The following excerpts from the 2002 Rozanski Report are still incredibly relevant today!
“I believe that the process for funding public education in Ontario should be guided by the following interrelated and interdependent principles:
Adequacy. The goals of high program quality, high levels of student achievement, and continuous improvement in both will not be met, in my opinion, without a concomitantly high level of public investment. While financial support is not the only kind of support needed, it is important that it be adequate to meet the objectives school boards, teachers, and students are being asked to achieve.
Affordability. I tend to agree with those who say we cannot afford not to provide adequate funding to meet our goals for public education. Our children deserve no less; our economic future requires no less. But education is only one public priority, and taxpayers’ pockets are not bottomless. The Province and the education community must engage in a continuous dialogue and a continuous process of assessing need, determining the appropriate level of funding to meet that need, then assessing results, including levels of student achievement, and reassessing need and the appropriate level of funding.
Equity. Equity means fairness. All Ontario students deserve equitable access to education and to the financial resources necessary for a high-quality education. Equity is not equality. Equality is not always equitable. One size does not fit all.
Stability. To plan for continuous improvement, boards and schools need to be able to count on a stable and predictable education funding system. When boards and schools are issued a new or an expanded mandate, they need assurances that they will also be given time to build the capacity to implement the change and resources that are adequate to meet the new demands.
Flexibility. Ontario is a vast and diverse province, and the needs of students in one board’s jurisdiction are not necessarily the needs of those in another board. The funding system should be both flexible and adaptable to allow boards and their schools a certain amount of discretion in assessing their local needs and spending part of their funding allocation to address those local needs.
Accountability. In the context of Ontario’s publicly funded education system, reciprocal accountability means that every demand by the public and the Province for improved performance involves a responsibility to provide appropriate resources to meet the demand, and that every investment accepted requires school boards, principals, teachers, and other staff to demonstrate accountability for using those resources efficiently and effectively for the purpose intended.”