Marguerite Roza and Robin Lake’s blog on fixing Title 1 is highlighted in this Education Week commentary about accountability and school improvement.
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 essays in this third volume of the SEA of the Future describe a "productivity infrastructure" intended to provide a foundation for the work of SEAs.
Edited by Betheny Gross and Ashley Jochim, this volume begins a conversation with state education leaders about productivity.
Suzanne Simburg and Marguerite Roza lay out the cost savings possible if blended learning were adopted by all U.S. public elementary schools, not just charter schools...
This brief explains the need for student-based allocation to enable student choice and portable funding across schools within districts.
Public universities across the country are shifting more spots to nonresidents (who pay higher tuitions) in order to plug budget gaps. This case study examines admissions...
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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.
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The ESEA rewrite should require districts to level the financial playing field before doling out Title I dollars, write Marguerite Roza and Robin Lake.
Larry Miller revisits the groundbreaking study that revealed how the budgeting system used by most districts was broken - and how to fix it.