The Use of Educational Resources in Wyoming Preliminary Report to the Wyoming Legislature’s Joint Interim Education Committee June 18, 2007 (Revised January 7, 2008) Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 2 Research Questions 1.How are actual resource patterns in Wyoming aligned with or different from the resource use strategies that are used in the Wyoming Funding Model? 2.What are the current instructional improvement strategies at the school- level in Wyoming?

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 3 Background Recalibration of Wyoming School Funding Model in 2005 Implementation of an Evidence-Based Model to estimate costs and funding levels New model builds from the school level Question facing policy makers is how all school resources are used

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 4 Background Conversations in 2005 with Legislative Leaders about how resources are used in Wyoming schools to improve student performance Intensive field work in Wyoming Schools Partnership with the Educational Leadership Department at the University of Wyoming

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 5 Preliminary (Year 1) Findings In-depth, school level field work on the instructional strategies and allocation of resources State-level analysis of salaries State-level analysis of school district expenditures

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 6

Instructional Strategies and the Use of Resources At the School Level Preliminary Findings

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 8 Methodology Random Sample of 187 Schools in Year Elementary 35 Middle 37 High Schools 9 are alternative learning environment schools 1 school closed Results based on 177 non-ALE, open elementary, middle, & high schools. In-person interviews with principals & superintendents to collect schools’ staffing and fiscal resources Quantitative analyses and case studies

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 9 Sample Characteristics DemographicsStatewideSample Number of Students 85,330 Number of Students in Average School: ,156 Number of Students in Average School: 227 Number of Schools Elementary 193 Middle 77 High 92 Elementary 115 Middle 35 High 37 Percent Free and Reduced-Price Lunch 33%32% Percent ELL 4%3% Percent Special Education 14%

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 10 Average Number of Students in Sample Schools Elementary Schools < 49: : 70 >96: 271 Middle Schools < 49: : 66 >105: 418 High Schools < 49: : 68 >105: 477

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 11 Data Collection Timeline January, 2007 – Data training and sent letters to principals and superintendents February to April, 2007 – School site visits February to June, 2007 – Data entry and case study write-ups Analysis is on-going

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 12 Data Analysis Online data entry & follow-up data collection Data cleaning identified missing and outlying data points Analyses include: Frequency statistics Ratios of demographic characteristics Staffing resources Observed and reported staffing ratios are compared with model funded ratios Case study write-ups

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 13 Instructional Time Average Instructional Day: 5 hrs, 47 min Average Class Length Math: 1 hr, 4 minutes Reading (Elementary): 1hr, 47 minutes English/LA (Mid/High): 1 hr, 5 minutes Soc. Studies & Science (each) (Elementary): 29 minutes (Mid/High): 54 minutes

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 14 Average Resources in Elementary Schools* with More than 96 Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 15 Average Resources in Elementary Schools* with Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Additional Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 16 Average Resources in Elementary Schools* with Less than 49 Students StaffingFunding ModelSample Principals Assistant Principals Core & Specialist Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries Total Professional Staff *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 17 Key Findings on Resource Use in Elementary Schools Compared to the Wyoming Funding Model, large elementary schools have: Slightly less school site administration Fewer core and specialist teachers More aides Fewer certified tutors About half the certified librarian staff Somewhat more pupil support

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 18 Average School-Level Resources in Middle Schools* with More than 105 Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Additional Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 19 Average School-Level Resources in Middle Schools* with Students StaffingFunding ModelSample Principals Assistant Principals0.00 Core Teachers Specialist Teachers Additional Teacher Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 20 Average School-Level Resources in Middle Schools* with Less than 49 Students StaffingFunding ModelSample Principals Assistant Principals Core & Specialist Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries Total Professional Staff *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 21 Key Findings on Resource Use in Middle Schools Compared to the Wyoming Funding Model, large middle schools have: About the same level of school administration Fewer core teachers More specialist teachers More aides Fewer tutors Less certified librarian staff Less pupil support

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 22 Average School-Level Resources in High Schools* with More than 105 Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Additional Teacher Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 23 Average School-Level Resources in High Schools* with Students StaffingFunding ModelSample Principals Assistant Principals Core Teachers Specialist Teachers Additional Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 24 Average School-Level Resources in High Schools* with Less than 49 Students StaffingFunding ModelSample Principals Assistant Principals Core & Specialist Teachers Instructional Aides Certified Tutors Librarians Pupil Support Staff Secretaries Total Professional Staff *Does not include alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 25 Key Findings on Resource Use in High Schools Compared to the Wyoming Funding Model, large high schools have: Similar amounts of administration (Principals & assistant principals) Double the number of secretaries Slightly fewer core teachers More specialist teachers More aides 1/5 the number of certified tutors Less certified librarian staff Less pupil support

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 26 Students per Core Teacher (Excludes Small & Alternative Schools data) Ratio of Students to Core Teachers Funded by State Model Ratio of Actual Students to Core Teachers in Sampled Schools Elementary16:1 18:1 RANGE 11:1 to 24:1 Middle21:1 23:1 RANGE 11:1 to 42:1 High21:1 20:1 RANGE 9:1 to 36:1 Actual student to teacher ratios are slightly larger than the model in elementary and middle schools, and slightly lower than the model level in high schools. But there are wide ranges in actual practice.

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 27 Core Teachers in Year 1 Sampled Schools (Excludes Small & Alternative Schools Data) Core Teachers Funded by State Model in Sampled Schools Actual Core Teachers in Sampled Schools Elementary1,3961,227 Middle High TOTAL2,2732, fewer core teachers than provided by the funding model

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 28 Number of Instructional Aides* Model does not fund instructional aides *Does not include small or alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 29 Number of Tutors* Tutors Funded by State Model in Sampled Schools Teachers Tutoring in Sampled Schools Aides Tutoring in Sampled Schools Elementary9769 Middle32106 High3178 We found substantially fewer certified tutors to provide extra help to struggling students, especially in middle and high schools *Does not include small or alternative schools data

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 30 Average Number of Instructional Facilitators in Medium and Large Schools Actual instructional facilitators loosely mirrored the level funded through the categorical program (about two thirds of model level).

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 31 Preliminary Findings Related to Instructional Improvement (177 open, non-ALE schools) Fewer core teachers than model funds at all levels Specialist Teachers (in schools with >49 students) Elementary -- About 26% fewer than funded Middle schools -- About 31% more than funded High schools -- About 75% more than funded Large number of aides despite no funding Substantially fewer certified tutors than funded

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 32 Preliminary Findings Related to Instructional Improvement (177 open, non-ALE schools) Instructional facilitators Observed at about the level funded in all three school levels This is a categorical not a block grant program School administrators employed at a slightly lower level than funded by the model

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 33 Tentative Conclusions The observed resource use patterns: Appear to represent a different theory about how to boost student achievement Less professional development More electives More classroom aides dealing with academic needs Are different from evidence-based resource use patterns to double student performance observed in Wyoming and other states

Salary Analysis Findings

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 35 Changes in Student Enrollment: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 36 State Total Teacher FTE: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 37 Annual Percent Change in Enrollment Compared to Change in Total FTE Teachers

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 38 Composition of Teaching* Staff: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 39 Percent Change in Enrollment and FTE Teachers by Type

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 40 Model v. Actual FTE Teachers (W/O Special Ed.)

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 41 Average Teacher Salary: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 42 Percent Change in Average Teacher Salary: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 43 Beginning Teacher Salary Schedules (BA + 0 Years Exp.) Yr Chg. Minimum$22,000$22,500$23,000$24,310$24,638$2,638 Maximum$32,000$32,320$32,820$35,000$50,000$18,000 Range$10,000$9,820 $10,690$25,363$15,363 Average$26,251$26,706$27,729$29,261$35,924$9,673 % Increase1.73%3.83%5.53%22.77%36.85%

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 44 Middle Salary Schedule Steps

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 45 Top of Salary Schedule

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 46 Findings on Salaries Dramatic increase in teacher salaries in last two years Model funds more positions than districts employ with block grant funds Difference may have led to higher salaries than anticipated in the model

State-Level Expenditure Analysis Findings

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 48 Total Expenditures: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 49 Total Expenditures Per Pupil: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 50 Expenditures by Function: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 51 Percent of Expenditures By Function: to

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 52 Total Compensation as a Percent of Instruction

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 53 General Conclusions and Implications Large increases in salaries Fewer teacher positions in schools than model funds Could lead to future pressure for more money

Allan Odden, Lawrence O. Picus, Michelle Turner Mangan, Mike Goetz & Anabel Aportela 54 Discussion and Questions Lawrence O. Picus and Associates