Improving Student Learning When Budgets Are Tight

This how-to manual for achieving excellence despite budget cuts provides a school improvement action plan and shows how to target resources to implement that plan.

“This book offers a comprehensive framework to enhance student achievement in good times and in bad. It presents opportunities for schools and government to work together to strategically confront the budgetary challenges facing public education today.”

“Allan Odden’s book thoughtfully demonstrates that budgetary challenges facing our schools are immense and one that dedicated public servants are meeting with resilience and invention as they retain powerful education improvement strategies that close the achievement gap.”

“Any leader who wants to understand school finance and budgeting should begin by learning from Alan Odden. This book combines research on what works to improve performance with resource implications and is filled with clear, comprehensive, and practical advice for school leaders who want to do more with less.”

“This is the right advice at the right time for schools. Allan Odden has provided practical tips for education leaders to put their resources behind the spending areas that are shown to improve student academic performance. His book is a “how-to manual” for school leaders to improve student performance at a time of limited resources.”

"This new book brings together many years of work in a set of ideas that are compelling and feasible, especially in the current fiscal climate. Odden provides sensible, well grounded advice that would work in any setting. This is important work that deserves not just wide reading, but action."

"This how-to guide from noted ed-school professor and school-budget expert Allan Odden offers some necessary advice for school administrators learning to wield their budget axes deftly (and a number of helpful examples of how districts are doing just that). Odden’s mission—for district leaders to make cuts intelligently rather than clumsily or politically—would lead to a radical shift in the K-12 spending paradigm. And it’s about time."

Allan Odden is Professor Emeritus of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; he also is Co-Director of the Strategic Management of Human Capital (SMHC) in public education and Co-Director of the Consortium for Policy Research in Education (CPRE). CPRE is a consortium of the University of Wisconsin-Madison, Pennsylvania, Harvard, Michigan, Northwestern, Teachers College-Columbia University, and Stanford Universities. He is an international expert on education finance, effective resource allocation and use, resource reallocation, the strategic management of human capital in education, teacher compensation, school-based management, and educational policy development and implementation. He consults regularly with states and districts on these issues. His most recent books include School Finance: A Policy Perspective (McGraw Hill, 2008, 4th edition), with Lawrence O. Picus and How to Create World Class Teacher Compensation (Freeload Press, 2007) with Marc Wallace. Other books include Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools (Corwin Press, 1997, 2nd Edition, 2002) with Carolyn Kelley; Reallocating Resources: How to Boost Student Achievement Without Spending More (Corwin, 2001) with Sarah Archibald; School Finance: A Policy Perspective (McGraw Hill, 1992, 2nd Edition, 2000, 3rd Edition 2004) co-authored with Lawrence Picus; School-Based Finance (Corwin Press, 1999), edited with Margaret Goertz; Financing Schools for High Performance: Strategies for Improving the Use of Educational Resources (Jossey Bass, 1998) with Carolyn Busch; Educational Leadership for America’s Schools (McGraw Hill, 1995); Rethinking School Finance: An Agenda for the 1990s (Jossey-Bass, 1992); Education Policy Implementation (State University of New York Press, 1991); and School Finance and School Improvement: Linkages for the 1980s (Ballinger, 1983). He was a mathematics teacher and curriculum developer in New York City’s East Harlem for five years. He received his PhD and MA degrees from Columbia University, a Masters of Divinity from the Union Theological Seminary and his BS in aerospace engineering from Brown University.