This webinar helps participants to better understand their state’s data, identify highly productive models, make comparisons among schools, understand the labor force, and identify critical financial and student data needed for productivity reform.
Marguerite Roza, Ph.D., is Director of the Edunomics Lab at Georgetown University and Senior Research Affiliate at the Center on Reinventing Public Education. Dr. Roza's research focuses on quantitative policy analysis, particularly in the area of education finance. Recent research traces the effects of fiscal policies at the federal, state, and district levels for their implications on resources at school and classroom levels. Her calculations of dollar implications and cost equivalent tradeoffs have prompted changes in education finance policy at all levels in the education system. She has led projects including the Finance and Productivity Initiative at CRPE and the Schools in Crisis Rapid Response Paper Series. More recently she served as Senior Economic Advisor to the Bill & Melinda Gates Foundation. Her work has been published by Education Sector, the Brookings Institution, Public Budgeting and Finance, Education Next, and the Peabody Journal of Education. Dr. Roza is author of the highly regarded education finance book, Educational Economics: Where Do School Funds Go?
Dr. Roza earned a Ph.D. in Education from the University of Washington. Prior to that, she served as a Lieutenant in the US Navy teaching thermodynamics at the Naval Nuclear Power School. She has a B.S. from Duke University and has studied at the London School of Economics and the University of Amsterdam. Dr. Roza and her husband Scott have four daughters.
Edited by Betheny Gross and Ashley Jochim, the four essays in this volume begin a conversation with state education leaders about making the most of every dollar they have.
Suzanne Simburg and Marguerite Roza, fiscal analysts at CRPE and the Edunomics Lab at Georgetown University, lay out the cost savings possible if blended learning...
Student-based allocation models (also known as weighted student funding) emerged as a more equitable way to distribute funding, create transparency, allow flexibility in resource use, and enable portability with student choice. Student-based allocation puts students at the...
There is a longstanding implicit bargain that comes with state-supported higher education: subsidized prices for in-state students, and resident preference in the admissions...
Even as new educational technologies have emerged, staffing innovations have seemed all but impossible in American schools. Charter and district schools alike long ago...
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This webinar will describe the key cost escalators in public education and outline a set of opportunities for productivity improvements.
In a guest blog for the Michael and Susan Dell Foundation's occasional series on portfolio districts, Roza explains how student-based allocation facilitates the goal of districtwide improvement.
The seventh edition of Hopes, Fears, & Reality explores whether charters are living up to their promise of fostering innovation.
Today’s headlines that public school class sizes are growing larger are often exaggerated. Some states have increased class sizes slightly since the recession of 2008, but others have held steady or declined. The average class is still smaller than it was in the 1999-2000 school year.
Paul Hill and Marguerite Roza shared ideas for improving education with members of the Idaho Legislature.
Washington state residents used to enjoy a preference in admission to the University of Washington, but a new analysis shows that preference is now gone.
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