Using Transparency to Know What Administrators Should Be Investigating
My Patch column, this week, notes that school administrators in Tiverton appear to analyze differences between their approach and that of one of the most successful districts in Rhode Island (neighboring town, Portsmouth) only to the degree that they can formulate excuses why their own students and community in general are to blame for the disparity in results:
It’s typical, among public officials, to focus on others’ mystery resources and sunnier demographics and to insist on the impossibility of comparison and accountability. The fact remains, though, that Tiverton pays $1,290 more per pupil. Yes, Portsmouth’s budget is 33% bigger, but its student body is 46% bigger. And even if it were accurate to suggest that Portsmouth has expenses that it doesn’t report to the Department of Education, its unlisted expenses would have to amount to $3.6 million, not $300,000-400,000, for the per pupil spending to match Tiverton’s.
Moreover, the UCOA shows that one needn’t imagine phantom revenue, because the lines in the budget show that the “philosophical shift” is reflected in how the district spends the money that it does declare. The two districts spend about the same percentages of their budgets on regular education (73% Tiverton; 72% Portsmouth) and special education (both 24%), and Tiverton throws another 1% in for vocational and technical education. The strategies for allocating those budgets makes all the difference.
A lower median income surely has some effect on educational outcomes and the strategy used for achieving them, but it doesn’t explain why Tiverton appears to focus on higher-cost employees and, say, health education over math education.