Marguerite Roza

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    Author Bio:
    Marguerite Roza, Ph.D., is the Director of the Edunomics Lab and Research Professor at Georgetown University. Dr. Roza's research focuses on quantitative policy analysis, particularly in the area of education finance. Recent research traces the effects of fiscal policies at the federal, state, and district levels for their implications on resources at school and classroom levels. Her calculations of dollar implications and cost equivalent tradeoffs have prompted changes in education finance policy at all levels in the education system. She has led projects including the Finance and Productivity Initiative at CRPE and the Schools in Crisis Rapid Response Paper Series. More recently she served as Senior Economic Advisor to the Bill & Melinda Gates Foundation.


Funding Phantom Students

State leaders too often overlook a common practice that inhibits both efficiency and productivity: funding students who do not actually attend school in funded districts.

SUMMER 2013 / VOL. 13, NO. 3

Breaking Down School Budgets

Following the dollars into the classroom

Summer 2009 / Vol. 9, No. 3

Do Districts Fund Schools Fairly?

In Texas, differences are larger within districts than between

Fall 2007 / Vol. 7, No. 4

Blog Posts/Multimedia

Productivity is sometimes seen as a dirty word in education. But it doesn’t have to be.

How is a school system supposed to improve productivity when so much of what matters can’t be centrally managed and scaled across schools?


What Should States Do About School Districts In Financial Trouble?

Communities rarely embrace tough trade-offs. We need to lean on school boards and superintendents to take their fiduciary responsibilities seriously.


To Survive, Charters Can’t Ignore the Bottom Line

When it comes to the effectiveness of their staffs, the alignment of their activities, their focus, and their culture, charter leaders innovate. When it comes to their finances, however, they don’t.

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