As state appropriations, once the primary public source of funding for higher education, have decreased, higher education institutions have attempted to increase the private funding they can generate in addition to increasing tuition. This shift from public to private sources of funding for public higher education institutions requires a better understanding of the relationship between these two sources of funding. The purpose of this study was to explore the change in philanthropic funding for public four-year higher education institutions from 2004–2018. It examined the relationship between state appropriations and philanthropic funding received by public four-year higher education institutions to determine if state appropriations were associated with philanthropic giving. It also investigated whether the relationship differed by institutional type and competitiveness to determine if it increased stratification among public higher education institutions. This study found that between 2004 and 2018, total philanthropic funding per FTE increased while state appropriations per FTE decreased. The main reason for these trends were decreases during the recession, where state appropriations per FTE decreased 21% while total philanthropic funding per FTE only decreased 3%. All types of philanthropic funding had a U-shaped growth curve showing a decline then increase except for foundation philanthropic funding per FTE, which grew linearly. State appropriations were found to be associated with the amount of philanthropic funding received. An increase in state appropriations was associated with an increase in philanthropic funding from 2004–2010, but a decrease in philanthropic funding from 2011–2018. There were significant differences by Carnegie classification and flagship status but none for Barron’s selectivity. There were also differences based on donor types. The findings add to the research on donor motivations in higher education by showing the differences in growth curves for different donor types. They also add to the literature on philanthropic funding during recessions by analyzing giving trends before, during, and after the Great Recession of 2008. Finally, results show that there was most likely an increase in the stratification of public higher education institutions as they shifted to more private sources of funding, as philanthropic funding is more unequally distributed than state appropriations.

College prices have risen at a dramatic pace, with tuition increasing over 200% since 1989. Federal and state aid programs have long provided support to students' efforts to cover the costs of college; however, some argue that aid programs inadvertently contribute to pricing increases, suggesting that institutions leverage financial aid programs by raising prices to capitalize on the guaranteed revenue from aid programs. The purpose of this study is to determine what effect state-sponsored, merit-based scholarships have on higher education pricing. The study examines the implementation of and subsequent changes to Florida's Bright Futures Scholarship Program at public and private four-year institutions. Grounded in Revenue Theory of Costs and Neo-institutionalism, this study approaches Bright Futures with the assumption that institutions constantly seek new revenue to spend all their revenue on educationally-purposeful activities that increase institutional prestige. Using data from IPEDS, the Census Bureau, the Bureau of Labor Statistics, and other sources, this study uses difference-in-differences to estimate the effects of Bright Futures implementation and adjustment on tuition and fees, room and board, and institutional grant aid. The study's main finding is that net of institutional and state covariates, public institutions in Florida respond to the implementation of Bright Futures by increasing tuition and fees as well as room and board. Public institutions also increase grant aid spending in response to the program. This study also provides evidence that private institutions reduce tuition and fees in response to Bright Futures implementation. Finally, this study examines the effects of the 2010 shift in the Bright Futures award structure away from a guaranteed percentage of tuition and fees, finding that the award shift has no discernible effect on the pricing measures. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / April 14, 2016. / college pricing, merit aid / Includes bibliographical references. / David Tandberg, Professor Directing Dissertation; Frances Berry, University Representative; Shouping Hu, Committee Member; Toby Park, Committee Member.

Access to an adequate education has been widely considered an undeniable right since Chief Justice Warren stated in his landmark decision that “Today, education is perhaps the most important function of state and local governments…it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education” (Brown vs. Board of Education, 1954). State constitutions establish rights to public education. State legislatures define expected outcomes and funding mechanisms to operate schools. Over the past sixteen years, plaintiffs have overwhelmingly prevailed in court cases where they have claimed that children have been denied access to an adequate education. Close scrutiny of state education finance systems revealed that few states had seriously attempted to determine objectively the amount of resources actually required to meet children’s learning requirements (Rebell, 2006). The purpose of this study is to assist policy makers in efforts to link resources with expected and mandated outcomes. The central question addressed is “what is the cost of an adequate high school education?” Recommendations focus on: (1) how an adequate education should be defined; (2) understanding conditions that affect student outcomes; (3) using successful school smart practices to allocate resources; and (4) the cost of adequacy. Findings from this study identified three spending thresholds. Vermont high schools that spent below $10,006/pupil in total “current expense,” below $685/pupil in student support services, or below $595/pupil in administrative services, were very unlikely to have provided an adequate education. The statewide cost of adequacy requires an additional 4.2% in spending per pupil if all schools spend at the threshold level (based on 4 year averages 2002-2005). Recommendations articulate the need for policy makers to accept responsibility for setting student-outcome standards within a framework that considers student needs and the resources they are willing to appropriate to achieve mandated results. State funding incentives for allocating resources to schools must be reconsidered to address the inequitable system presently in place. Further research which articulates smart practices related to governance systems, school leadership, experiential learning opportunities, and instructional methods is necessary.

In-depth interviews were conducted with five human service professionals who worked in a community-based residential group home for developmentally disabled adults. The interviewing process used a phenomenological approach which focused on the perceptions of the human service professionals. "Perceptions" relate to the personal interpretations and evaluations that the human service professionals made of their work experiences. The interview process consisted of three ninety-minute interviews with each participant. The first interview centered around the question, "How did you come to work as a human service professional?" The second interview focused upon the question, "What is it like for you to work at a community-based residential group home for developmentally disabled adults?" And the third interview asked, "What does deinstitutionalization mean to you?" The interviews were audio-recorded and later transcribed. After significant transcript material had been identified, it was then synthesized in two ways: first, as profiles of the participants; and second, as excerpts from the interviews which were woven together with emergent themes that connected the experiences of the participants. Seven themes relative to their experiences at the community-based residential group home emerged from the data. The seven emergent themes that evolved from the data were: (1) Are private sector community-based group homes for the developmentally disabled adult truly independent, or are they a cleverly disguised extension of state government? (2) Community-based group homes, unlike the large state institutions, should impress family and community values upon their clients. These values are critical to the healthy and productive independence of clients. (3) The quality of care is much better in community-based group homes than in large institutions. (4) Staff development and staff selection are critical to the success of the program. (5) Members of the public and family members of some clients resent the good quality of life that the clients have. (6) Community-based group homes have a positive economic impact upon the local community and that fosters positive integration into the community. (7) Can a community-based program such as ours, which is driven by the needs of the clients, maintain its unique identity and philosophy?

It is generally recognized that disparities both in funding and the quality of educational services exist among school districts throughout the Commonwealth of Massachusetts. Using the property tax as the mainstay of educational funding can decrease educational opportunities for children from poorer districts. The Equal Educational Opportunity (EEO) grants program, introduced in 1985, was designed to equalize educational spending. The purpose of this study was to determine whether the Equal Educational Opportunity grants program has increased equity in per pupil expenditures since its implementation. This study examined all single community K-12 vocational member districts, and compared Fiscal 1987 and Fiscal 1991 regular day weighted per pupil expenditures to assess the effectiveness of the EEO grant program. The first phase of the study was a quantitative analysis of FY '87 and FY '91 data, using statistical measurements frequently cited by school finance experts to determine fiscal (horizontal) equity. Both sets of data were compared to monitor progress over time. Additionally, the study determined the number of EEO communities moving closer to the state average over the time period, and compared that number with the number of non-EEO communities that also approached the state average to describe the relative success of the EEO program in achieving equity (as determined by approach to the state average). From the statistical analysis, the researcher concluded that little, if any, progress toward increasing horizontal equity was achieved through the EEO grant program. The disparity in per pupil expenditures between low-spending and high-spending districts as measured by range, restricted range, standard deviation, and coefficient of variation increased between fiscal 1987 and fiscal 1991. Slight, but nearly negligible, improvement was demonstrated by the federal range ratio and the McLoone index. Phase two of the project included a qualitative analysis of four selected communities to determine if fiscal inequities translate into educational opportunity inequities. Two EEO communities that spend approximately 70% of the state per pupil average, Brockton and Sandwich, and two communities that spend approximately 130% of the state average, Avon and Belmont were described. Both EEO communities faced significant personnel and program reductions. The non-EEO communities were able to maintain smaller class sizes, a longer school day, and better library and guidance services.

The first purpose of the study was to identify the positive and negative factors of K-12 regionalization for small towns in Massachusetts at this time. The second purpose of the study was to examine selected issues concerning regionalization as perceived by two levels of decision-makers and a random sampling of voters in the eight town area. It is apparent from the survey results that financial considerations, and especially the level of state aid to a K-12 region, would play a major role in any decision by voters to form a K-12 region. Voters would also require assurances that the newly formed K-12 region would actually receive these additional funds. Voters want these additional funds to be used for direct services for students. The voters indicated strong concerns about the loss of local control. In a K-12 region, concerns were expressed about the creation of more bureaucracy that could make local schools less responsive and accessible to parents. There were additional concerns expressed about poorer towns not supporting school budgets and a K-12 region holding back the whole school system academically. Parent apathy and fear of state control were other factors stated by some voters. There was basic agreement that curriculum coordination was an important factor for most voters. A majority of voters indicated that a K-12 region would provide better quality educational programs for students. Many voters were still undecided on the issue. The topic of management was another area of strong interest to voters. Many voters expressed concerns about the current management structure and the fact that it involves considerable duplication of effort by the superintendent and other members of the central office staff. Voters generally agreed that having a unified personnel contract would be an advantage to the K-12 region. They also agreed that a K-12 region would allow the superintendent to spend more time on educational policy matters. The majority of survey respondents, fifty-three percent (53%), believed that the formation of a K-12 region would result in better management of educational services to their town. (Abstract shortened by UMI.)

Although by reputation and performance an effective school, the staff and principal of Adams School in Northtown, Massachusetts sought and won a state-funded grant for school restructuring. Seeking increased autonomy and "more say," the Massachusetts Carnegie Schools Grant Program was seen as a vehicle to facilitate and legitimize the reform-type activities already in progress at the school. The complexity of the restructuring process soon became apparent. Certain staff referred to as "the doubters" questioned the feasibility of restructuring. Lacking a real transfer of power to the school site confirmed the doubters' skepticism. Encountering numerous obstacles, the complex process of restructuring is seen as more analogous to moving though a maze than following a road map. Major elements of restructuring emerge within this school's model. Grade-level teams coordinated through a central school governance team facilitate shared decision-making and planning by principal, teachers, and parents. Students are also empowered through classroom forums and a student council. Despite the auspices of a state-sponsored grant awarded to a good school with strong leadership, motivated staff, strong parental support, and a proven record of instructional effectiveness, successful restructuring is not assured. Lacking the power to effect radical change, people in this setting were limited to small scale "tinkering" rather than restructuring. A summary of data suggests that: (1) Cultural readiness of the community, school district and school site are critical to successful restructuring. A real transfer of power may not be possible without such readiness. (2) Restructuring involves a redefinition of roles and relationships among people--particularly that between teacher and parent; teacher and principal. (3) The opportunity for developing inter-personal relationships among roles can be a valuable by-product of the training process. (4) Inclusion of all "stakeholders" especially central office personnel, school board members, and less-involved parents is essential for successful restructuring. (5) Models of school restructuring developed within The Massachusetts Carnegie Schools Grant Program may be of limited value. Restructuring as a strategy for improving the effectiveness of less successful schools is not demonstrated within this model.

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Thesis (MPA) --University of Limpopo, 2005 / This research has attempted to investigate whether there were proper financial controls at Bankuna High School of the Ritavi Circuit in the Tzaneen Area of the Limpopo Province of the Republic of South Africa. The researcher has, after an extensive evaluation of data arrived at some conclusions and he had made a few recommendations. The researcher is of the belief that the results of this research can be applied in most former historically disadvantaged African schools. Also this study can help Provincial Departments of Education in their future training on Financial Management for poor African schools.