chapel Hill • Kris Nordstrom, Education Finance and Policy Consultant

On this episode, Katie is joined by Dr. Stuart Buck. As the Vice President of Research at the Laura and John Arnold Foundation, Stuart works to ensure that research funded by the Foundation is as rigorous as possible, and that the Foundation's major investments are evaluated by independent experts. An attorney and research expert with a background in education policy, Stuart has written and co-written numerous scholarly articles that have appeared in journals such as Science, Harvard Law Review, Education Economics, Education Next, Phi Delta Kappan, and Review of Public Personnel Administration. Stuart has testified before the U.S. Commission on Civil Rights, and has been a panelist at major academic conferences, including the Association for Education Finance and Policy, the Association for Public Policy Analysis and Management, and the Harvard Program on Education Policy and Governance. He is the author of a Yale University Press book on education in the African-American community, Acting White. Stuart holds a Ph.D. in education policy from the University of Arkansas, where he studied econometrics, statistics, and program evaluation; a J.D. with honors from Harvard Law School, where he was an editor of the Harvard Law Review; and bachelor's and master's degrees in music performance from the University of Georgia.   Segment 1: Working at a Foundation [00:00-10:12] In this first segment, Stuart describes about his research work at the Arnold Foundation. Segment 2: Promoting Research Integrity [10:13-23:48] In segment two, Stuart shares about how he works to promote research integrity at the Arnold Foundation. Segment 3: Increasing the Use of Data in the Criminal Justice System [23:49-36:59] In segment three, Stuart describes some of the recent work of the Arnold Foundation to impact the criminal justice system. Bonus Clip #1 [00:00-04:01]: Pathways to Working with Foundations To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Ecampus or Oregon State University.

I’ve thought about doing this episode for a while but I sat on it for a few weeks because it’s still in motion.  But now Betsy DeVos is confirmed as Secretary of Education I wanted to offer some thoughts on her work on educational issues, charter schools, as well as on the topic of schools more broadly. Spoiler alert: I graduated from my Master’s program!  And I wrote my thesis on what motivates children to learn in the absence of a formal curriculum, so we also talk a bit about whether schools as we know them, and specifically curriculum-based learning, is the best way to serve our children’s learning. References Achieve (2015, May 14). New report highlights large gaps between state test results and 2013 NAEP results. Retrieved from: http://achieve.org/new-report-highlights-large-gaps-between-state-test-results-and-2013-naep-results Angrist, J.D., Cohides, S.R., Dynarski, S.M., Pathak, P.A., & Walters, C.D. (2013). Charter schools and the road to college readiness: The effects on college preparation, attendance, and choice. Full report available at: http://www.tbf.org/~/media/TBFOrg/Files/Reports/Charters%20and%20College%20Readiness%202013.pdf (http://www.tbf.org/~/media/TBFOrg/Files/Reports/Charters%20and%20College%20Readiness%202013.pdf) Bitfulco, R., & Ladd, H.F. (2006). The impacts of charter schools on student achievement: Evidence from North Carolina. Education Finance and Policy 1(1), 50-90. Full article available at: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2006.1.1.50 (http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2006.1.1.50) Bruni, F. (2015, May 30). The education assassins. The New York Times. Retrieved from: https://www.nytimes.com/2015/05/31/opinion/sunday/frank-bruni-department-of-education-assassins.html?_r=1 Camera, L. (2016, May 17). More than 60 years after Brown v. Board of Education, discrimination still exists. Retrieved from: https://www.usnews.com/news/articles/2016-05-17/after-brown-v-board-of-education-school-segregation-still-exists (https://www.usnews.com/news/articles/2016-05-17/after-brown-v-board-of-education-school-segregation-still-exists) Camera, L. (2017, February 17). DeVos: I’d be fine ditching the education department. Retrieved from: https://www.usnews.com/news/articles/2017-02-17/betsy-devos-id-be-fine-if-we-could-ditch-the-education-department Center for Research on Education Outcomes (2015). Urban charter school study report on 41 regions. Full report available at: https://urbancharters.stanford.edu/download/Urban%20Charter%20School%20Study%20Report%20on%2041%20Regions.pdf (https://urbancharters.stanford.edu/download/Urban%20Charter%20School%20Study%20Report%20on%2041%20Regions.pdf) Doyle, W. (2016, February 18). How Finland broke every rule – and created a top school system. Heching Report. Retrieved from: http://hechingerreport.org/how-finland-broke-every-rule-and-created-a-top-school-system/ (http://hechingerreport.org/how-finland-broke-every-rule-and-created-a-top-school-system/) Gill, B.P. (2016). The effect of charter schools on students in traditional public schools: A review of the evidence. Education Next. Retrieved from: http://educationnext.org/the-effect-of-charter-schools-on-students-in-traditional-public-schools-a-review-of-the-evidence/ Gleason, P., Clark, M., Tuttle, C.C., Dwoyer, E., & Silverberg, M. (2010). The evaluation of charter school impacts. Full report available at: https://ies.ed.gov/ncee/pubs/20104029/pdf/20104029.pdf (https://ies.ed.gov/ncee/pubs/20104029/pdf/20104029.pdf) Goldman, J.A. (1981). Social participation of preschool children in same- versus mixed-age groups. Child Development 32, 644-650. Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York: Basic. Greenberg, D. (1995). Free at last: The Sudbury Valley school....

Our December 2015 show features Dr. Seth Gershenson's research on how student-teacher demographic match effects teacher expectations. Seth Gershenson is an Assistant Professor of Public Policy in American University's School of Public Affairs and a Research Fellow at the Institute for the Study of Labor (IZA Bonn). His primary research interests are in the economics of education, specifically issues relating to teacher labor markets, parents' and students' time use, summer learning loss, the development of character skills, and the role of expectations in the education production function.  Dr. Gershenson's research has been supported by the W.E. Upjohn Institute, the Spencer Foundation, and the American Educational Research Association and has been published in peer-reviewed journals such as the Economics of Education Review, American Educational Research Journal, Educational Evaluation and Policy Analysis, Education Finance and Policy, and Educational Researcher. More information about his research is available on his website: http://www.sethgershenson.com/.  Join us at 2pm on December 16 for a powerful discussion on some groundbreaking research.

This conversation gives an extensive outlook on changes in methods and means for funding our education system and what the future may hold for policies guiding the financing of schools.