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A newspaper reporter discovered a letter from the union to the board of education, offering to sacrifice 31 teachers' jobs in order to generate revenue for the salary settlement.

Districts are unable to control their costs, Minnesota superintendents concede. This helps explain a central notion in K-12, that all budget problems are to be solved on the revenue side.

Over 100 years, Allan Odden says in this paper for the Consortium for Policy Research in Education, the increases in spending on K-12 public education have averaged 3.5% per year. And consistently 60% of that has gone to teacher-instruction. Includes basic data, for a discussion about costs, adequacy and productivity.

Many American tax payers seem willing to raise their taxes to further fund public education. While lack of funding is often viewed as being at the root of our failing education system, raises in per-pupil spending have shown to be less influential than we'd like to believe. Might there be another answer to fixing schools?

A look at the next generation of chartered schools and the environment in which they live. We will need to diversify charter authorizers, document the progress of existing chartered schools, find ways to finance facilities and transportation, and find new ways to organize extra-curricular activities.

In policy debate the discussion about money is often about ‘how much?’ The conclusion is almost always: ‘Not enough!’ This report looks inside schools and districts at differences in how money is actually spent. It suggests that the size of school and district, the governance arrangement and the degree to which teachers are involved in decision-making influence the allocation of revenue to instruction.

Chartering cannot work without quality sponsoring/authorizing. Quality sponsoring requires good systems, competent people and time. That means: money. We studied what it cost three Minnesota sponsors to review applications, develop contracts and oversee schools, over a three-year period.

The total cost of the education system is rising at about 5 to 8 percent per year. If schools are not at the same time increasing "performance" or "productivity," their real cost to the public is increasing. This relationship is not sustainable. To reconcile this problem, schools will need to be designed differently.

An analysis of two innovative chartered schools in Minnesota, including a financial analysis which shows this innovation is possible at a net cost well below district schools of similar demographics. By Charles Kyte, a former superintendent and executive director of the Minnesota Association of School Administrators.