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Author: Thomas Downes
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 473
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Book Description
The past decade has seen a steady flow of important and innovative papers documenting the short- and long-term effects of finance reforms and the heterogeneity of the effects of reforms, exemplified by papers like Jackson, Johnson, & Persico (2016), Lafortune, Rothstein, & Schanzenbach (2018), Hyman (2017), and Candelaria and Shores (2019). Those papers have reinvigorated research on the effects of finance reforms, while raising important questions about how to best design a finance system and generate necessary revenues. The papers mentioned above, along with other papers too numerous to mention, have taken advantage of better data and better methods to address long-standing questions and generate provocative new answers. Since the landscape has changed quickly, policy makers and prospective researchers require a summary of the current state of the research on the effects of school finance reforms. Answers are also needed to such questions as: • To what extent are lessons from the Great Recession applicable to the Covid-19 induced crisis. For example, how will states allocate cuts in grants and will those cuts undo state progress in equalizing educational access? Are there strategies for allocating resources that best preserve student learning? • How do financing systems need to be modified to accommodate greater use of online education? • How should school finance systems be designed to provide equal access (or, at a minimum, adequate access) to students with special needs? • Why is there significant heterogeneity in the results of different finance reforms? • What have been the effects of recent state efforts to reduce the role of the property tax in financing K-12 education? • How should finance systems be designed to more effectively close persistent achievement gaps? • How, if at all, should states integrate the financing of preschool education with the financing of elementary and secondary education? To help prepare the next generation of researchers and policy makers in the realm of school finance, this volume includes papers that summarize the current state of research on the questions above, as well as other pressing questions in education finance and policy. The book aims to bridge a space between comprehensive textbooks and journal articles in the field of education finance and policy. There are two main target audiences. The book is meant to serve professionals like school district administrators and education policy practitioners that desire a contemporary update to their previous study of education finance and policy issues. These audiences often have limited access to peer reviewed journals and knowledge of pertinent government and related policy reports in the field. The book is also meant to serve students and faculty from programs in public administration, public policy, community development and applied economics, education administration, educational leadership and policy studies that are studying content related to education policy, the economics of education, state and local public finance, and taxation. Some upper-level undergraduate students may also benefit from this resource.
Author: James W. Guthrie
Publisher: Allyn & Bacon
ISBN: 9780205470013
Category : Aide de l'État à l'éducation - États-Unis - Manuels d'enseignement supérieur
Languages : en
Pages : 0
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Book Description
This first text in Allyn & Bacon's new Educational Leadership series from Peabody College, clarifies the complex financial issues facing educational administrators and presents them in a clear and engaging manner. This text was developed by the leading scholars in school finance as part of a series from one of the leading Schools of Education in the world. It is "Modern" not only in the sense that the information it presents is current, but in the manner in which it engages the reader to understand and apply that information. With its strong basis in current research, and easy-to-use, intuitive features, this book strikes an effective balance between the informational and the pedagogical. It covers trends (both historical and current) in educational finance and includes calculations and problems for students to work, and its "Modern" approach pays close attention to the new realities of accountability, resource allocation, and policy. The case studies and interactive pedagogy make this a very practical text.
Author: Thomas Downes
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 473
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Book Description
The past decade has seen a steady flow of important and innovative papers documenting the short- and long-term effects of finance reforms and the heterogeneity of the effects of reforms, exemplified by papers like Jackson, Johnson, & Persico (2016), Lafortune, Rothstein, & Schanzenbach (2018), Hyman (2017), and Candelaria and Shores (2019). Those papers have reinvigorated research on the effects of finance reforms, while raising important questions about how to best design a finance system and generate necessary revenues. The papers mentioned above, along with other papers too numerous to mention, have taken advantage of better data and better methods to address long-standing questions and generate provocative new answers. Since the landscape has changed quickly, policy makers and prospective researchers require a summary of the current state of the research on the effects of school finance reforms. Answers are also needed to such questions as: • To what extent are lessons from the Great Recession applicable to the Covid-19 induced crisis. For example, how will states allocate cuts in grants and will those cuts undo state progress in equalizing educational access? Are there strategies for allocating resources that best preserve student learning? • How do financing systems need to be modified to accommodate greater use of online education? • How should school finance systems be designed to provide equal access (or, at a minimum, adequate access) to students with special needs? • Why is there significant heterogeneity in the results of different finance reforms? • What have been the effects of recent state efforts to reduce the role of the property tax in financing K-12 education? • How should finance systems be designed to more effectively close persistent achievement gaps? • How, if at all, should states integrate the financing of preschool education with the financing of elementary and secondary education? To help prepare the next generation of researchers and policy makers in the realm of school finance, this volume includes papers that summarize the current state of research on the questions above, as well as other pressing questions in education finance and policy. The book aims to bridge a space between comprehensive textbooks and journal articles in the field of education finance and policy. There are two main target audiences. The book is meant to serve professionals like school district administrators and education policy practitioners that desire a contemporary update to their previous study of education finance and policy issues. These audiences often have limited access to peer reviewed journals and knowledge of pertinent government and related policy reports in the field. The book is also meant to serve students and faculty from programs in public administration, public policy, community development and applied economics, education administration, educational leadership and policy studies that are studying content related to education policy, the economics of education, state and local public finance, and taxation. Some upper-level undergraduate students may also benefit from this resource.
Author: Christopher Roellke
Publisher: IAP
ISBN: 160752547X
Category : Education
Languages : en
Pages : 272
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Book Description
Mission Statement: The current education policy emphasis on higher performance standards, school-level accountability, and market-based reform presents important research challenges within the field of school finance. The simultaneous pursuit of both equity and efficiency within this policy context creates an unprecedented demand for rigorous, timely, and field-relevant research on fiscal practices in schools. This book series is intended to help meet this demand. Specifically, the series provides a scholarly forum for interdisciplinary research on the financing of public, private, and higher education in the United States and abroad. The series is committed to disseminating high quality empirical studies, policy analyses, theoretical models, and literature reviews on contemporary issues in fiscal policy and practice. Each themed volume is intended for a diversity of readers, including academic researchers, policy makers, and school practitioners.
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135041067
Category : Education
Languages : en
Pages : 693
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Book Description
Sponsored by the Association for Education Finance and Policy (AEFP), the second edition of this groundbreaking handbook assembles in one place the existing research-based knowledge in education finance and policy, with particular attention to elementary and secondary education. Chapters from the first edition have been fully updated and revised to reflect current developments, new policies, and recent research. With new chapters on teacher evaluation, alternatives to traditional public schooling, and cost-benefit analysis, this volume provides a readily available current resource for anyone involved in education finance and policy. The Handbook of Research in Education Finance and Policy traces the evolution of the field from its initial focus on school inputs and revenue sources used to finance these inputs, to a focus on educational outcomes and the larger policies used to achieve them. Chapters show how decision making in school finance inevitably interacts with decisions about governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of important contemporary issues requires inputs from a variety of perspectives, the Handbook draws on contributors from a number of disciplines. Although many of the chapters cover complex, state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand. This comprehensive, balanced, and accessible resource provides a wealth of factual information, data, and wisdom to help educators improve the quality of education in the United States.
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135863881
Category : Education
Languages : en
Pages : 786
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Book Description
Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world. The Handbook traces the evolution of the field from its initial focus on school inputs and the revenue sources used to finance these inputs to a focus on educational outcomes and the larger policies used to achieve them. It shows how the current decision-making context in school finance inevitably interacts with those of governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of the important contemporary issues requires input from a variety of perspectives, the Handbook draws on contributors from a variety of disciplines. While many of the chapters cover complex state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand.
Author: Jennifer King Rice
Publisher: IAP
ISBN: 1607528762
Category : Education
Languages : en
Pages : 276
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Book Description
In this third volume of Research in Education Fiscal Policy and Practice, editors Jennifer King Rice and Christopher Roellke have assembled a diversity of research studies focused on the current policy environment of high stakes accountability and how this context has impacted educators and students at multiple levels of the system. This effort to leverage student performance through high stakes reform has accelerated and intensified considerably since the 2002 reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB).In order for high stakes accountability reforms to realize their stated aims, targeted schools must have or acquire the resources and capacity to meet prescribed performance standards (Hess, 1999; Malen & Rice, 2005; Mintrop, 2003, 2004; Wong, et al., 1999), yet little systematic research has been assembled to document the implications of high stakes accountability systems on the resources and capacity of schools and school systems. This book aims to fill that gap. With this in mind, authors were asked to pay specific attention to challenges school systems confront as a result of NCLB and other high stakes reforms. The contributing authors were asked to think of policymakers and practitioners at local, state, and national levels as the intended audiences for their work. Our contributors responded with a collection of studies examining the relationship between high stakes reform and school district staffing, the recruitment and distribution of high quality teachers, curriculum making, and the provision of supplemental educational services to children. Our book is organized into three sections. The first provides a framework for assessing the impact of high stakes accountability policy on school capacity and also addresses implementation challenges at both state and local levels. The second section focuses on the impact of federal and state policymaking on teacher staffing and workplace conditions. The final section includes three chapters that provide a range of critiques on federal policymaking, including legal challenges to NCLB.
Author: Christine Rienstra Kiracofe
Publisher: IAP
ISBN: 1648028357
Category : Education
Languages : en
Pages : 223
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Book Description
Much has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools. The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309173957
Category : Education
Languages : en
Pages : 328
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Book Description
Spending on K-12 education across the United States and across local school districts has long been characterized by great disparitiesâ€"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: William A. Owings
Publisher: Routledge
ISBN: 1351013777
Category : Education
Languages : en
Pages : 385
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Book Description
Designed for aspiring school leaders, this text presents the realities of school finance policy and issues, as well as the tools for formulating and managing school budgets. In an era of dwindling fiscal support for public schools, increasing federal mandates, and additional local budget requirements, educational leaders must be able to articulate sound finance theory and application. The authors move beyond coverage found in other texts by providing critical analysis and unique chapters on misconceptions about school finance; fiscal capacity, fiscal effort, adequacy, and efficiency; demographic issues; and spending and student achievement. Examining local, state, and federal education spending, this text gives readers the foundation to understand school finance and knowledgeably educate colleagues, parents, and other stakeholders about its big-picture issues, facts, and trends. The new edition of American Public School Finance will help educational leaders at all stages of their careers become informed advocates for education finance practice and reform. New in this edition: Expanded coverage on school choice Discussion of new standards and law Updated exploration of student demographics and its impact on learning Advanced pedagogical features such as connections to the latest Professional Standards for Educational Leaders (PSEL), Focus Questions, Case Studies, and Chapter Questions/Assignments Complementary electronic resources designed to deepen and extend the topics in each chapter and to provide instructors with lecture slides and other teaching strategies.
Author: Al Ramirez
Publisher: Rowman & Littlefield
ISBN: 1475801777
Category : Business & Economics
Languages : en
Pages : 257
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Book Description
Al Ramirez writes on the subject of how the public schools in the United States are financed and how other funds are raised for educational programs in elementary and secondary schools. A context for public school finance is provided throughout the volume by grounding each topic in historical, policy, political, and common practice, so the work spans both the theoretical and practical aspects of the subject matter. The text is written primarily for graduate students in programs for education leadership, administration, policy studies, public administration, public finance and public accounting. The content will also serve as a resource for practitioners and education policy leaders, e.g., school board members, foundation program officers, legislators, and policy analysts at the local, state and national levels. Each chapter is structured so as to enhance the book's value to pre-service students preparing for entry-level school administration positions as well as candidates for advanced degrees who need more research based theoretical content on school finance. The author recognizes that each state has its own unique funding approach and guides readers to state resources that supplement the books content.
