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Author : Robert Berne,Leanna Stiefel
Publisher : Unknown
Page : 326 pages
File Size : 46,5 Mb
Release : 1984
Category : Business & Economics
ISBN : UOM:39015020742535
Author : National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Education Finance
Publisher : National Academies Press
Page : 368 pages
File Size : 52,5 Mb
Release : 1999-11-30
Category : Education
ISBN : 9780309172882
The United States annually spends over $300 billion on public elementary and secondary education. As the nation enters the 21st century, it faces a major challenge: how best to tie this financial investment to the goal of high levels of achievement for all students. In addition, policymakers want assurance that education dollars are being raised and used in the most efficient and effective possible ways. The book covers such topics as: Legal and legislative efforts to reduce spending and achievement gaps. The shift from "equity" to "adequacy" as a new standard for determining fairness in education spending. The debate and the evidence over the productivity of American schools. Strategies for using school finance in support of broader reforms aimed at raising student achievement. This book contains a comprehensive review of the theory and practice of financing public schools by federal, state, and local governments in the United States. It distills the best available knowledge about the fairness and productivity of expenditures on education and assesses options for changing the finance system.
Author : Committee on Education Finance,Board on Behavioral, Cognitive, and Sensory Sciences,Division of Behavioral and Social Sciences and Education,National Research Council
Publisher : National Academies Press
Page : 329 pages
File Size : 52,8 Mb
Release : 1999-02-26
Category : Education
ISBN : 9780309520669
Spending on K-12 education across the United States and across local school districts has long been characterized by great disparities--disparities that reflect differences in property wealth and tax rates. For more than a quarter-century, reformers have attempted to reduce these differences through court challenges and legislative action. As part of a broad study of education finance, the committee commissioned eight papers examining the history and consequences of school finance reform undertaken in the name of equity and adequacy. This thought-provoking, timely collection of papers explores such topics as: What do the terms "equity" and "adequacy" in school finance really mean? How are these terms relevant to the politics and litigation of school finance reform? What is the impact of court-ordered school finance reform on spending disparities? How do school districts use money from finance reform? What policy options are available to states facing new challenges from court decisions mandating adequacy in school finance? When measuring adequacy, how do you consider differences in student needs and regional costs?
Author : Richard Auld King,Austin D. Swanson,Scott R. Sweetland
Publisher : Allyn & Bacon
Page : 0 pages
File Size : 53,5 Mb
Release : 2003
Category : Education
ISBN : 020535498X
This third edition of this book explores traditional economic and political models and contemporary issues that affect the social, political, and economic state of schools. Like the previous two editions, this edition takes a balanced approach to understanding school finance issues by using paradigms of both the economist and the political scientist. Part I begins with a discussion of the educational decision-making process in a political-economic system divided between public and private sectors. Part II examines the sources of money that society devotes to support public education. Part III focuses on the merits and structures of general and categorical aid programs at state and federal levels in the United States. Part IV examines the potential of school finance policies to achieve high standards. Part V examines how changing the incentives provided by financial rewards in state policies and by teacher compensation within districts might improve school and student performance. Part VI concludes with a discussion of some implications of the systemic-reform movement on the changing policy context. (Contains a name index and a subject index.) (WFA).
Author : Iris BenDavid-Hadar
Publisher : Springer
Page : 309 pages
File Size : 47,5 Mb
Release : 2018-08-13
Category : Education
ISBN : 9783319903880
This volume revisits educational equality and equity issues, especially, in education finance-related topics consisting of 15 chapters and organized in two parts. The first part of the volume entitled “Education Finance”, focuses on equity aspects of resource allocation and its influence on education. The second part, entitled “Educational Equality and Equity”, focuses on the conceptualization, and the measurements of educational inequity, and inequality with special emphasis on the cost of inequality. The field of education finance has been significantly influencing policy-makers in many countries in recent years. This volume is focused on equity and equality in education finance in an international frame. This book would be of interest to (1) scholars at the fields of education finance, economics of education, and educational policy, (2) graduate students at the course of school finance or economics of education, and (3) local and global policy makers at the fields of education policy, and education finance.
Author : W. Norton Grubb
Publisher : Russell Sage Foundation
Page : 416 pages
File Size : 42,7 Mb
Release : 2009-01-15
Category : Business & Economics
ISBN : 9781610446372
Can money buy high-quality education? Studies find only a weak relationship between public school funding and educational outcomes. In The Money Myth, W. Norton Grubb proposes a powerful paradigm shift in the way we think about why some schools thrive and others fail. The greatest inequalities in America's schools lie in factors other than fiscal support. Fundamental differences in resources other than money—for example, in leadership, instruction, and tracking policies—explain the deepening divide in the success of our nation's schoolchildren. The Money Myth establishes several principles for a bold new approach to education reform. Drawing on a national longitudinal dataset collected over twelve years, Grubb makes a crucial distinction between "simple" resources and those "compound," "complex," and "abstract" resources that cannot be readily bought. Money can buy simple resources—such as higher teacher salaries and smaller class sizes—but these resources are actually some of the weakest predictors of educational outcomes. On the other hand, complex resources pertaining to school practices are astonishingly strong predictors of success. Grubb finds that tracking policies have the most profound and consistent impact on student outcomes over time. Schools often relegate low-performing students—particularly minorities—to vocational, remedial, and special education tracks. So even in well-funded schools, resources may never reach the students who need them most. Grubb also finds that innovation in the classroom has a critical impact on student success. Here, too, America's schools are stratified. Teachers in underperforming schools tend to devote significant amounts of time to administration and discipline, while instructors in highly ranked schools dedicate the bulk of their time to "engaged learning," using varied pedagogical approaches. Effective schools distribute leadership among many instructors and administrators, and they foster a sense of both trust and accountability. These schools have a clear mission and coherent agenda for reaching goals. Underperforming schools, by contrast, implement a variety of fragmented reforms and practices without developing a unified plan. This phenomenon is perhaps most powerfully visible in the negative repercussions of No Child Left Behind. In a frantic attempt to meet federal standards and raise test scores quickly, more and more schools are turning to scripted "off the shelf" curricula. These practices discourage student engagement, suppress teacher creativity, and hold little promise of improving learning beyond the most basic skills. Grubb shows that infusions of money alone won't eradicate inequality in America's schools. We need to address the vast differences in the way school communities operate. By looking beyond school finance, The Money Myth gets to the core reasons why education in America is so unequal and provides clear recommendations for addressing this chronic national problem.
Author : DIANE Publishing Company
Publisher : DIANE Publishing
Page : 57 pages
File Size : 50,9 Mb
Release : 1996-07
Category : Electronic
ISBN : 9780788131172
This report reviews the experiences of selected states that had recently reformed their school finance systems to make them more equitable. The reforms to the school finance systems and the legal, budgetary, and political pressures the state legislature faced in making the revisions are examined. The general impact of the legislative remedy in addressing disparities in educational funding is reviewed. Charts, tables and graphs.
Author : Rand Corporation,S.J. Carroll
Publisher : Unknown
Page : 200 pages
File Size : 40,9 Mb
Release : 1976
Category : Electronic
ISBN : OCLC:632928250
Author : United States Accounting Office (GAO)
Publisher : Createspace Independent Publishing Platform
Page : 60 pages
File Size : 51,6 Mb
Release : 2018-05-13
Category : Electronic
ISBN : 171907058X
School Finance: Three States' Experiences With Equity in School Funding
Author : Bruce D. Baker
Publisher : Harvard Education Press
Page : 363 pages
File Size : 47,7 Mb
Release : 2022-10-18
Category : Education
ISBN : 9781682536827
This inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas—a politically conservative state—was able to craft a stable, balanced, and equitable system of funding for its public schools. Beyond a chronicle of one state’s achievements, School Finance and Education Equity provides invaluable policy guidance and lays out a blueprint that other states can use to strengthen their own public education systems. Readers are given an insider’s tour of the Kansas story by Bruce D. Baker, an academic researcher and expert witness in school finance litigation. With more than two decades of involvement with the state, Baker combines historical background, legal analysis, and political and economic contextual data—along with a gleaming wit—to present a thorough, enlightening narrative of Kansas’s K–12 funding journey. As Baker points out, other states can find much to learn here. He shows that, when it comes to school finance, Kansas serves as an exemplar in aligning resources to meet the promises of its constitution. State leaders rejected the pervasive notion that money doesn’t matter in education, and they gathered the data to prove that it does. Baker emphasizes that this kind of slow and steady success hinges on the ability of stakeholders to remain involved over time. Continuity is vitally important. Baker’s account highlights how persistence can overcome opposition, continuity can aid reform, and incremental gains can lead to big change. In an era of national ideological polarization and political and economic volatility, the lessons from Kansas are especially illuminating.
Author : Allan Odden
Publisher : Ingram
Page : 0 pages
File Size : 44,9 Mb
Release : 2019-02
Category : Education
ISBN : 1259922316
Author : William J. Fowler
Publisher : DIANE Publishing
Page : 209 pages
File Size : 40,5 Mb
Release : 1998-05
Category : Electronic
ISBN : 9780788149047
Contains papers by state education dept. policymakers, analysts, and data providers on emerging issues in school finance. Includes: estimates of disparities and analysis of the causes of expenditures in public school districts; race, poverty and the student curriculum; court-ordered school finance equalization; resource allocation to schools under conditions of radical decentralization; building equity and effectiveness into school-based funding models; alternative options for deflating education expenditures over time; productivity collapse in schools; and evaluating the effect of teacher degree level on educational performance.
Author : Allan Odden
Publisher : Unknown
Page : 102 pages
File Size : 47,6 Mb
Release : 1979
Category : Education
ISBN : STANFORD:36105032688462
Author : Stephen J. Carroll,Rolla Edward Park
Publisher : Unknown
Page : 208 pages
File Size : 47,9 Mb
Release : 1983
Category : Education
ISBN : UOM:39015004814300
Author : United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities
Publisher : Unknown
Page : 78 pages
File Size : 42,9 Mb
Release : 1994
Category : Education
ISBN : PSU:000023027404
