The major purpose of this study was to examine the implications and potentials of program budgeting for public schools. Several goals and objectives pursuant to the major purpose of the study were developed. They were: (1) to further the usage of program-budgeting concepts and terms as described and defined by Harry J. Hartley, author of Educational Planning-Programming-Budgeting: A Systems Approach; (2) to identify budgeting practices common to both conventional and program-budgeting concepts of public school budgeting; and (3) to determine whether or not selected public school superintendents used specific program budgeting practices and to determine the soundness of the specific program-budgeting practices as judged by the public school superintendents. The procedures used in the study included the following: (1) the selection of the population, (2) the development of the data-gathering instrument, (3) the collection of the data, and (4) the presentation of the data.The population of this study was comprised of seventy selected Indiana public school superintendents who administered school corporations which were of various sizes and which were located in various geographic areas in Indiana. Two criteria were used to select the superintendents: (1) that their school corporation be one of the ten school corporations having the largest average daily attendance as reported by the Indiana State Department of Instruction; or (2) that their school corporation be a member of one of the five public school study councils with headquarters at Ball State University.Data for the study were obtained from the responses to a questionnaire which included a list of statements pertaining to program-budgeting practices. The sixty statements were derived from thirty theses postulated by Hartley as a concise description of program budgeting as it should operate at the public-school level. Definitions from the glossary of Hartley's book were used to clarify the statements.The superintendents were asked to react to the statements by checking a multi-column scale, indicating whether or not they used the budgeting practice in their school' corporation and then judging the soundness of the practice whether or not they used the practice.The data were treated in two major categories. Each statement was treated separately, and the sixty statements were treated as a whole. In both categories the data were presented in raw numbers and percentages to show responses as well as similarities and differences of responses, and narration was used to report general relationships and inferences as perceived by the writer. The findings indicated the following major general conclusions to be appropriate: 1. The majority of the superintendents participating in the study indicated they used many of the program-budgeting practices described and defined in the inquiry instrument. 2. Most of the superintendents participating in this study considered most of the program-budgeting practices described and defined in the inquiry instrument to be sound budgeting practices. 3. Many of the superintendents participating in the study judged specific program-budgeting practices to be sound even though they did not utilize those practices in the operations of their schools. 4. Program-budgeting practices more directly associated with systems-analysis procedures, such as utilizing management-information systems, developing simulation techniques, programming by systematic task-sequence network diagrams and constructing behavioral-theoretical models, were not often used by the school corporations participating in this study. 5. Many budgetary methods, policies, and procedures identified as being characteristic of program budgeting were being practiced in the public schools. There is considerable overlapping of conventional and program-budgeting practices.

The purpose of this study was to determine the effect of per pupil expenditure and high school size in public school corporations upon academic success in college. A random sampling of 196 students from the entering classes of 1963 and 1964 served as the study population. Sex of the student, rank in high school class and SAT verbal scores were used for comparative purposes. Per pupil expenditures and class rankings were converted to T scores in order to afford comparability in both areas.The statistical treatment involved computation of the Pearson product moment of correlation for every combination of variables and a stepwise regression analysis with grade point average as the dependent variable. The two null hypotheses and question number one were tested through this treatment. In order to answer questions involving the relationship of sub-groups within the sample population six other regression analyses were made. These involved subgroups determined by the number of quarters of college completed and by high and low ranking in class as determined by college grade point average. The two null hypotheses were as follows: 1. There is no significant correlation between the expenditure per pupil in public school and the academic success of their graduates as indicated by grade point average in college. 2. There is no significant correlation between the graduating class size in public high school and the academic success of their graduates as indicated by grade point average in college. The questions explored were as follows: 1. Is there a correlation between per pupil expenditure in public school corporations and graduating class size of high schools in these corporations? 2. Is per pupil expenditure or size of high school graduating class related to the number of years of college attended by a corporations graduates? 3. Are per pupil expenditure or graduating class size useful predictors of academic success for groups of students who have terminated their college education during their first year, their second year, third year, or at the completion of their fourth year of college? 4. Do either high school graduating class size or per pupil expenditure relate to the prediction of academic success when that group of students with the highest ranked grade point average and another group with the lowest ranked grade point average are considered separately? The first null hypothesis was rejected. Although the practical importance of the correlation was slight it was significant. The second null hypothesis was accepted. Question number one was answered affirmatively. The results obtained from investigation of other questions involving sub-groups were similar to the findings for the total group. Some of the conclusions were as follows: 1. There is no solid agreement by writers in the field of education as to what constitutes the ideal high school size. 2. Although the simple correlation of per pupil expenditure and college academic success is -.018, per pupil expenditure does add slight significant value in the prediction of academic success after high school rank and SAT verbal scores have been considered. 3. No significant correlation exists between high school graduating class size and academicsuccess in college. 7. Of the variables considered in this study, high school class rank is the best predictor of further academic success. 9. High school class size is not a determining factor in how long a student remains in college. 11. There are no marked differences between the results obtained when considering the effect of high school graduating class size and per pupil expenditure upon college academic success when computed using the entire study sample than when only the top fifty and the bottom fifty academically ranked college students are considered. 12. Class size is not a factor in the determination of how many quarters a student will complete in college.

<p>Many people recognize inequity in educational resource allocation as a problem. It has been suggested this inequity stems from the consolidation of experienced teachers in low-poverty schools and higher teacher turnover rates at high-poverty schools. This paper uses an ordinary least-squares (OLS) regression to examine the relationship between school-level expenditures excluding teacher salary, and teacher turnover in New York City. The results of the analysis suggest that these expenditures have a statistically significant association with teacher turnover, and that, for the majority of them, increased spending is associated with less teacher turnover. The results also suggest that increased spending is associated with a higher level of teacher satisfaction, though the significance of this association is less consistent. These results could have policy implications for education researchers and practitioners concerned with improving fiscal equity through decreased turnover in high-poverty schools. </p>

The purpose of the study was to develop guidelines and specific recommendations for financing construction of primary school facilities in the Republic of Kenya. Due to implementation of universal primary school education in Kenya, there was need to accelerate construction of primary school facilities. Based on resources and procedures utilized for raising money for financing school construction, it was determined there would not be enough funds available to meet the increasing demand for primary school facilities.To develop guidelines and recommendations, two instruments in the form of questionnaires were designed and sent to selected District Commissioners and Headmasters involved in construction of primary school facilities in Kenya. The responses recorded on the questionnaires returned to the United States were analyzed.Another source of information were the Annual Reports from District Education Officers compiled by the Ministry of Education in Kenya. Three volumes of the Annual Reports were mailed to the United States and were analyzed.In the review of related literature, the methods and procedures for financing public school facilities in eleven countries across the continents of Africa, Asia, North and South America were analyzed.The major findings of the study were:1. Seventy-four per cent of the families with children en rolled in primary schools paid the cost of the construction of primary schools.2. Eighty-four per: cent of the Headmasters reported children of primary school age were not in school because parents were unable to pay fees.3. Forty-eight per cent of the Headmasters reported that all school age children in the district could not be in existing school facilities.4. Finance, labor, and transportation were listed as major problems encountered in the construction of primary school buildings.5. Headmasters in 10 of the 19 primary schools suggested taxation as a means for securing additional revenue for the construction of primary school buildings.6. Fifty-nine per cent of the District Education Officers in 1970; 83 per cent of the District Education Officers in 1971; and, 66 per cent of the District Education officers in 1972 reported school buildings and classrooms were inadequate.7. The national government of each of the 5 African countries was listed as a source of financing school construction.8. State or provincial governments provided some form of financial aid for school construction in the United States, the Republic of China, and Mexico.9. National governments provided for school construction in Egypt and Israel.10. The national government of New Zealand paid the total cost of school construction in local districts.11. Ninety-eight per cent of school building construction in the United States has been financed by the taxation of property in the local school district.12. The issuance of bonds, by local school districts for school construction in the United States, has been universal in 49 of the 50 states.The major conclusions were:1. Universal primary education has been accepted as a goal to be achieved in many of the developing nations of the world.2. It is essential that the national legislative body pass appropriate measures or laws which commit the nation and its resources to achieving universal primary education.3. Sufficient money must be appropriated by the national government to provide substantial assistance to local school communities in need of new primary school facilities.4. An equitable taxing structure must be established so that regional, district or local school community taxpayers will provide some funds to help finance needed school building programs.5. The establishment of a system which would permit regional areas, districts, or communities to issue general obligation bonds against the taxable wealth of the unit is needed in order to secure local share of funds to finance needed primary schools.

Diss. Uppsala : Univ., 2007.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2839. Adviser: Kern Alexander. Includes bibliographical references (leaves 88-96) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2494. Adviser: Kern Alexander. Includes bibliographical references (leaves 96-118) Available on microfilm from Pro Quest Information and Learning.

<p> The inability of California Community Colleges to produce equitable outcomes for Latina/o and African American students, and provide a successful pathway to higher education, is an educational problem. Although research shows many factors influence student success in community colleges, many of those factors are directly influenced by the availability of resources to support a variety of services, programmatic offerings, transformational practices, and quality facility and staff. The primary hypotheses of this study pertained to whether spending patterns differed with respect to either equity considerations, or to student outcomes. It was observed that colleges which considered equity in their budgetary decisions spent a significantly higher percentage of their core expenditures on academic support than did no-equity colleges however equity considerations were not observed to be related to student outcomes. Student outcome did not show significant relationships with most expenditure types, except lower expenditures on other core expenses were predictive of higher Student Progress and Attainment Rate, after controlling for input/environmental variables.</p>

<p> Using a phenomenological method, this study explored the higher-education affordability perceptions of a purposively-collected group of 19 students at the pseudonymous Crestview Community College (CCC) in Colorado. The defining themes of the study were: (a) knowledge of the College Opportunity Fund (COF) program and perceptions of higher-education affordability in the Colorado context, (b) how participants learned about and implemented college selection, financing, and success strategies, (c) family finances and their impact on work and college decisions, (d) participant views on the financial aid process, and (e) benefits of attending college. </p><p> The findings were: (a) the COF was not viewed as a significant source of support or well-understood as the State of Colorado&rsquo;s contribution to college students, (b) participants described difficulty in high school learning and implementing a college selection and financing strategy with some mitigation of those failures by key adults in their lives, (c) CCC was viewed as the default college choice because of price, location, dual credit experience, and peer recommendations, (d) family structural and financial context strongly influenced participants&rsquo; perceived options and decisions regarding college selection and work, (e) participant perspectives on federal financial aid and college affordability varied drastically between Pell Grant recipients and non-recipients, (f) participants uniformly held a negative perception of student loans, and (g) participants were motivated to stay in college by hope of occupational and financial benefits and discouraged by fear of debt and post-graduation joblessness.</p><p>

<p> Voters&rsquo; hatred of the property tax has led to the enactment of tax and expenditure limitations (TEL) in most states (Brunori, Bell, Cordes, and Yuan, 2008; Sokolow, 1998). Past research suggests that TELs have consequences for school districts, such as reductions in revenue and expenditures, and that these effects may be felt disproportionately by districts that are less able to adapt, such as poorer districts (Figlio, 1998; Joyce and Mullins, 1996; Downes and Figlio, 1999; Mullins, 2004; Wallin and Zabel, 2011; Della Sala and Knoeppel, 2014; Arsen, DeLuca, Ni, and Bates, 2016; Steinberg and Quinn, 2015). Such disproportionate impacts may increase revenue inequity across districts, further widening the gap between the &ldquo;haves&rdquo; and &ldquo;have nots.&rdquo; </p><p> This dissertation explores the impacts of TELs on school district revenue and equity through analyses of Pennsylvania&rsquo;s Act 1, a useful case for studying these effects because it was enacted more recently&mdash;2006&mdash;and is in place in a diverse state with a heavy reliance on property tax revenue that faces ongoing concerns over its allegedly inequitable public education funding system. </p><p> In the first study, I use multivariate regression analyses with fixed effects to consider the effects of Act 1 on various revenue sources available to school districts and whether districts that may be less able to adjust to changes in revenue streams felt these effects disproportionately. I find that local revenue and property tax revenue were reduced for school districts subject to Act 1&rsquo;s tax limits compared to those not subject to them, and that state revenue did not offset these reductions, resulting in reductions in total revenue. My findings do not suggest that these effects were disproportionately felt by districts with greater needs. </p><p> In the second study, I consider the characteristics of districts that are able to avoid Act 1&rsquo;s tax limits. Using logistic regression with year fixed effects, I find that districts with better fiscal conditions were more likely to receive an exception from the state that allowed them to avoid the tax limit. These results raise concerns of potential inequity, albeit with no intent on the part of the districts or Pennsylvania officials. </p><p> In the third study, I use both descriptive and multivariate regression analyses to consider the impacts of Act 1&rsquo;s limits on revenue equity among districts. I find that Act 1&rsquo;s tax limits appear to have reduced revenue equity among districts, and to have had a differential effect on higher need districts, when using poverty as an indicator of need. </p><p> Taken together, the findings suggest that Act 1 may have both reduced funding and revenue equity among districts, and had a differential negative effect on revenue for higher poverty districts. These results therefore suggest that the tax limits may have somewhat widened the divide between the &ldquo;haves&rdquo; and &ldquo;have nots,&rdquo; and raise concerns that revenue equity among districts has been reduced and that districts better able to adjust to tax limits&mdash;those in better fiscal health&mdash;may also be those most likely to avoid them.</p><p>