“A Policy Maker’s Guide to ‘The 65 Percent Solution’ Proposals” is published by the Educational Policy Studies Laboratory at Arizona State University.
Proposals that would require schools to spend 65 percent of their budgets on in-class instruction would not necessarily have a positive impact on student achievement, a study concludes.
Produced by the Educational Policy Studies Laboratory at Arizona State University, the study says that such proposals would shift $13 billion now spent outside the classroom to in-class instruction. But according to the study, school districts already spending 65 percent or more of their budgets on in-class instruction have not necessarily shown higher student-achievement levels than districts that spend less in that area. So-called “65 percent solution” plans have been enacted in Texas and Georgia, and 18 other states and the District of Columbia public schools are considering similar measures, according to the report.