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Budgeting based on student needs also means qualifying the need for staff and evaluating roles and responsibilities under the new regime of budgeting. Educators are on the front line and know what areas students are lacking in and what factors play a role within their ability to learn. Using the expertise to analyze best approaches and provide them the resources they need to help students learn is important. The issue comes from when they are not able to support their claims for resources.

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When changing the method of budgeting this also impact the way educators are able to preform their role. Understanding that their will be an adjustment period and working to maintain communication and transparency with staff will be key to retaining them. With budget shifts new staff may be need and some staff may choose to leave because they disagree and establishing a relation of trust between staff allows for open dialogue and an intervention before they form their decision or opinion on the change.

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Budgeting according to students needs is a form of allocating funds per student needs rather than by school district metrics. Student needs focus on providing student with resource to improve individual outcome of groups of students who need the same resources.

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Budgeting Based on Student Needs

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WILLIS, J., & HILL, M. (2011). Budgeting Based on Student Needs. District Administration, 47(5), 79–84. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=tfh&AN=61864417&site=eds-live

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Johnston, R. C. (2005). Making Every Dollar Count. Education Week, 24(17), 16. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=f6h&AN=15750022&site=eds-live

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Aligning with district and state initiatives is important to maintain funding. Funding is driven by data showing state and district learning outcomes often seen through testing. Funding programs that do not directly contribute to the improvement of those outcomes.

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Funding shifts from core curriculum to elective or extracurricular programs is an issue that impacts the amount of resources available to students who have higher needs than others. This includes limitations on the amount of staff they are able to hire and where money shifts from.

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Adamson, F., & Darling-Hammond, L. (2012). Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions. Education Policy Analysis Archives, 20(37). Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=eric&AN=EJ990114&site=eds-live

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Per pupil spending impacts the performance and learning outcomes. Schools with students living with disabilities, language barriers and economic hardships are all examples of student population needs. These special populations need resources to support their educational pursuits whether it be additional support staff, technology or resources for standard living. Geographic specific economic issues are attributed to the cost of living, population density and taxes paid within the area.  Schools are funded by taxes within their region and allocations of funds vary bases on the area. Staffing also plays a role within student success because it impacts students learning. Employing underqualified teachers or inexperienced teachers impacts the quality of education they are receiving. School districts that have a combination of special population students and low geographic specific economic areas typically are the ones who have the most underqualified/ inexperienced teachers.

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Lack of funding per student impacts the amount that staff are o ffered.Educator satisfaction directly impacts student success and outcomes. The issue comes when trying to manage budgets to ensure that there is either an incentive associated for the position or a living wage attached to it.

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Maintaining a full and qualified staff is crucial to the success of students. Students are the most impacted by loss of staff, students fall behind, productivity is lost and struggle to regain their orientation. When schools do not have the resources to offer incentive funding or are forced to hire under qualified or in experienced staff one should focus on developing their skills as educators rather then firing staff. To improve their quality of teaching invest time by sitting in on their classes, asking them to shadow an experienced teacher during an off period and working towards identifying weak areas for them to improve on. Developing the current staff instead of disregarding them will aid in high turn over rates.

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Administration is typically viewed as responsible for loss in funding and must work to help personnel understand the shift between allocations. Staff or the public may not be happy with the way funding is allocated and should work to communicate the methodology behind their choices. This should also align with district and state initiatives.

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Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions

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Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions