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Resources should be allocated wisely to support school improvement:
- Use data to identify and clarify areas of the school program needing improvement. (Holcomb, 1999; McDonald, 2001)
- Develop an action plan to address the areas needing improvement. (Kentucky Department of Education, 1997; McDonald, 2001)
- Look at all fiscal and other resources available to support implementation of the action plan, including local, state,
and federal funds. (Holcomb, 1999)
- Develop measures of implementation and maintenance. (Kentucky Department of Education, 1997)
See What Works with Low-Performing Schools: A Review of Research by Christopher Corallo and Deborah
H. McDonalad - AEL
How school districts manage their responsibility for use and distribution of resources has significant impact
on educational reform across the system. According to Characteristics of Improved School Districts - Themes from
Research (October, 2004), improved districts and schools provide, allocate, reallocate, and find resources to ensure
quality instruction. Districts provide additional resources, including financial as well as human and social capital,
to support low performers. These resources generally include time, personnel, materials, and facilities. Districts
do give some autonomy over staffing, schedules, and budgets within parameters that establish the school's roles and responsibilities.
Questions for reflection:
- How do resource allocations reflect district policies?
- How are human, social, physical, and financial resources developed, managed, and allocated across the district
and within each building?
- How does the district and each building determine the adequacy of resources needed and provided to improve
student learning?
- How does the district and each building ensure equity in allocating resources to close the achievement gap?
This page was updated on January 2, 2007.
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