Recently in Schools K-12 Category

Source: Rachel Cooper and Madeleine Levin, Food Research and Action Center, January 2009

The School Breakfast Program plays an invaluable role in reducing childhood hunger and improving nutrition, as well as supporting a range of positive outcomes that advance key national priorities. School breakfast supports child development, improves health, boosts student achievement and student behavior, and reduces obesity. But with less than half of eligible low-income children participating in the breakfast program now, and as substantial numbers of new children become eligible as families lose jobs or see their incomes reduced dramatically during this recession, it is essential to reduce barriers to participation and accelerate the expansion of school breakfast participation.

Source: United States Government Accountability Office, GAO-09-156R, January 30, 2009

The federal government spends about $10 billion each year to provide meals to over 30 million students through the National School Lunch and Breakfast Programs. However, a 2007 study estimated that of this amount, $860 million (8.6 percent) in school year 2005-2006 was paid improperly because of errors in the number of meals counted and claimed for reimbursement.1 These programs are administered by the United States Department of Agriculture's (USDA) Food and Nutrition Service (FNS) through state agencies that, in turn, oversee local school food authorities (SFA). SFAs that participate in the lunch and breakfast programs receive federal cash reimbursements through the state agency for each meal served, and in the lunch program they also receive USDA commodity donations based on the number of meals served. In return, SFAs must serve meals that meet federal nutrition requirements and offer meals free or at a reduced price to students whose family's income falls below certain thresholds.

Source: Jennifer Dounay, Education Commission of the States, StateNotes, February 2009

Many states are proposing short-term cuts in P-12 education spending. This StateNote provides examples of potential budget cuts in five areas: (1) capital and building expenditures; (2) textbooks, supplies and equipment; (3) salaries and benefits; (4) staffing of non-teaching positions; and (5) instructional and support programs and services. The report also indicates where funds are being added or reallocated, and where states are considering creative approaches to preserve or expand P-12 education programs and services.

Source: Jean Baldwin Grossman, Christianne Lind, et al., Wallace Foundation, January 2009

From the summary:
Out-of-school time (OST) programs are increasingly expected to be of high enough quality to produce real benefits for children, but until now there has been little information on what such quality programming costs. This groundbreaking report fills that gap, providing a data-filled examination of the costs of 111 diverse, quality OST programs in six cities. The report finds that costs vary widely depending on a range of factors from program goals to times of operation and the ages of the children served. The report is also distinctive because it looks at the full costs of programming, including non-cash contributions OST operators often depend on such as free-of-charge space for programming.

To bring these findings to life, Wallace and the report's research team also created an online "OST cost calculator" on Wallace's website to help users calculate the costs of various options for high-quality OST programs. To visit the site - which includes the cost calculator, examples of program costs and options, quality strategies and other resources - click here.

Source: School Bus Fleet, Vol. 55 no. 1, January 2009
(free registration required)

For pupil transporters, "going green" not only benefits the environment and yields cost savings, it provides a healthier ride and an educational experience for students. Here, we showcase practices in place at school districts and contractors throughout the country. 

Source: Rebecca R. Skinner, David P. Smole, Ann Lordeman, Wayne C. Riddle, Congressional Research Service, R40151, January 22, 2009

On January 15, 2009, the House Committee on Appropriations released a draft version of the American Recovery and Reinvestment Act of 2009 (ARRA). The primary purposes of the act focus on promoting economic recovery, assisting those most affected by the recession, improving economic efficiency by spurring technological advances in science and health, investing in infrastructure, and stabilizing state and local government budgets. As part of this act, funds would be provided to several existing education programs administered by the U.S. Department of Education (ED), including programs authorized by the Elementary and Secondary Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA). The ARRA would also create new programs that would support school construction at the elementary, secondary, and postsecondary education levels and provide general funds for education to support state fiscal stabilization. This report provides a brief overview of the key provisions related to education programs that are or would be administered by ED that were included in the act under Title IX (Labor, Health and Human Services, and Education) and Title XII (State Fiscal Stabilization Fund). It also provides estimates of state grants for programs for which these estimates are relevant and for which data needed to produce the estimates are available. The report will be updated as warranted by legislative action.

Source: Mike Griffith, Education Commission of the States, December 8, 2008



A recent PowerPoint presentation from ECS' Senior Finance Policy Analyst Mike Griffith takes a look at (1) The national and state economic situation; (2) How past economic downturns have impacted education spending; and (3) How education budgets will be impacted.

Source: Robert B. Ward, Nelson A. Rockefeller Institute of Government, April 26, 2008

Presentation to the National Education Writers Association's 61st National Seminar, outlining the effects of falling property values, demographic trends, and inflation on school finance. State revenue data are provided by region and for selected states. Concludes that schools have three choices: raise taxes, cut services, and/or find ways to use resources more cost-effectively.

Source: Tim Weldon, State News, Vol. 51 no. 10, November/December 2008

Some states allow school districts to shorten week to cut costs.

Source: Education Week, 2009

Detailed State Data provides comprehensive data for individual states and ways to compare multiple states' data in all categories.

To see and compare data from several states at once, check the box to the left of each state you wish to compare and click "Compare States" below.

See also:
- Individual State Reports
- School Finance Table
- PDF
- Excel