How much should schools spend to attract and retain students?
By Joe Nathan on June 6, 2013 at 10:03 am
A provocative email from a recently elected Central Minnesota school board member included the following: “The world is much different (than) when my parents made their decisions (about schools). I am struggling with how much tax money should be spent to retain and attract students.” Below is my response. Hope to hear what you think.
Recognizing that there are many ways to spend taxpayer dollars, here are ways I would and would not spend money to attract and retain students.
Improving a school’s or district’s program. There’s no single thing that all families are seeking from school – except safety. If a school has a reputation as a place where bullying or other forms of violence are not dealt with, the school often will lose students. So safety has to be a top priority. Many schools survey their students about this and other issues. Surveying students and families about what they see as strengths and shortcomings seems like a top priority.
Also related to programs, the Minnesota Department of Education’s recent Rigorous Course Taking study shows growing interest in dual high school and college credit courses. (Find the study online at http://goo.gl/Tlodn.)
MDE found, for example, that in the past three years, the number of students taking “College in the Schools” or “Dual Enrollment” courses increased from less than 19,000 to almost 22,000. The total number of students taking Advanced Placement exams increased over the past five years from about 26,000 to more than 35,000.
So a school board should study its dual credit program. If not much, building new partnerships, with higher education or other providers could be wise.
Spending more money on buildings. This was part of the school board member’s query. He wondered if additional money should be spent on improving older buildings or putting up newer ones. A great place to start answering this question is by going to the National Clearinghouse for Educational Facilities website (www.ncef.org). NCEF has literally thousands of documents about topics such as which building features can save energy and money for taxpayers or how buildings can contribute to (or detract from) student learning. (Note: I was an unpaid board member of NCEF, which formerly received federal funds.)
The school board member who contacted me mentioned that funds for buildings “could be used for staff, technology and supplies.” Although this is a very complex subject, in general, money for buildings from the state or from local property taxes can’t be used to pay for teachers or school supplies.
Advertising. Wise schools and districts communicate with families and the broader community. With the growth of the Internet, Facebook, Twitter and other “social media,” opportunities to share information are increasing exponentially. But many families see through hype. They want accurate information about programs and accomplishments. Rhetoric, which I sometimes see on school and district websites, is less persuasive than more specific information.
Most families are not just interested in test scores, attendance and graduation rates (although those matter and should be shared). Families also are looking for information about special opportunities the school offers. But word spreads if schools promise and don’t deliver.
Budgets are, in part, a reflection of a school’s priorities. Wise schools and districts use their human and financial resources to strengthen and share their programs, progress and plans.
Joe Nathan, formerly a Minnesota public school teacher and administrator, directs the Center for School Change. Reactions welcome, please comment below.
Tom
June 17, 2013 @ 9:27 am
Once again Dr. Nathan raises issues that we would be wise to address.
Kelly Woodman
June 17, 2013 @ 9:28 am
Hi Joe, good article and I couldn’t agree more with your last statement that budgets reflect a school’s priorities which stems no doubt from it’s leadership. Time and time again I see schools making choices with grant money and funds for programs that are not sustainable which spin them into a 3-5 year cycle of getting nowhere. So, first and foremost attracting and retaining leadership that makes decisions based on the communities vision for education and programs should be top priority, and then from there putting in place sustainable criteria and R.O.I’s for the budget to avoid making decisions based on hype and peer pressure. With the right leadership in place and a clear vision attracting and retaining students often happens on it’s own…
Bob Wedl
June 17, 2013 @ 9:29 am
Two other questions need to be asked before the board member’s question can be addressed. What are the program models the school has to offer today’s learners? And what are the learners/families of the district asking for? While the board likely tries to match these two, let’s keep in mind that no school can meet the needs and aspirations of each student…none ever has. But Joe hits on a few key ones like can students complete one or two years of post-secondary credit at the high school and walk out of high school into a good job with a career certificate and no college costs? No reason every high school cannot do that…must do that. Do pre-k students learn a second or third language as prek is the best time to learn languages by being immersed in a language environment (we’re talking quality child care programs here). Before and after school childcare/literacy programs. No cost MN Reading and Math Corps programs for any child that is below target. Rural schools must and do cooperate together but could do more to add programs that students need and want at no added cost. And of course the digital platform. How much learning (for credit) does the school offer outside of the school day? The board members question would make a good MSBA session.
Wayne Jennings
June 17, 2013 @ 9:30 am
I would add another to Joe’s fine list. Parents want to see their students’ passions and talents developed. This means greater variety in the school’s offerings so that many types of skills and interests can grow. These include mechanical, artistic, speaking, leadership, intrapersonal (think Opera Winfrey), and many others. The United States Department of Labor’s book Occupational Outlook lists over 350 career areas. Student need exposure to different experiences and opportunities to learn about and follow their passions. This doesn’t mean spending more money but reallocating existing resources.