Education management and performance after rural education finance reform: Evidence from Western China

2009 ◽  
Vol 29 (5) ◽  
pp. 463-473 ◽  
Author(s):  
Mingxing Liu ◽  
Rachel Murphy ◽  
Ran Tao ◽  
Xuehui An
Keyword(s):  
Rural Education ◽  
Education Finance ◽  
Western China ◽  
Finance Reform ◽  
Education Management ◽  
And Performance

A longitudinal analysis of impacts of court-mandated education finance reform on school district efficiency

2014 ◽  
Vol 26 (1) ◽  
pp. 1-49 ◽  
Author(s):  
Tae Ho Eom ◽  
Sock-Hwan Lee
Keyword(s):  
School District ◽  
Education Finance ◽  
Finance Reform ◽  
Government Behavior ◽  
Policy Makers ◽  
Dea Models ◽  
Court Mandated ◽  
Public Sector Efficiency ◽  
And Performance ◽  
The Impact

While there has been increasing interest in the impact of courtmandated education finance reform on school district efficiency, research on the subject is scant. Taking advantage of New Jersey Supreme Court cases that have altered the way in which state school aid is distributed, this paper examines the effect of changes in the education finance system on school district efficiency. Building on existing literature on public sector efficiency, a longitudinal data analysis based on two-stage DEA models reveals that courtmandated increases in state aid to a limited number of poor school districts decreased the districts' efficiency. Though these results should be interpreted with some caution, in particular, the limitation of DEA as an efficiency measure, they imply that, as with any policy, policy makers and courts should be aware of how policy changes affect local government behavior and that it is necessary to evaluate policy outcome taking into account both resources and performance.

scholarly journals Expectation of Tertiary Students of Bangladesh from ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 56-64
Author(s):  
Saifa Haque
Keyword(s):  
Second Language Acquisition ◽  
Learning Style ◽  
Significant Role ◽  
English Language ◽  
Classroom Behavior ◽  
Structured Interviews ◽  
Education Management ◽  
Language Classroom ◽  
And Performance ◽  
Teaching Learning

Expectation influences motivation and performance in Second Language Acquisition (SLA). Students’ expectation also plays a significant role in curriculum development. This paper focuses on the expectations of the students in an English language classroom and how they want to be taught. From a study on 45 students of Stamford University Bangladesh, the researcher tried to find students’ expectations about content, factors behind the expectations and effects of expectations in a language classroom using semi-structured interviews. It was found that students have expectations regarding their course content, teaching-learning style and education management. Several factors such as professional need, education background, social beliefs, personal goals and personality of the students worked behind their expectations and their expectations played a significant role in their classroom behavior and performance. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12080 Journal of NELTA, Vol 19 No. 1-2, December 2014: 56-64

scholarly journals Forgotten equity: The promise and subsequent dismantling of education finance reform in New York State

2019 ◽  
Vol 27 ◽  
pp. 143
Author(s):  
Drew Atchison
Keyword(s):  
New York ◽  
New York State ◽  
Education Finance ◽  
High Poverty ◽  
Finance Reform ◽  
York State ◽  
Reform Legislation ◽  
Court Mandated ◽  
Campaign For Fiscal Equity ◽  
The Impact

This study examines the impact of court-ordered finance reform in New York State resulting from Campaign for Fiscal Equity v. State of New York on equity of inputs using synthetic controls. The findings herein indicate court mandated education finance reform in New York had little to no impact on equity of educational inputs despite an overhauled education finance system intending to distribute more state funding based on student need. In the period during and following the Great Recession, the State of New York chose to cut districts’ foundation aid, a form of aid designed to be distributed progressively, halting any improvement in equity. Had funding been distributed to districts according to the foundation formula that was specified by the education finance reform legislation passed in 2007, high poverty districts would have received more funding and disparities in funding across districts with similar characteristics would have been reduced. I also show that other forms of aid, which are regressively distributed, could have been cut instead of foundation aid, allowing for more funding to flow to high poverty districts in a time of fiscal constraint.

Education Productivity Research: An Update and Assessment of Its Role in Education Finance Reform

1992 ◽  
Vol 14 (4) ◽  
pp. 307-332 ◽  
Author(s):  
David H. Monk
Keyword(s):  
Education Finance ◽  
Alternative Conceptions ◽  
Finance Reform ◽  
Alternative Strategies ◽  
Unit Of Analysis ◽  
Education Production ◽  
Educational Productivity ◽  
Production Processes ◽  
New Type ◽  
Insight Into

This article begins with a critical review of alternative strategies currently in use to study educational productivity. These unfolding research programs are considered in the light of increasing public demands for improvement of productivity in education. A critique is offered of the dominant conception of the education production process that undergirds many of these studies, and alternative conceptions are offered. The effects of efforts to improve productivity are examined in the context of each of these different conceptions. The article concludes by advocating a new line of research designed to generate insight into more fundamental aspects of education production processes. This new type of productivity research places greater emphasis than is customary on the classroom as the unit of analysis.

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