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Syllabus Education Doctorate Program EdD 613 | Spring 2011 EdD 613: Finance and Budget for Educational

Leaders Su Jin Jez, PhD office 916.278.5955 | cell Tahoe Hall 30305 Meeting times: Fridays 2/18, 3/4 from 5:30p to 9:30p Saturdays 2/19, 3/5 from 8a to 5:30p Meeting location: AIRC 1008 Introduction This course offers a basic understanding of the nature and role of budgeting and finance in the K-14 education sectors in California. Budgets are one of the most significant policy documents in the public domain. They reflect priorities, values, and power relationships. Although they have important technical aspects, budgets are fundamentally political statements. They reflect the choices that result from the political process and ultimately become issues in the electoral process. Similarly, how we finance education reflects political processes and public priorities. In this course, we will learn how K-12 and community colleges are financed and how educational finance relates to student outcomes. Course Objectives This course:  Analyzes two related topics with respect to public educational institutions: state funding and internal budgeting;  Provides a state overview of the economics and finance of K-12 and higher education, including methods of financing public education and contemporary policy issues regarding school and college finances in California; and  Focuses on how educational leaders can most effectively manage resources to further the vision, goals, and philosophy of the organization. At the end of EdD 613, a student who successfully completes the course will be able to:    Understand basic budget- and finance-related economic concepts and analysis; Understand the socio-political environment related to budgeting and finance; Understand basic budgeting concepts and budget analysis;


Briefing memo (due March 14 at 8a to me via email. The memo helps the new board member to understand the California budget situation. You are to write a briefing memo to a new board member for a specific K-12 or community college district. I expect you to actively participate in in-class discussions and activities and to write a briefing memo. Format of Course This course employs the seminar style. and Write in academic contexts. That means students come to class having done all of the assigned readings and are well prepared to participate in conversations about the materials they have read. I want you to start getting a feel for things and know enough and be confident enough to ask questions (and be able to know where to look or who to ask to get answers). jez@csus. If you have not done the reading. and non-profit sectors in education budget and finance. depending upon your focus. There will be no pop quizzes. and double spaced. Course Grade In this course. you will not be able to participate. You are encouraged to work together on your memos but students must submit their own paper. The paper should be no more than 8 pages. Its form should follow: NAME: [Your name] TOPIC: [Less than five word description of the topic asked about so that I know when to address in class] QUESTION: [A one-sentence question on a topic from reading that requires further clarification.] Briefing memo: You will complete one comprehensive paper for this class. typed. There will be some – 80% Participation – 20% See attendance policy below Participation: Besides actively participating in class. private. and the specifics of the district budget you choose.   Understand the importance of accountability to all stakeholders with regards to budget and finance. and I don’t expect anyone who’s brand new to budgeting and finance to have to memorize anything. but also discussions and small group work designed to further learning. the financing of K-12 or community colleges in CA. The use of graphical forms of 2 . This must be typed and printed to receive credit and must be in handed in at the very start of class (while handwritten questions or emailed questions are welcome. Understand the role of public. one-inch margins all around. they will not receive credit). you may increase your participation grade by submitting a one-sentence question that you have after completing the assigned reading for a class meeting.

March 14 at 8a. This memo is the only orientation they will have before taking their seat and making decisions on fiscal matters. The remaining portion will involve projecting into the future.e. or any class at Sacramento State. Getting Help If there are concepts or ideas covered in a class session that you do not understand. If you receive a B. March 11th).  If you have a disability and require accommodations. explaining the context and specifics of the budget. Policies and Logistics  Please complete all readings listed for the class date prior to coming to class.  B. it is important to your overall success in the course that you get these misunderstandings resolved before the next time we meet. You should presume the board member is bright. A student who misses class without clearing it with me first may fail the course. If laptops are being abused in class. The first portion of the briefing will be largely descriptive. A to A-) will be deducted from what you would have received if submitted on time. March 7th (and I promise to return your draft by Friday. Please pay close attention to what is listed there because that is exactly what I will be looking for. you will have to retake it. Explore the origins of those cuts. or college you are writing about and then develop a plausible scenario for making reductions. a half grade (i. (916) 278-6955. All papers are due by Monday. it is important that you are aware of what plagiarism is. Most education institutions are projecting significant cuts for next in the form of a Word file with your last name in its file name. and how its practice can become grounds for dismissal from the 3 . For every 24 hours that the paper is submitted late. I will provide the rubric that I will use to assign your grade on this paper during class. Please discuss your accommodation needs with me after class or during their office hours early in the semester. the projected impact on the district. but not knowledgeable about education finance. and you have at least the weekend to make any changes I may recommend. school. People learn best when you give them a failing course grade in the EdD program. I will prohibit their use for all. You can do this by talking to your fellow classmates (I encourage you to form study groups or electronic study networks) or speaking with me. words and numbers. Submit your paper to me via email (jez@csus. Lassen Hall 1008. This ensures that I have time to give your draft thoughtful a course. you need to provide disability documentation to SSWD. Attendance: Students are expected to attend all course sessions and to be active participants in class. Academic Honesty When you do any writing for this class.  Please no cell phones or web surfing in class. I am happy to meet with students to discuss the paper and review outlines or drafts that are sent to me no later than Monday.budget data is strongly encouraged.

. submitting another's work as one's own) and failure to include quotation marks on material that is otherwise acknowledged.lao. Plagiarism at CSUS includes but is not limited to: 1. I will rely on articles and reports that are posted online (links in the syllabus below). or parts thereof. The act of incorporating into one's own work the California Budget Project www. or similar works. The following is directly from this manual: Plagiarism: Plagiarism is a form of K-12 Legislative Analysts’ Office www. Note that many of these websites I send you to have links to related articles. If you happen upon anything that you found particularly interesting or useful.htm . sentences.e. Representing as one's own another's artistic or scholarly works such as musical paintings. Details are available at the University Policy Manual found at http://www. Some budget and finance websites you might find useful General California Legislative Analysts’ Office www. incorporation of another's work into one's own requires adequate identification and acknowledgement. Required text There is none. photographs. words. fabrication (i.csus. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person's contribution.. Instead. paragraphs.. but also the "mosaic" (i. Acknowledgement is not necessary when the material used is common knowledge.. computer programs. or the specific substance of another's work without giving appropriate credit thereby representing the product as entirely one's own. the paraphrase (i. drawing.cbp. Feel free to click around websites and read Ed Source 4 . Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it.e. and 2. interspersing a few of one's own words while. Examples include not only word-for-word copying.e. please share. Regardless of the means of appropriation.lao. ghost-writing (i. in This is to save you money and to not have you buy texts and only have us read a portion of them. copying another's work).ca. inventing or counterfeiting sources). rewriting another's work while still using the other's fundamental idea or theory).

org/cs/crpe/view/projects/3 Strategic School Funding for Results Getting Down to Facts: A Research Project Examining California’s School Governance and Finance Systems 5 Community College League’s Budget Advocacy Action Center Institute for Higher Education Leadership & Policy Ed-Data CC/higher ed Legislative Analysts’ Office Delta Cost Project www.htm School Finance Redesign Project http://www.

dof.pdf “California’s Budget: Just the Facts”.aspx The budget process (a review from California Politics book from EdD 603) May 14. 2009 http://www.pdf **WILL WATCH IN CLASS** Proposition 13: State-Local You do not need to print all of these but please have an electronic copy 2009 http://www.pdf “California’s Budget: Planning for the Future” **WILL WATCH IN CLASS** Budget “Why CA is Still America’s Future” **WILL WATCH IN CLASS** Pension: http://www. we will dig further into how we got here. revenue sources and expenditure categories. we will need a laptop for each pair*** California State Budget.html “California’s State and Local Revenue Structure after Proposition 13: Is Denial an Appropriate Way to Cope?”.org/content/pubs/jtf/JTF_BudgetJTF. K-12.pdf Tax burdens: http://www.kpbs. In the morning.htm Cal Facts – read California’s Economy.html 6 . So. PPIC.Course schedule Class 1 (2/18/11): A bit of background on how we got here In EdD 603. and Higher Education sections http://lao. Economist Magazine. October 23. we will focus on California’s state budget and understanding common budgeting terms. “The Ungovernable State”. July 2010 (2pgs) http://www. We will talk about concepts like tax incidence (who bears the burden of taxes) and debt and cash management. Time LAO http://www. In this Class 2 (2/19/11): Budgets. we touched on California finance and California’s on-going budgeting and finance woes. 2010 (4 pgs) http://www.csus. and more budgets ***We will be working with partners on a two online modules.economist. Professor Wassmer http://www.

LAO 7 . EdSource We will be working to understand different terms and the basic layout of different budgets. will probably spend time in class 4 on this. feel free to read the full report: http://www. 2011 http://www.html Sacramento school budgets try to plan for possible cuts http://www.pdf In class.**WILL DO IN CLASS** California Budget Challenge by Next 10 (we will do in class) how it impacts educational processes and outcomes.pdf **for those who found the summary interesting.edsource. In the afternoon. facilities financing.sacbee. Collective Bargaining. Please bring in the budget documents for the agency you plan to evaluate for the final paper.html School productivity http://www. charter school funding.html Internal “Finance System”. CBP.edsource. and history) “School Finance Highlights 2010-11”. Financial Reporting.pdf “How California’s Schools Get Their Money”. revenues.html **WILL WATCH IN CLASS** “The Basics of Proposition 98”. we will work with their interactive map: http://www. School budgets (read The District's Responsibility. EdSource. too): How we fund K-12 We will discuss how California finances its K-12 Professor Timar. allocations. but I am going to use it as a model for digging into a budget) “How California Funds K‐12 Education”.stanford. Site Level Budgeting. September 2006 (43 pgs) http://irepp.marin. and what other states are doing and alternatives for California to consider. Building the Fiscal Oversight in links in right frame) http://www.pdf Class 3 (3/4. we will practice examining a real budget using the knowledge gathered so Marin Community College budget (you do not need to print this entire document. expenditures.americanprogress. February 2009 (5 pgs) The helpful documents will include both the budget itself and previous memos to decision makers about the budget. dollars to districts.html (read the series of articles in the Finance System section: the basics.

com/watch?v=J7kg7y6KUHc&feature=related the state has deferred payments to school districts as a way to achieve significant Proposition 98 savings. discuss the advantages and disadvantages of deferrals.csus.) **OPTIONAL** “The 2011-12 Budget: To Defer or Not Defer? An Analysis of the Effects of K12 Payment Deferrals”. (2) prioritize services for those who most need them.html “Facing the Future: Financing Productive Schools”.com/watch?v=iVLEKzF4m2s&feature=related “Keeping California School Districts Fiscally Healthy”.crpe. compared to the current year.1 billion billion for child care and development (CCD) in 2011-12—a reduction of $535 million. 2011 http://www.aspx?id=2394 From LAO: The Governor’s budget plan provides $2.lao. and highlight several other major factors the Legislature should consider as it decides whether to approve additional K-12 deferrals.pdf **OPTIONAL** “The 2011-12 Budget: Child Care and Development”.lao. Amy http://www. Julian Vasquez Heilig. 2011 http://www. 2010 http://webpages. (20 and (3) prioritize direct service over administrative activities. and approve—perhaps in modified form—his proposals to change eligibility criteria and reduce administrative and support activities.) Class 4 (3/5): How we fund community colleges Today. To achieve these savings he proposes several significant changes to current policies.edsource. LAO. however. Center on Reinventing Public Education. EdSource. we track the state's increased use of deferrals. LAO. In assessing the Governor’s CCD proposals and building its own CCD package. In this report. His one major budget proposal for K-12 education is a $2. reconsider the Governor’s proposal to restore CalWORKs Stage 3 child care. we recommend the Legislature: (1) balance access to and quality of care. school districts have found fronting the cash required to continue operating at a higher programmatic level increasingly difficult.http://www. or 19 percent.aspx?id=2396 From LAO: Over the last several As part of his 2011-12 budget and the “iron triangle” that college administrators face. the Governor continues to rely heavily on payment 2007 http://www.pdf ** OPTIONAL ** “Inputs and Student Achievement: An Analysis of Latina/o-Serving Urban Elementary Schools”. 2008 http://www. 8 . and Su Jin Jez. we will focus on higher education finance: how it’s financed. the relationship to student Consistent with these principles. We also offer the Legislature a menu of additional CCD savings options and build three illustrative CCD packages. (8 As the magnitude and length of payment deferrals have increased. Relying on deferrals has allowed the state to achieve significant one-time savings while simultaneously allowing school districts to continue operating a larger program by borrowing or using cash reserves. we recommend the Legislature reject the Governor’s proposal to cut state subsidies by 35 percent.

and Quality” by National Center for Public Policy and Higher Education. The paper concludes by recapping the research themes and by suggesting directions for future work. Jane Wellman. Since there is so little work directly on the topic of learning and resource use.pdf “The Iron Triangle: College Presidents Talk about Costs.lao. LAO. California Community Colleges System Office’s College Finance and Facilities Planning Division.pdf (16 pgs) http://lao. 2011 http://lao. 2010 http://learningoutcomesassessment. followed by an examination of what the existing research says about the (50 pgs) http://lao. Erik From 1998 to 2001. Professor Skinner was a fiscal policy analyst for the Legislative Analyst’s Office. this paper presents a conceptual approach for analyzing the relation of spending to student success. 2007 9 .pdf ** OPTIONAL** “Connecting the Dots Between Learning and Resources”.pdf “The 2011-12 Budget: Prioritizing Course Enrollment at the Community Colleges”. Skinner served as the assistant secretary for fiscal policy for the Office of the Secretary for Education.pdf Excerpt from introduction: To get a better handle on what is known and the much that remains to be discovered.pdf (2 pgs) “Invest in Success: How Finance Policy Can Increase Student Success at California’s Community Colleges” will have a guest lecturer this day. Who Pays for Higher Education? http://www. 2010 http://www.pdf (2 pgs) “How Does California’s Support for Higher Education Compare With Other States?”. LAO. Before being at CCCCO.pdf (2 pgs) http://lao.csus.pdf (55 pgs) “The 2011-12 Budget: California Community College Fees”.pdf (40 pgs) **OPTIONAL** “Calculating Cost-Return for Investments in Student Success”.deltacostproject. this paper searches other areas of work for threads that might be sturdy enough to be woven into a fabric of knowledge about learning and resources. Delta Cost 2010 2011 Access. October 2008 http://www. 2009 (30 pgs) **OPTIONAL** “Trends in College Spending 1998-2008: Where Does the Money Come From? Where Does It Go?”. Delta Cost

pdf From website: This report revises and updates the 2007 completion rates. Good Practice II: Improving Outcomes and Productivity in Higher Education: A Guide for Policymakers”. Good Practice. 2010 http://www. Good Policy. It is a resource for policy makers and educators seeking examples of programs and policies to improve college access.** OPTIONAL** “Good Policy. National Center for Public Policy and Higher Education. 10 . and cost effectiveness.