Podcast appearances and mentions of marguerite roza

Dr. Marguerite Roza, Research Professor and Director of the Edunomics Lab at Georgetown University, elaborates on how districts should reduce their labor costs because of declining enrollment, and why it is more important now than ever to eradicate outdated CBAs with seniority, LIFO, etc — and really rethink those viable reduction strategies to help supersize academic growth and not shrink it.

As September comes to a close, public schools across the country are finding themselves at the edge of a funding cliff as pandemic-era federal dollars run out. Principals in Georgia and Ohio describe how they are affected, and Ali Rogin speaks with Marguerite Roza, director of Georgetown University's Edunomics Lab, for more about what schools have planned. PBS News is supported by - https://www.pbs.org/newshour/about/funders

Marguerite Roza, a research professor at Georgetown University and director of the Edunomics Lab, joins Paul E. Peterson to discuss how school districts have spent their federal Elementary and Secondary School Emergency Relief funds, and what impact that has had on student achievement. “The Massive ESSER Experiment: Here's what we're learning,” co-written with Katherine Silberstein, first appeared on Education Next.org in April 2023. https://www.educationnext.org/the-massive-esser-experiment-heres-what-were-learning/

This week on The Learning Curve co-hosts U-Arkansas Prof. Albert Cheng and DFER’s Alisha Searcy interview Dr. Marguerite Roza from the Edunomics Lab at Georgetown University. Dr. Roza explores the complexities of education finance and its impact on American K-12 education. She outlines the three phases of school funding over the past 40 years and their effect on equity and student achievement. […]

This week on The Learning Curve co-hosts U-Arkansas Prof. Albert Cheng and DFER's Alisha Searcy interview Dr. Marguerite Roza from the Edunomics Lab at Georgetown University. Dr. Roza explores the complexities of education finance and its impact on American K-12 education. She outlines the three phases of school funding over the past 40 years and their effect on equity and student achievement. She highlights that only about half of the K-12 education dollars fund student instruction, with significant money absorbed by the ever-expanding education bureaucracy. Dr. Roza discusses massive federal expenditures, such as COVID relief funds, emphasizing the need for better accountability. She examines the challenges faced by urban school districts with high per-pupil spending but low graduation rates and proficiency levels. Additionally, she explores the rise of private school choice programs and their accountability measures.

On this week's Education Gadfly Show podcast, Marguerite Roza, the director of the Edunomics Lab and a research professor at Georgetown University, joins Mike and David to discuss how schools and school systems can downsize in response to declining enrollment. Then, on the Research Minute, Adam examines a new study investigating the academic impacts of ESSER funding, the largest one-time federal investment in public schools in history.Recommended content: “The math of school closures: How district leaders should navigate the perfect storm of budget shortfalls and declining student enrollment” —Marguerite Roza & Aashish Dhammani, The 74“Schools will have to start closing again” —Michael Petrilli, Wall Street Journal“Doing educational equity right: School closures” —Michael Petrilli, Fordham InstituteDan Goldhaber and Grace Falken, “ESSER and student achievement: Assessing the impacts of the largest one-time federal investment in K12 schools,” CALDER (June 2024).Feedback Welcome: Have ideas for improving our podcast? Send them to Daniel Buck at dbuck@fordhaminstitute.org.

Seattle Public Schools is looking to close more than 20 elementary schools, in order to help solve its massive budget problems. The district is facing a $105 million shortfall this year, and enrollment is declining.We talk with Marguerite Roza, director of the Edunomics Lab at Georgetown University about why the district's budget is in such bad shape, and the implications for closing schools.We can only make Seattle Now because listeners support us. You have the power! Make the show happen by making a gift to KUOW: https://www.kuow.org/donate/seattlenowAnd we want to hear from you! Follow us on Instagram at SeattleNowPod, or leave us feedback online: https://www.kuow.org/feedback

During the pandemic, the federal government sent $190 billion in COVID relief funds to America's schools. These funds, known as ESSER (or the Elementary and Secondary School Emergency Relief Fund), changed school budgets across the country. But this September, ESSER will come to an end, meaning that—on average—schools will have to reduce their budgets by […]

During the pandemic, the federal government sent $190 billion in COVID relief funds to America's schools. These funds, known as ESSER (or the Elementary and Secondary School Emergency Relief Fund), changed school budgets across the country. But this September, ESSER will come to an end, meaning that—on average—schools will have to reduce their budgets by over $1,000 per student.How will schools respond? What will get cut? And what should education leaders know to minimize the impacts of the funding cliff? On this episode of The Report Card, Nat Malkus discusses these questions, and more, with Marguerite Roza. Marguerite Roza is a research professor at Georgetown University and the director of the Edunomics Lab.Show Notes:School Boards Face Their Most Difficult Budget Season Ever. Many Are UnpreparedThe ESSER Fiscal Cliff Will Have Serious Implications for Student EquityNational Education Resource Database on Schools (NERDS)How Within-District Spending Inequities Help Some Schools to Fail

To say we're excited would be an understatement! Dr. Marguerite Roza, Director of the Edunomics Lab and Research Professor at Georgetown University's McCourt School of Public Policy joins us to talk about her brainchild, the Edunomics Lab and how their focus on the study of education finance is providing unparalleled insights into district spending throughout the country.To check out more on the Edunomic Lab and all of their amazing work, visit them on their website at https://edunomicslab.org/

A research professor at Georgetown University and director of the Edunomics Lab, Marguerite Roza, joins Paul E. Peterson to discuss how school districts have spent their federal Elementary and Secondary School Emergency Relief funds, and what impact that has had on learning. “The Massive ESSER Experiment: Here's what we're learning,” co-written with Katherine Silberstein, is available now at Education Next.org: https://www.educationnext.org/the-massive-esser-experiment-heres-what-were-learning/" target="_blank" rel="noopener noreferrer

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.

As in-person learning resumes and a new normal takes shape, schools across the country must decide how to best allocate $189 billion in federal COVID relief. At the same time, the $2 trillion spending bill that passed in the fall will provide federal dollars for long-underfunded initiatives including universal pre–K, broadband access, and others. What can school leaders do to ensure this windfall is spent wisely? How can we guarantee funding will get students back on track and how can parents ensure their voices are heard when it comes to education spending decisions that impact their children? In this episode, Kevin is joined by Dr. Marguerite Roza as they explore how schools and districts can make smarter financial decisions at this critical point in time.

On this week's Education Gadfly Show podcast (listen on Apple Podcasts and Spotify), Thomas Toch, director of FutureEd, joins Mike Petrilli and David Griffith to discuss the ways schools are spending $123 billion in federal Covid relief. Then, on the Research Minute, Amber Northern discusses a study of how leaders are investing in the teacher workforce, and whether that aligns with the preferences of educators. You can find this and every episode on all major podcast platforms, as well as share it with friends.Recommended content:FutureEd's analysis of more than two thousand local spending plans: “How Local Educators Plan to Spend Billions in Federal Covid Aid.”Marguerite Roza's paper that explores tradeoffs in school spending: “The ‘Would You Rather?' Test,” from the book Getting the most bang for the education buck, eds. Frederick M. Hess and Brandon L. Wright (Teachers College Press, 2020).The study that Amber reviewed on the Research Minute: Virginia S. Lovinson and Cecilia H. Mo, “Investing in the Teacher Workforce: Experimental Evidence on Teachers' Preferences,” retrieved from the Annenberg Institute at Brown University (February 2022).Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

In March 2020, the COVID-19 pandemic put a halt to traditional schooling. In response to the, then, relatively unknown threat of COVID-19, Congress sent emergency relief funding to schools. They did so again, sending much more money. Then, they did so again, sending much much more money. These funds, known as the Elementary and Secondary Schooling Emergency Relief funds, or ESSER for short, totaled nearly $200 billion, making it the largest federal expenditure for public education in American history. So, where did these funds go, and for what? Here to discuss is the https://edunomicslab.org/ (Director of Georgetown University's Edunomics Lab), https://edunomicslab.org/about-us/ (Marguerite Roza. ) Show notes: Marguerite's latest Education Next article: https://www.educationnext.org/punishment-for-making-hard-choices-in-crisis-federal-prison-julia-keleher/ (Punishment for Making Hard Choices in a Crisis: Federal Prison)

This week on “The Learning Curve,” Gerard and Cara talk with Dr. Marguerite Roza, Research Professor and Director of the Edunomics Lab at Georgetown University. Professor Roza describes the three distinct phases of how American K-12 education has been funded over the last 40 years, and implications for equity and overall student achievement. She offers perspectives on the productivity of America's... Source

This week on “The Learning Curve,” Gerard and Cara talk with Dr. Marguerite Roza, Research Professor and Director of the Edunomics Lab at Georgetown University. Professor Roza describes the three distinct phases of how American K-12 education has been funded over the last 40 years, and implications for equity and overall student achievement. She offers […]

With an unprecedented cash infusion going to public schools from the federal government, Michael and Diane interview noted school finance expert Marguerite Roza to understand the contours of the new funding landscape and what are the opportunities – and risks – for schools and districts.

March will mark one year since students began learning from home. Today, about half the students in the United States are still learning remotely. While Zoom classrooms filled the gap at the beginning of the pandemic, it’s not a sustainable measure. Many parents have grown exasperated trying to help their kids through online classes as their children deal with the lack of socialization and in-person interaction. Others fear that sending their child back to school could compromise the health and safety of other members of the household.  Returning K-8 students for in-person instruction was one of President Biden’s most prominent campaign promises. While the administration is weighing additional guidance from the CDC and input from teacher’s unions, parents, and governors, there is no policy prescription that will erase the fear many teachers have regarding returning to the classroom amid the rise of more transmissible variants of coronavirus.  Marguerite Roza, research professor at Georgetown University and director of the Edunomics Lab, and Dana Goldstein, national reporter at the New York Times covering education, address President Biden’s plan to reopen schools. Plus, Howard Stevenson, director of the Racial Empowerment Collaborative at the University of Pennsylvania's Graduate School of Education, describes why Black and Hispanic parents are less likely to send their children back for in-person learning after being on the receiving end of discriminatory practices at the hands of institutions, including schools. And, Randi Weingarten, president of the American Federation of Teachers, describes the challenges for getting teachers back in the classroom after a year of remote teaching and muddled federal guidance from the Trump administration. Some music for this podcast by I Think Like Midnight.

March will mark one year since students began learning from home. Today, about half the students in the United States are still learning remotely. While Zoom classrooms filled the gap at the beginning of the pandemic, it’s not a sustainable measure. Many parents have grown exasperated trying to help their kids through online classes as their children deal with the lack of socialization and in-person interaction. Others fear that sending their child back to school could compromise the health and safety of other members of the household.  Returning K-8 students for in-person instruction was one of President Biden’s most prominent campaign promises. While the administration is weighing additional guidance from the CDC and input from teacher’s unions, parents, and governors, there is no policy prescription that will erase the fear many teachers have regarding returning to the classroom amid the rise of more transmissible variants of coronavirus.  Marguerite Roza, research professor at Georgetown University and director of the Edunomics Lab, and Dana Goldstein, national reporter at the New York Times covering education, address President Biden’s plan to reopen schools. Plus, Howard Stevenson, director of the Racial Empowerment Collaborative at the University of Pennsylvania's Graduate School of Education, describes why Black and Hispanic parents are less likely to send their children back for in-person learning after being on the receiving end of discriminatory practices at the hands of institutions, including schools. And, Randi Weingarten, president of the American Federation of Teachers, describes the challenges for getting teachers back in the classroom after a year of remote teaching and muddled federal guidance from the Trump administration. Some music for this podcast by I Think Like Midnight.

March will mark one year since students began learning from home. Today, about half the students in the United States are still learning remotely. While Zoom classrooms filled the gap at the beginning of the pandemic, it’s not a sustainable measure. Many parents have grown exasperated trying to help their kids through online classes as their children deal with the lack of socialization and in-person interaction. Others fear that sending their child back to school could compromise the health and safety of other members of the household.  Returning K-8 students for in-person instruction was one of President Biden’s most prominent campaign promises. While the administration is weighing additional guidance from the CDC and input from teacher’s unions, parents, and governors, there is no policy prescription that will erase the fear many teachers have regarding returning to the classroom amid the rise of more transmissible variants of coronavirus.  Marguerite Roza, research professor at Georgetown University and director of the Edunomics Lab, and Dana Goldstein, national reporter at the New York Times covering education, address President Biden’s plan to reopen schools. Plus, Howard Stevenson, director of the Racial Empowerment Collaborative at the University of Pennsylvania's Graduate School of Education, describes why Black and Hispanic parents are less likely to send their children back for in-person learning after being on the receiving end of discriminatory practices at the hands of institutions, including schools. And, Randi Weingarten, president of the American Federation of Teachers, describes the challenges for getting teachers back in the classroom after a year of remote teaching and muddled federal guidance from the Trump administration. Some music for this podcast by I Think Like Midnight.

A research professor at Georgetown University and director of the Edunomics Lab, Marguerite Roza, joins Paul E. Peterson to discuss a new Edunomics Lab study on weighted student funding, which investigates the spending patterns and student outcomes in school districts. The full study is available here: https://edunomicslab.org/2020/10/29/wsfstudy/

Hablamos con la Dra. Marguerite Roza, directora del Edunomics Lab, para aprender sobre el misterio de las finanzas de la educación. Ella nos brinda una guía práctica sobre cómo pueden las familias mantenerse informadas con respecto a las decisiones financieras de su distrito escolar y cómo pueden abogar por las prioridades que más les importan.

Mientras los distritos escolares planean una temporada de regreso a la escuela sin precedentes, el dinero está especialmente ajustado. Invitamos nuevamente a la Dra. Marguerite Roza, nuestra invitada de Finanzas de la Educación Básicas: El dinero habla, para que nos cuente las novedades. Ella nos cuenta qué está sucediendo actualmente en el mundo de las finanzas de la educación y cómo pueden las familias abogar por las necesidades de sus niños.

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.

A Research Professor at Georgetown University and Director of the Edunomics Lab, Marguerite Roza, joins Education Next Editor-in-chief Marty West to discus what how recent financial instability could affect public education. Roza recently delivered a webinar on this subject, and the slides from it are available here. https://edunomicslab.org/wp-content/uploads/2020/03/Financial-turmoil-Final.pdf

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.    

On this week’s podcast, Marguerite Roza, director of the Edunomics Lab and a research associate professor at Georgetown University, joins Mike Petrilli and David Griffith to remind schools to prepare for a rainy day, which is likely coming soon. On the Research Minute, Amber Northern examines students’ reading habits, and which books are most popular from K to 12.

It may seem like money is tight, but we're actually spending at a relatively high level on schools right now. When state revenues decline, districts will have to make some tough choices. Marty West talks with Marguerite Roza, the Director of the Edunomics Lab at Georgetown University, about what's coming and how school districts can prepare. Roza addresses these topics in "Dear Districts: These Are the Glory Days. Are You Ready for Tomorrow’s Financial Pain?" available at http://educationnext.org/dear-districts-these-glory-days-are-you-ready-tomorrows-financial-pain

Politicians who rely on targeted tax incentives to help recruit businesses to North Carolina share a common trait with teenagers who stuff their faces with the first piece of chocolate cake they see. Joseph Coletti, John Locke Foundation senior fellow, explains that analogy as he dissects this state’s incentives policy. Coletti explains why the politicians — and teenagers — would benefit from considering alternatives. Charlotte’s Sugar Creek Charter School has demonstrated clear success. But school founder and former Charlotte Mayor Richard Vinroot says that success followed early struggles. Vinroot explained recently for state lawmakers how an early threat of closing prompted Sugar Creek leaders to improve the school’s performance. A national education expert recently urged N.C. lawmakers to add more local spending flexibility to the state’s school funding formula. Marguerite Roza of Georgetown University’s Edunomics Lab explained how North Carolina could benefit from a formula establishing a more direct link between taxpayer money and particular students. The former Dorothea Dix mental hospital campus in downtown Raleigh is moving closer to conversion into the area’s largest park. Kate Pearce, Dix Park planner for Raleigh’s city government, recaps key pieces of the park planning discussion and looks ahead to the next steps in the process. The top statewide race on this year’s N.C. election ballot features Republican state Supreme Court Justice Barbara Jackson. Democrat Anita Earls already has announced plans to challenge Jackson, and other candidates could file for the office starting June 18. Rick Henderson, Carolina Journal editor-in-chief, handicaps the race and explains its significance for the high court’s future.

As of December 2018, school districts nationwide will be required to report exactly what they spend on each of their schools. Will that information kick off a new wave of school finance research and reform? Could it become one of the law’s most important legacies? Marty West discusses the change with Marguerite Roza of Georgetown University, author of "With New Data, School Finance is Coming Out of the Dark Ages," available at http://educationnext.org/new-data-school-finance-coming-dark-ages/