Charter College of Education

Division of Applied and Advanced Studies in Education

SPRING Quarter, 2005


                                 EDAD 540 Leadership in School Finance


1.   Catalog Description:


EDAD 540  Leadership in School Finance is an introductory four (4) unit course designed for entry level administrators.  Emphasis will be placed on financial issues related to meeting the needs of diverse student populations.


2.   Professional Statements:


A.        Vision, Mission, and Conceptual Framework for Professional Preparation          

The faculty members of the Charter College of Education have adopted the vision of

"Promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential” and the mission for the college as “ through unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners.”  This mission is reflected in this course by:  

a. in course goals / objectives (Course Content/Performance Standards)

b. in lecture topics covered in sessions 1 through 10 (Class Discussions / Assignments

c. in the texts and assigned readings

d. class projects


The attached diagram provides the conceptual framework for the vision and mission and supports the preparation of professional educators by the member of the CSULA Charter College of Education faculty. 






B.  Statement of Reasonable Accommodation

The Charter College of Education faculty members fully support the Americans with Disabilities Act (ADA).  The members of the faculty will provide reasonable accommodation to any student with a disability who is registered with the Office of Students with Disabilities (OSD) who needs and requests accommodation.  OSD may be contacted to verify the presence of a disability and to confirm that accommodation is necessary.  OSD will arrange and provide the accommodation.

Reasonable accommodation may involve allowing a student to use an interpreter, note taker, or reader; accommodation may be needed during class sessions and for administration of examinations.

The intent of the ADA in requiring consideration of reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with a disability to have an equal opportunity to be successful.


Student Conduct

The faculty members of the Charter College of Education view student conduct as a serious matter.  The Charter School faculty members assume that all students will conduct themselves as mature citizens of the campus community and will conduct themselves in a manner congruent with university policies and regulations.  Inappropriate conduct is subject to discipline as provided for in Title 5, California Code of Regulations (see student conduct:  rights and responsibilities, and student discipline, CSULA General Catalog).  Academic honesty is expected of all students in the Charter College, in accordance with University policy.  There are established university reporting procedures if a student is suspected of committing an academically dishonest act.



For formal admission to credential, certificate, or Masters Degree programs in the Charter College of Education, each student must: Own or have ample access to a computer (ex. in CSULA computer labs, or at home or work).

Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques.

Have an email account (available free of charge to all CSULA students).

Have a basic understanding of how to use the Internet.

      Students should anticipate that their use of these skills will be integrated within courses in their programs.  Students who fail to meet any of the above expectations are strongly advised to take an introductory computer course before they are formally admitted to the Charter College of Education.


Student Outcomes – Content Standards, and Performance Standards:  

The standards for this course are based Standard 26 – Fiscal Resource and Business Service Administration – of the Preliminary Administrative Services Credential Program of California Commission on Teacher Credentialing. The goal of this course is to develop an understanding of the effective and efficient management of fiscal resources and business services.


*Standard 26: Each candidate develops an understanding of the effective and efficient management of fiscal resources and business services.


Content Standard 1:   Students will learn to understand sources and uses of federal, state, and local school funding.


Performance Standards:            Students should be able to

1.0       Identify the sources of educational funds.

1.1       Identify the categories of educational expenses.

1.2       Understand the method for calculating Average Daily Attendance (ADA)

1.3       Understand Revenue Limit calculations

1.4       Demonstrate ability regarding the use of technology in researching school

            financial informational data bases

1.5      Participate in class discussion.


Content Standard 2:   Students will learn to understand major school finance and educational reforms as well as school finance litigation and their impacts on education.


Performance Standards:            Students should be able to

2.0       Describe major school finance and reforms and their impacts on education.

2.1       Analyze significant school finance cases.

2.2      Participate in class discussion.


Content Standard 3:   Students will learn to understand school-site funding.


Performance Standards:            Students will

3.0       Conduct a school budget and staffing analysis

3.1       Research and prepare an analysis of his / her schools’ financial characteristics    and staffing patterns.

3.2       Answer questions provided in conjunction with this assignment.

3.3       Prepare a two to three page written report describing personal observations / reflections regarding the data collected and process.


Note:  If the assignment is completed by a team (two or more members), each member of the team is required to prepare a personal observation / reflection (see 3.3 above).


Content Standard 4: Students will learn to develop and submit a grant proposal to an outside funding entity.


Performance Standards:  Students should be able to:

4.0 Prepare a proposal for an innovative grant to be submitted to a foundation, corporation, or other potential funding agency.

4.1 Grant proposal guidelines are available from:

4.2 Present the proposal to the class

4.3 Submit the proposal

4.4 Special Note:  This is an opportunity to provide a service to your school while

you are completing your coursework.  You are to develop a proposal for an innovative grant and submit it to the funding agency for up to $5,000 on behalf of your school.  Prepare your proposal by carefully following the established grant guidelines. Before you submit the grant proposal to the real funding agency, you will receive feedback from your classmates and professor.


Content Standard 5:  Students will learn to use data-base technology to complete a research project.


Performance Standards:  Students (individually, or in teams) will:

5.0 Learn to use available data-bases to research, prepare, and present a report to the class on an assigned or approved  topic (the presentation should be 15 to 20 minutes).


5.1 Attend a technology (data-base research) training workshop and prepare a two page written report of the topic researched.  The report should include suitable citations and reference information on a third page.  The topics for this Content Standard would include:  “the concept of adequacy in school finance”; “does money matter in education”; “how much funding is enough”;  the concept of equity in educational finance”; etc.


5.2 Provide each member of the class with a written handout (two pages plus a citation / reference page) which provides background information and summarizes the topic presented.


3.   Assessment Procedures:

Performance standards are assessed as follows:



Course Requirement

Due Date




Final Examination

                June 8, 2005




Attendance / Participation

                Every Class




School Finance / Staffing Analysis

  April 27, May 4, and May 11









Grant Writing Proposal Project

   May 4, 11, 18, and 25, 2005




Research and Report on an Approved School Finance Topic


   May 4, 11, 18, and 25, 2005












*** All written materials must be typed or computer-printed. Use 1” margin all around, regular (Times New Roman or similar) fonts in size 12, and double-spaced


Quiz / Examination

There will be a final examination at the end of the quarter.


Participation (individual)

Class activities require your faithful attendance. Participation will be evaluated during group/class discussions ONLY WHEN YOU ARE PRESENT IN CLASS. If you will be absent from class, please notify your instructor and make an arrangement with a classmate for missed instruction and/or handouts. Absences or excessive late arrivals /early-departures will affect your participation grade.


4.   Grading Procedures:

Grading Scale

A:       Outstanding     =          95-100% of total points

A-       Excellent          =         90-94

B:       Very Good         =          80-89

C:         Good               =          70-79

D:         Fair                  =          60-70

F:         Fail                   =          below 60


*** In addition to following the assignment guidelines, please carefully review the rubrics on the following page.


       5. Required Texts:

[ST] Townley, Arthur, June Schmieder, & Lillian Wehmeyer. (2005).  School Finance: A California Perspective (7th Edition), Kendall / Hunt

6.   Suggested Readings:

[E] EdSource. (2004). Suggested Readings on California School Finance, Palo Alto: EdSource.

7.   Course Schedule of Meetings:

The reading assignment should be read before the class session indicated so that you should be able to recall information from the reading during class discussion.





Things to Note / Consider



Overview of the class:

Syllabus, Schedule, Course Objectives, Requirements, etc.

Introduction to School Finance

[TS] Chapter 1

 Your Questions and Ideas for the



Revenue Limits


California School Finance

School District Budget (Part 1)

 [TS] Chapters 1 / 2

 Budgeting 1 /2 / 3 (Handout)


Lessons in Income and Expenditure

School District Budget (Part 2)

[TS] Chapter 3

 What is Happening with Your

 District’s Budget?



Employee Benefits

Planning and Budgeting

[TS] Chapters 5 / 6

 Using Technology Research  Techniques (Library Workshop)

 Section 125 of the IRC


Categorical Programs

Long-Range Financial Projections

 [TS] Chapter 7

School Site Staffing / Budget Analysis (Presentations)


Entrepreneurship in the Business Division

Handout Materials

School Site Staffing / Budget Analysis (Presentations)

Data Research (Presentations)


Responsibilities of the Chief Business Officer

[TS] Chapter 4

School Site Staffing / Budget

Analysis (Presentations)

Data Research  (Presentations)

Grant Proposal (Presentations)


Odds and Ends

Business and Non-Instructional Operations


Handout Materials

Data Research  (Presentations)

Grant Proposal  (Presentations)


School Facilities

Williams Lawsuit (Overview)

Student Body Funds / ASBs


[TS] Chapters 10 / 12  13 / 14 / 15

Data Research   (Presentations)

Grant Proposal   (Presentations)


School Finance Litigation

School Finance Reforms

[TS] Chapters 2 / 11

As Assigned


Final Examination

[TS] All Chapters