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This report was originally published as the Executive Summary of the Statistical Analysis Report of the same name. The sample survey data are from the "Effects of Energy Needs and Expenditures on U.S. Public Schools" survey, conducted through the Fast Response Survey System (FRSS). | |||
Since the 1990s, the United States has experienced periods of volatility in energy costs (Joskow 2002). Public schools have not been immune to the increased energy costs associated with these periods. In light of these experiences, the National Center for Education Statistics (NCES) of the U.S. Department of Education undertook the "Effects of Energy Needs and Expenditures on U.S. Public Schools" survey. The survey examined the effects of energy needs on public school districts and was designed to contribute to a better understanding of how increases in energy expenditures influence school district budgeting and actions. It was not designed to assess the role that weather may have played in affecting energy expenditures, to evaluate the utility of various cost-saving measures that districts might employ to reduce energy expenditures, or to examine several other factors that might directly affect energy budgets. Although the survey of 851 public school districts focused primarily on fiscal year1 2001 (FY 01), the questionnaire also gathered data on FY 00 energy expenditures and budgeted FY 02 energy expenditures to examine the financial resources available to districts. Data collection began in November 2001, approximately 4 months after the start of FY 02, thereby allowing districts to report total expenditures from FY 01 and budgets allocated for FY 02. This report examines the effects of increased energy costs on the country's public school systems. Specifically, the following five topics are addressed:
It is important to note that many of the district characteristics used for independent analyses are related to each other. For example, in 1999–2000, district enrollment and metropolitan status were related, with urban districts typically being larger than rural districts. Relationships also exist between other analysis variables, such as enrollment size and region, metropolitan status and poverty concentration, and per pupil expenditure and percentage of budget allocated for energy. Because of the relatively small sample size used in this study, no attempt has been made to parse out the independent associations of these variables. Their existence, however, should be considered in the interpretation of the data presented in this report.
Survey findings indicate that, on average, school districts spent $137 per pupil on energy expenditures in FY 00. For FY 01, they budgeted an 11 percent increase, raising their budgets to $152 per pupil. However, actual FY 01 per pupil energy expenditures, at $166 per pupil, were 22 percent higher than in FY 00. The average district experienced a 9 percent shortfall between what it had budgeted for FY 01 and its actual expenditures. The average school district budgeted $176 per pupil for FY 02 energy needs, or a 6 percent increase over what it actually spent in FY 01. This $24 per pupil increase over FY 01 budgeted costs translated into an increase of about $1 billion in expected costs.
Key findings from the survey are as follows:
Energy expenditures in FY 01
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Table A. Percent of public school districts using various measures to reduce energy expenditures, by selected district characteristics: Fiscal years 2001 and 2002
1Data reflect measures that were taken during the first half of FY 02 or that were anticipated during the fiscal year, since data collection was completed before the end of the fiscal year. 2Poverty concentration is based on Census Bureau data on the percentage of children ages 5–17 in families below the poverty level within districts in 1996–97. 3FY 01 energy budget sufficiency status is based on responses to survey question 2d, part 1 (FY 01 budgeted energy expenditures) and part 2 (FY 01 actual energy expenditures). Districts were classified as having sufficient or insufficient funds allocated to meet their FY 01 energy needs. 4The categories used for percent of budget allocated for energy reflect the following ranges: 1 percent or less includes districts that allocated less than 1.5 percent for energy; 2 percent includes those that allocated from 1.5 percent to less than 2.5 percent for energy; and 3 percent or more includes those that allocated 2.5 percent or more for energy. NOTE: Percentages presented in this table are based on the estimated number of regular public school districts—14,400. Respondents were able to select as many answers as applied. Poverty concentration was missing for 11 cases, overall fiscal year budget per pupil was missing for 3 cases, fiscal year sufficiency status was missing for 8 cases, and budget allocated for energy was missing for 10 cases in the sample. Those cases were included in the totals and in analyses by other district characteristics. No imputation was performed in cases where information on district characteristics (e.g., poverty concentration) was missing or where districts did not provide information on the survey (e.g., item nonresponse). Ratios (averages) using nonimputed data will implicitly impute the cell ratio for all missing data within the cell. This can cause inconsistencies in the estimates between tables. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), "Effects of Energy Needs and Expenditures on U.S. Public Schools," FRSS 81, 2001. (Originally published as table 3 on pp. 12–13 of the complete report from which this article is excerpted.) |
Efforts to reduce energy consumption
Characteristics of districts with sufficient and insufficient energy budgets for FY 01
NOTE: Percentages presented in this figure are based on the estimated number of regular public school districts with insufficient budgets—8,700. Respondents were able to select as many answers as applied. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS), "Effects of Energy Needs and Expenditures on U.S. Public Schools," FRSS 81, 2001. (Originally published as figure 3 on p. 23 of the complete report from which this article is excerpted.)
Experiences of districts with energy budget shortfalls
Perceptions of school district staff regarding their districts' ability to respond to immediate and future energy needs
Footnotes
1 Throughout this report, the term "fiscal year" is used to specify the calendar period associated with school district finances. School districts often define the fiscal year from July 1 through June 30, with the year referring to the calendar year in which the fiscal year ends. For example, for many districts, fiscal year 2001 began on July 1, 2000, and ended on June 30, 2001. In using this designation of fiscal years, the 2000–01 school year would cover similar calendar dates as fiscal year 2001. 2 As measured by the Consumer Price Index adjusted to a school-year basis (July through June).
Joskow, P.L. (2002). U.S. Energy Policy During the 1990s. Current History, 101 (653). Snyder, T.D., and Hoffman, C.M. (2002 ). Digest of Education Statistics: 2001 (NCES 2002–130). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
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