This study approached the concept of equity in public elementary and secondary school finance as a complex, multi-variable phenomena. The purpose of this study was to develop a procedure for determining whether or not an equitable distribution of current expenditure per pupil in a state had been achieved based upon the interrelationships of multiple fiscal, non-fiscal school and community variables, and pupil output measures. Six orthogonal factors, derived from principal components analysis and varimax rotation of 24 school and community variables from 131 Virginia school districts during the 1987-88 school year, became the independent variables in multiple regression analysis with school finance data and student output data as the dependent variables. Community Type, Fiscal Capacity, and Economic Composition of a District Population accounted for 61% of the variability in current expenditure per pupil and 63% of the variability in the percentage of students planning to attend a four year college. Over 70% of the variability in Achievement Test Scores was accounted for by Black Family Structure, Fiscal Capacity, Economic Composition of a District Population, and Community Type characteristics. / Ph. D.

The problem of this study was an analysis of the funding procedures in states which provide funding for local community education projects. The purpose of the study was to identify states which appropriate funds for community education and to provide an analysis of the guidelines for operation and use of state funds for community education at the local level. Twenty-five states were initially identified as having some type of state funding for community education, Eleven of the twenty-one states responding do provide funding for use at the local level. The guidelines and applications for obtaining these funds were compared in the areas of purpose of state legislation, minimum elements required of community education projects, eligibility requirements, use of state funds, grant periods, and annual reporting requirements.

No description available.

The purpose of this study is to compare the perceptions of two groups of student personnel administrators (chief student affairs officers or deans of students and directors of student activities) with respect to current and expected student activity fee policies and procedures in four-year public institutions of higher education in the United States. The comparison is based on the demographic variables of position held, number of years experience in student personnel administration, and geographical location of the institutions by region.

The conceptual, methodological, and empirical issues of education production function analysis were examined. Specific issues relating to model design, proxy and variable selection, levels of analysis, standards of adequacy, and implications for policy were addressed. Selected studies and dissertations published since the Equal Education Opportunity Report that identified any positive significant relationship between financial resources and student achievement were evaluated. Each study was examined with reference to conceptual and empirical problems of analysis. Specifically, the researcher identified measures of dependent and independent variables, the level of data aggregation, the direction and effect of independent variables, characteristics of the sample, the statistical methodology employed in the analysis, and the conclusions of the study. This research discussed factors that result in discrepant findings in the relationship between expenditures and achievement. From this perspective, conclusions about the use of education production function studies in assessing this relationship were stated. The examination of empirical studies provided a context for the identification of conceptual, methodological, and data issues necessary to assess the potential of production function analyses to contribute to policy decisions. / Ph. D.

The main purpose of this study was to examine the various finance models that are presently being used to finance facilities and to provide information for the Texas legislature, the Texas Education Agency, and local school districts concerning facilities funding models that might be used in Texas. Based on the information gathered and analyzed, several conclusions are drawn and recommendations regarding state funding of capital projects in the State of Texas are made. The model recommended for Texas is one that provides for an equalized grant and includes formulas for the distribution of state money.

Traditionally, medical residency positions have been primarily funded by the federal government. However, due to declining governmental funding support over time, medical schools have resorted to fund these programs through other means such as clinical fees and payments for services. This change has affected the number and types of residencies available to medical school graduates. The purpose of this study was to measure how the availability of fiscal resources shape mission-related outputs, particularly medical residency positions at medical schools. Using academic capitalism as the theoretical framework provided a lens through which to examine how federal policies have shaped the availability and funding of medical residencies today at the institutional level. This concept has been studied in traditional colleges and universities and how they balance mission and money, but less so in the context of medical schools. This study used a fixed effect panel analysis to study the impact of selected variables over a 10-year period on financing of medical residencies. Findings included that tuition revenues, paid for by undergraduate medical students, are increasingly funding medical residency positions. There was little to no effect from hospital revenues and federal research monies on increasing the number of medical residency positions. The funding of university based medical education is particularly timely and of national importance to understand the consequences of federal policies for medical schools and how medical residency funding caps and limits have affected one of the missions of medical schools which is to train physicians.

This investigation is concerned with determining the impact of the United States Supreme Court's Rodriguez decision upon the state and federal courts. The first chapter discusses the background behind the 1973 decision and outlines the basic issues. The second chapter examines the decision's impact upon opinions in the federal courts and concludes that Rodriguez has become a significant precedent. While school finance reform is dormant in the federal tribunals as a result of the decision, the third chapter concludes that reform is still possible in the state courts. However, there has been a deceleration in the rate of cases overturning school funding statutes since 1973. The final chapter examines some of the state legislatures and concludes that statutory reform is not necessarily linked to action in the courts.