Mark L. Fermanich

APA Consulting

1120 Lincoln St., Suite 1101
Denver, CO
80203 |  Visit Personal Website

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My research focuses on school effectiveness and reform, particularly in regard to 1) developing organizational leadership capacity for educational improvement and the effective use of resources and 2) improving teacher quality.

Fermanich, M. L. 2010. Interactions Between Tax and Expenditure Limits and School Finance Equity: An Analysis of Colorado’s TABOR.
Abstract: This paper assesses the impact of Colorado's Taxpayer Bill of Rights' state and local revenue limitations on Colorado's K-12 funding levels relative to other states over time in terms of Colorado's overall ranking in per pupil funding. Standard measures of fiscal neutrality and horizontal equity are used to track changes in equity over time. Finally, a model was developed to estimate the amount of state funding that was required to backfill reduced property taxes in high wealth districts as TABOR forced reductions in district tax rates (in response to growing tax bases) from the uniform state-wide mill rate of 40.08 mills in effect at the time of TABOR's passage to current rates as low as 10 mills. rnrnThe paper will close with policy recommendations for states where TELS are currently in effect or those contemplating their adoption.
Fermanich, M. L. and Hupfeld, K. 2009. Student-Centered Funding and its Implications for Colorado: A Primer for Policy Makers. Denver, CO: Donnell-Kay Foundation and University of Colorado Denver, Center for Education Policy Analysis.
Abstract: This report provides a basic background of Colorado's current system of financing public education and discusses potential opportunities and implications of introducing a student-centered finance system to the state.
Odden, A. R., Borman, G. and Fermanich, M. L. 2004. "A Framework for Assessing Teacher, Classroom and School Effects, Including Fiscal Effects." Peabody Journal of Education 79 (4):4-32.
Abstract: In this article, we argue that too much previous research has tended to assess the effects of student, classroom, and school variables in isolation from other variables and has often used statistical techniques that ignored the nested nature of the 3 classes of factors. We then argue that a more educationally oriented framework should be used to assess the effects of various student, classroom/teacher, and school variables on student learning, particularly student learning gains, and we identify several variables within each class of factors that research so far has identified. In the article, we suggest some standard hierarchical linear modeling models that could be used to conduct analyses that do account for the nested nature of all variables.

Substantive Focus:
Education Policy PRIMARY

Theoretical Focus:
Policy Analysis and Evaluation PRIMARY