Member Since 2016

Marguerite Roza, Ph.D., is a Research Professor at Georgetown University and Director of the Edunomics Lab, a research center focused on exploring and modeling education finance policy and practice. She also leads the McCourt School of Public Policy's Certificate in Education Finance, which equips participants with practical skills in strategic fiscal management, policy analysis, and leadership. 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 of the education system. She led the Finance and Productivity Initiative at CRPE and the Schools in Crisis Rapid Response Paper Series, and served as Senior Economic Advisor to the Bill & Melinda Gates Foundation.

Published Articles & Media

Dear Districts: These Are the Glory Days. Are You Ready for Tomorrow’s Financial Pain?

Just like the years leading up to 2008, the last few years have yielded stronger growth in funds for schooling. And just like in 2008, there are signs of trouble ahead.

Let’s Not Miss the Opportunity In Weighted Student Funding Pilot

ESSA gives school districts the opportunity to change the way they leverage federal dollars to support disadvantaged students.

The Challenge of Paying for a New Kind of Learning

Completion-based funding policies could be an easy sell to state lawmakers, but they’re a short-sighted, and ultimately self-defeating, approach.

With New Data, School Finance is Coming Out of the Dark Ages

A sleeper provision in the Every Student Succeeds Act will serve up a motherlode of never-before-available school-level financial data.

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.

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.
Cost Factors (Figure 2)

Breaking Down School Budgets

Following the dollars into the classroom

Do Districts Fund Schools Fairly?

In Texas, differences are larger within districts than between

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