This study sought to answer fifteen research questions involving the values of individuals and educational institutions in the context of charitable giving to educational institutions. These questions may be summarized as follows: Are there any significant differences or correlations between the values of individuals with different demographic, giving preference, or donor/non-donor characteristics? Are there any significant differences or correlations in these individuals' perceptions of the values of educational institutions. / To answer these questions, data was collected using a questionnaire mailed to a random sample of Arkansas adults having residential telephone listings. The questionnaire asked respondents to rank the eighteen values of the Rokeach Value Survey first as personal values, then as the values of educational institutions. / Findings supported the following conclusions: (1) The ability to perceive the value system of educational institutions does not depend upon one's demographic, giving preference, or donor/non-donor characteristics. Individuals with diverse characteristics have very similar perceptions of the values of schools. (2) Certain variables (age, level of education, and giving preference toward educational institutions) are directly related to values. For example, individuals with similar ages have more similar values than individuals with dissimilar ages. (3) Demographic and charitable giving variables are more closely related to single values or small groups of values than to entire value systems. (4) Greater variety exists in the values of individuals than in the values of educational institutions. (5) Values are more important in the formation of giving preferences than in the decision to give or not to give. / Future research could identify the clusters of values associated with charitable giving, clarify the inhibiting-facilitating role of variables in the charitable giving process, and explore the direct relationship between values and certain independent variables (age, level of education, and giving preference). / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0668. / Thesis (Ph.D.)--The Florida State University, 1982.

The Florida Education Finance Program has as its stated goal the equalization of educational opportunity. The state funding formula recognizes that districts have different tax bases, varying program cost factors, district cost differentials, and differences in cost for equivalent programs due to sparsity and dispersion factors. / The project is an evaluation of the equalization effort made in the distribution of educational resources in Florida. It differs from the traditional analytical approach in that it focuses on the intradistrict allocation of resources rather than considering district averages across the state. / This study analyzes the distribution of resources, measured as instructional expenditures, in the elementary schools in Florida. The school is the unit of analysis and only districts having at least 30 elementary schools will be included in the intradistrict study. / The dependent variables are based in four alternative definitions of instructional expenditures/FTE adjusted for programmatic and district cost differentials. Independent variables include school size, student race and socioeconomic status. Descriptive and causal analysis is presented using distributive, correlational and regression-based measures. / Findings suggest that expenditures do differ substantially between schools within a district and that in many district these differences follow racial and income lines. In statewide comparisons the differences in instructional expenditures exceed 300% and are similarly associated with racial and income differences among student populations. / Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2462. / Major Professor: Steven J. Klees. / Thesis (Ph.D.)--The Florida State University, 1993.

This research developed financial simulation models, using the system(s) application approach, designed to determine the unfunded capital outlay requirement for each Florida school district and measure and the effect of new sources of revenue on reducing or satisfying each district's unfunded capital outlay requirement. Sensitivity testing was conducted with each model to determine the effect of each new source of revenue or a combination of any or all sources of revenue on satisfying or reducing the capital outlay requirement of each district. / The first financial simulation model specifically addressed the problem of accurately determining each district's capital outlay requirement as of the end of a given fiscal year. / The second financial simulation model was designed to determine the effect of requiring each district to level the maximum local discretionary millage, as allowed in Section 236.25(2), Florida Statutes, toward satisfying or reducing their capital outlay requirement. / The third financial simulation model was designed to determine the effect of a state non ad valorem tax of one dollar per day on each hotel and motel room toward satisfying or reducing the capital outlay requirement of each district. / The fourth model was designed to determine the effects of implementing a state income tax on the wages and salaries of all Florida residents upon reducing or satisfying the capital outlay requirement of each district. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0423. / Major Professor: Frank W. Banghart. / Thesis (Ph.D.)--The Florida State University, 1993.

The federal government created numerous programs of student financial assistance following World War II. The subsequent growth and expansion of these programs necessitated institutional management on a full-time basis, which resulted in the creation on the college campus of positions which have been filled by personnel known as financial aid administrators. / This study was directed to the women who serve as financial aid directors, associate directors, assistant directors and financial aid counselors in institutions of higher education in nine southern states. The purpose of the study was to gather demographic, insititutional and academic data related to these women aid administrators and to make comparisons, when feasible, with previously done studies pertaining to men and women directors. The purposes, in addition, were to describe the job mobility and position attainment of these administrators, and to summarize their perceptions concerning future trends for the aid profession and their role in it. A review of the literature revealed few studies directed to financial aid administrators and none related exclusively to women aid administrators. A need, thus, was seen for this study which was directed to women financial aid administrators. / A survey instrument used previously was modified and expanded and was mailed to 309 women aid administrators in nine southern states. The distribution, plus personal contacts, resulted in a 97 percent return. A computer program was designed to yield simple frequency and percentage distributions of the results. / An analysis of the data resulted in the following findings: the typical woman aid administrator of today (1) is likely to be employed as a director in a private four-year institution, to administer a small (300-600 applicants) program on a full-time basis, earning $12,000 to $14,000 per year; (2) has other professionals under her direction if she administers a large (over 1,000 applicants) program, is primarily responsible for making aid policy, is responsible to the chief student affairs officer, and receives institutional support for professional activities; (3) holds a Bachelor's degree, plans to pursue a higher degree, and feels that courses in counseling and data processing are most beneficial; (4) entered her present position from a lower level position at the same college, having had previous experience in business and industry; (5) was aided in her position attainment by personal recommendations, degree, and previous experience in financial aid; (6) perceives that employment opportunities for women are greater in financial aid administration than in other areas of higher education administration, and as compared with men's opportunities in financial aid administration, will increase in the future, these employment practices being influenced by women's proven job effectiveness; and (7) believes that the continuation of training workshops is the single most important step in furthering the professional development of financial aid administrators. / Based on the findings of the study, recommendations included: (1) women seeking employment in higher education administration should investigate the opportunities in financial aid administration; (2) apparent inequities accorded women for professional development should be investigated; (3) additional graduate degree programs in financial aid administration should be considered; (4) training workshops should be continued, including counseling and data processing as topics; and (5) research related to financial aid administration should be continued and should include curriculum needs assessment and further studies related to women. / Source: Dissertation Abstracts International, Volume: 41-03, Section: A, page: 0938. / Thesis (Ph.D.)--The Florida State University, 1980.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4124. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-11, Section: A, page: 6524. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3108. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6262. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1035. / Thesis (Ph.D.)--The Florida State University, 1984. / The assumption that an increase in public spending in Florida would increase student achievement was examined using path analysis. Third grade school level data included family variables, per pupil expenditures from federal, State and local funds, and achievement measured by Statewide minimum competency tests in mathematics and communication. A recursive model was theorized. Under the set of assumptions of the causal model the following results could be expected. Disbursements of federal money based on percentage of disadvantaged students was supported for teacher but not substitute teacher salaries per pupil. With State funds, allocated solely by number of pupils served, increases in teacher salaries per pupil contributed to declining expenditures in all other funding categories but prorated school charges to the K-3 program. Unlike compensatory program results, the effect of teacher salaries on substitute teacher salaries per pupil with State funds was negative. This suggested more teacher absences with disadvantaged pupils. Some categories of expenditures were more effective in promoting pupil achievement than others. While increases in State expenditures for instructional equipment, professional services and teacher salaries per pupil appeared to improve achievement, those for substitute teachers and prorated school charges per pupil did not. School mean achievement appeared to decline with increased percentages of disadvantaged pupils, although large proportions of their total associations were spurious. Efforts through teacher salaries per pupil did not offset the initial disadvantages of the federally funded students to achieve, despite help from substitute teacher salaries per pupil. Inclusion of an ability measure and additional background variables seems advisable for future studies. The results from this study were conservative due to curtailed variation from various sources. However, it has indicated potentially successful and unsuccessful expenditures for fostering achievement, taking a step toward bridging the gap between implicit assumptions and practices.

The purpose of this study was to determine the attitudes of Yemeni citizens toward the financing of public education. To collect the data, a survey instrument was constructed, translated into Arabic, and administered in the Yemen Arab Republic. A random sample of 600 Yemeni citizens was drawn as an approximate representation of the Yemeni population--400 from the city of Taiz, an urban area, and 200 from Zabied, a rural area. From the sample, 312 respondents fromTaiz and 200 from Zabied (a total of 512) actually participated in the study. / Analysis of the data produced the following findings. First, the majority of the Yemeni citizens prefer to contribute to financing education by paying an educational tax. Second, they showed a very positive attitude toward making voluntary contributions to assist in financing their educational system. Third, the respondents demonstrated a negative attitude toward accepting foreign aid as a way of financing education in their country., Fourth, they indicated that contributions to education should be made locally. Fifth, most of the Yemeni citizens agreed with the idea that contributions to financing education must be considered a civic responsibility. Finally, the majority of the respondents preferred contributions for financing education rather than other social services. / The analytical study was implemented by constructing scales and crosstabulating the dependent with the independent variables. Several independent variables appeared to have significant effect on citizens' attitudes concerning many aspects of the financing of education; however, the relationship in each case was only moderate or weak. Some of the other independent variables, such as information exposure, had no significant effect on citizens' attitudes toward contributing to the financing of education. / A set of recommendations was formulated to guide policymakers in effective utilization of citizens' positive attitudes as a prerequisite for their participation in national educational development. One of the most important recommendations was to have a supreme Council for Financing Education in order to plan and organize citizens' contributions to financing education. / Source: Dissertation Abstracts International, Volume: 46-10, Section: A, page: 2920. / Thesis (Ph.D.)--The Florida State University, 1985.