Public school education budgets are tight and each district must determine how they are going to spend their money to best meet the needs of the students. Decentralizing the budget process has shown to be effective by empowering principals to be the decision makers. They are allowed lead and meet the school’s specific needs without a one-size-fits-all mentality.

Below is an article from that provides a real-life example of how a district was able to make a few strategic changes that provided large gains at their schools. After reading the article, give us a call at SpendBridge so we can partner with you and your procurement and accounts payable departments to provide cost-saving efficiencies.

Source: | Re-Post SpendBridge 4/19/2018

Leaders in Chicago and those who observe the district from the outside are quick to say there is no one single bullet that led to school improvement in the district. In fact, in many ways, the improvement was in response to a need to get creative after hands were all but tied by state policy. For instance, state laws passed in 1988 and 1995 made Chicago the most de-centralized large urban school system in the country, and mandated, among other things, that curriculum and budget decisions have to be made at the local level. The district has embraced this and run with it, said Jackson, whose first experience with CPS was as a student in Head Start, and who worked her way from student in CPS to teacher to the district’s top seat.

Partners have bought into the need to support the district’s priorities and work together, rather than operating in silos that address different identified needs, all with a focus on autonomy and accountability for local principals. “When you pull out legacy debt and pension obligations, the dollars that actually get down to schools are pretty small, and you can do one of two things with that: You can look for one model that we think works across the board, or you can let the principals make the decisions on the ground,” Anichini said.

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