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| Author | : |
| Publisher | : |
| Total Pages | : 127 |
| Release | : 2000 |
| Genre | : School budgets |
| ISBN | : 9781841853628 |
| Author | : |
| Publisher | : |
| Total Pages | : 96 |
| Release | : 2000 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : William L. Boyd |
| Publisher | : Bloomsbury Publishing USA |
| Total Pages | : 262 |
| Release | : 1998-05-26 |
| Genre | : Education |
| ISBN | : 0313005672 |
Resource allocation decisions made by school boards, principals, and teachers are critical for they determine the adequacy and equity of resources actually made available for specific schools, educational programs and individual students. The most important resources are often concealed by aggregate state or district measures such as dollars per student. For these decisions, the most important resources are elements such as basic and supplemental staffing levels, staff time, funding amounts for textbooks and supplies, selection of new equipment (particularly technology), and support for new or renovated facilities. The authors review current practices at each important decision-making level in school districts, from the school board to the classroom. At each juncture, the findings are interpreted to reveal both the causes of the practices and their implications for improving school effectiveness. This book provides new research in helping to inform and improve resource allocation practices in schools. The general conclusion is that improvement in the resource allocation practices in education requires a shift in focus to results instead of inputs, a strong emphasis on student learning as the primary focus of decisions, and systematic evaluation of results.
| Author | : Lori Kennedy James |
| Publisher | : |
| Total Pages | : 272 |
| Release | : 2010 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Craig D. Eaton |
| Publisher | : |
| Total Pages | : 196 |
| Release | : 2004 |
| Genre | : Academic achievement |
| ISBN | : |
Since the National Commission on Excellence in Education released its report A Nation at Risk in 1983, educational reform which demands accountability has been an important topic on national and state agendas. The 1993 Missouri legislation entitled The Outstanding Education Act, along with recent federal No Child Left Behind (NCLB) legislation, are examples of legislative reform and increased accountability standards for public schools. These examples help fuel the debate on the controversial topic of how educational resources are related to student achievement because in them school funding is tied to the legislation. The purpose of this study was to determine if relationships exist between resource allocation in Missouri middle schools and student achievement. This study utilized resource allocation and student achievement variables similar to those used in national-, state-, and district-level studies; however, this study analyzed possible relationships at the school level. The dependent variables utilized were the percent of students scoring at or above the "proficient" category on 7 th -grade communication arts and 8 th -grade mathematics Missouri Assessment Program (MAP) tests. Independent variables included school-level current per pupil expenditures (PPE); student to teacher ratios for schools and in communication arts and mathematics classrooms; as well as school wide teacher instruction-free time; and the ratio of students to non-instructional professional staff. The study found that differences exist in resource allocation levels of sampled Missouri middle schools. Findings also suggest a significant positive relationship between PPE and mathematics achievement. Significant positive relationships were also demonstrated when analyzing student to teacher ratios, instruction-free time of teachers, and student to non-instructional professional staff ratios.
| Author | : Karen Hawley Miles |
| Publisher | : Corwin Press |
| Total Pages | : 233 |
| Release | : 2008-05-29 |
| Genre | : Education |
| ISBN | : 145229304X |
"How you spend your resources really does speak to the ethics, morals, and values about what is important. I use these ideas each day to help schools leverage their resources in strategic and creative ways to meet students′ needs." —Mary Nash, Assistant Superintendent Boston Public Schools, MA "A powerful new lens for looking at school resources by fundamentally changing the question from ′How much money do schools need to succeed?′ to ′How well are resources being used to ensure student success?′" —Richard Murnane, Economist and Professor Harvard Graduate School of Education Strategically reorganize school resources to support instructional and performance priorities! How can schools best use the resources they already have? That question is at the heart of this inspiring book for school and district administrators challenged with increasing student performance without additional funding. Exploring the link between purposeful resource allocation and academic achievement, Karen Hawley Miles and Stephen Frank demonstrate how educational leaders can develop successful and strategic schools by assessing how well they use all available resources—people, time, and money—and by creating effective alternatives to meet goals. The authors use their extensive research with urban schools and districts to present case studies of schools that successfully reorganized resources to implement the "Big 3 Guiding Resource Strategies": improving teaching quality, creating individual attention, and maximizing academic time. The Strategic School offers planning guides, checklists, worksheets, and strategies aligned with ISLLC standards to help leaders: Assess current resource use in new ways that go beyond the typical budget review Organize resources more creatively and flexibly Craft a master schedule that works Connect resource allocation to student and school performance
| Author | : Aaron R. Butler |
| Publisher | : |
| Total Pages | : 133 |
| Release | : 2006 |
| Genre | : Academic achievement |
| ISBN | : |
The link between school funding and student achievement has been a topic of debate for many years. School leaders and policy makers have sought ways to increase student achievement while using educational funding in an efficient manner. Previous initiatives to examine the relationship between funding and achievement have included education production functions, standards-based reforms, reallocation of resources, and minimum funding levels. This study was designed to examine the relationship between resource allocation patterns and student achievement in 447 Missouri K-12 public schools. The relationship between school districts' resources and their achievement on the 10th grade mathematics and 11th grade communication arts portions of the Missouri Assessment Program (MAP) test were analyzed using a multiple linear regression analysis. The initial results of the study showed no relationship between district level expenditures and student achievement. However, the second part of the study showed that a district's PEER group, average teachers' experience, student-teacher ratio, and percent of teachers with a Masters degree were related to student achievement. This information will be useful to school leaders and policy makers as they work to increase levels of achievement while operating on budgets of varying size. The third part of the study examined the relationship between student achievement and a proposed 65 percent minimum funding level for instruction related expenses. Despite the growing popularity that the 65 Percent Solution is receiving with education policy makers across the country, the results of this study do not provide evidence that meeting this expenditure level will result in high levels of achievement.
| Author | : Allan Odden |
| Publisher | : Corwin Press |
| Total Pages | : 124 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780761976530 |
Chapter 1, "Step 1: The Change Process," focuses on the change process and describes why and how schools engage in program restructuring and resource allocation. Chapter 2, "Step 2: Defining a New Educational Strategy," discusses decisions that must be made about the regular education program and how the various schools adopted, adapted or created curriculum and instructional strategies. Chapter 3, "Step 3: Organizing and Staffing the School to Support the New Educational Strategy," shows how core educational strategy decisions determine the cost structure of schools. It addresses such issues as student grouping, class size, planning and preparation time, and professional development. Chapter 4, "Step 4: Deciding How to Serve Students Who Need Extra Help," describes the resource requirements of choices for serving special needs students, including expensive new strategies funded through resource allocation. Chapter 5, "Step 5: Paying for the Changes," reviews the resource allocation strategies to pay for expensive new educational programs by such staff categories as regular classroom teachers, regular education specialists, remedial specialists, pupil support specialists, instructional aides, and other staff. Chapter 6, "Step 6: Effects of Resource Reallocation and District Roles to Support Such Change," examines how reallocation and restructuring strategies at two schools helped increase student achievement. (Contains 87 references.) (TEJ)
| Author | : Celia Avant Drews |
| Publisher | : |
| Total Pages | : 300 |
| Release | : 2007 |
| Genre | : Academic achievement |
| ISBN | : |
With increasing public school accountability and inevitable legislation in the future of the school finance system, educational productivity is of paramount concern in 2006 and beyond. This study of educational productivity adds to the field of research by examining the relationship between resource allocation in a school district and student performance. PURPOSE: This study examined the relationship between allocation of resources and individual student achievement as measured by state-mandated assessments over a four year period. Four research questions guided the inquiry: 1) What is the relationship between expenditures on district leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics Texas Assessment of Knowledge and Skills (TAKS) at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 2) What is the relationship between expenditures on campus leadership and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 3) What is the relationship between expenditures on instruction and student achievement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? 4) What is the relationship between expenditures on professional development and student achiement for K-12 public school districts in Texas as measured by the Reading and Mathematics TAKS at grades 3, 4, 5, and 6 over four academic years, 2002-2003 through 2005-2006? METHODS: Data from 8,120 students within 43 districts across the state of Texas who participated in TAKS math and reading in grades three, four, five, and six for school years 2002-2003 through 2005-2006 were used in the analyses. Data was obtained from each of the 43 participating districts. Financial data for school years 2002-2003 through 2005-2006 was obtained online from the Texas Education Agency (TEA). Descriptive statistics and One Way Analysis of Variance (ANOVA) were used to examine the relationships between expenditures and reading and math achievement. A multilevel growth model was calculated to explain the amount of variation at the campus or student level as well as the district level. FINDINGS: Results of this study support the mixed findings of previous research in that some expenditures impact achievement and some do not. By categorizing percent of a district budget expended on each fund area into low, median, and high, results revealed that there is a difference between how much districts spent for district leadership and both reading and math achievement over the time period of this study, 2002-2003 through 2005-2006. Results of the multilevel growth modeling revealed that students who were coded low socioeconomic status (SES) started lower for both math and reading achievement. Additionally, low SES students' scores for math and reading achievement actually declined three to five points for each year of the study. Expenditures on district leadership had no effect on reading or math achievement over the time of this study. Results for expenditures on campus leadership revealed that districts who spent more on campus leadership started slightly lower on reading achievement but there was no effect on growth over time. For math achievement, districts who spent more on campus leadership began 62 points higher, but declined about 48 points for each year of the study. In regard to expenditures on instruction, there was no effect for math achievement. However, for reading achievement, districts who spent more on instruction started slightly higher, but there was no effect over the time of the study. Districts who expended higher percentages of the budget on professional development had higher starting points for grade three TAKS reading. However, those same districts started slightly lower for grade three TAKS math. While expenditures examined in this study had some effect on student achievement, expenditures at the district level are too far removed to reveal the true effects on individual student achievement.
| Author | : Eric A. Hanushek |
| Publisher | : Elsevier |
| Total Pages | : 743 |
| Release | : 2006-10-30 |
| Genre | : Education |
| ISBN | : 0080465676 |
The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys
