The impact of four basic capital project funding models for state participation was determined for the school districts in Texas. A review of the historical background for funding of capital projects and improvements by states was followed by a review of the historical background of state support for funding capital projects in the State of Texas. Additionally, the current funding models and methods of determining need were reviewed for all of the states. This historical review revealed that facility funding, like aid for maintenance and operation, has evolved with all the states at different stages.

Thesis. 1979. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 158-161. / by Denise M. Dipasquale. / Ph.D.

Policies advocating the use of digital technologies in government schools are promoted by all public school education systems in Australia. This is reflected in the release of political media statements, policies, plans, budgets, digital networking rollouts, curriculum developments, and professional development activities. Resources are being directed towards such initiatives from within school education budgets and from departmental and 'whole of government' initiatives, at state, territory and federal levels. While there is considerable activity being supported by governments, outside of these activities academic publications specifically about these school level initiatives are limited. This research sets out to answer the question: 'what does public schooling mean in Australia in the 21st century given its past tradition of free, compulsory and secular schooling, and given the present policies that are urging the ubiquitous use of digital technologies?' The purpose of this research is to interpret, understand and explain the policies of the public schooling systems in Australia advocating the use of digital technologies. In doing so, this thesis aims to contribute to the development of a stock of Australian research specifically in the schooling sector, about the use of digital technologies in schools. Further, this thesis aims to stimulate and add to the conversations concerning these policies. It is argued that the use of digital technologies in schooling has the capacity to redefine what has previously been understood by 'public schooling'. This thesis is the outcome of an interpretative social inquiry where narrative theory and hegemony have provided its theoretical bases. This thesis has not set out to merge these theories nor has it attempted to reconcile the internal differences within them, but rather, to draw from them, and to use approaches that are pertinent to this study. While such an approach may be contentious and bring some inherent difficulties, the intention of the research has been to draw upon the abstract understandings afforded by these theories and apply them to concrete, particular, yet newly emerging educational activities. This is to provide interpretative and explanatory perspectives to the advocated use of digital technologies in Australian schools and systems, and, in Chapter Six, to forward a proposition for future action. There are several different ways in which this thesis could have been approached and finally could have been structured. Likewise, there are many avenues that require research but have been left without investigation due to limitations of size, space and time. This is not to negate their importance, but rather it is to recognise the limits of this project and to highlight the necessity for more research to be undertaken. Throughout the thesis distance education has been considered in conjunction with the policies directly impinging upon 'face to face' schooling. It is argued that with the advocated use of digital technologies as an inherent part of public schooling, there is emerging, a convergence in these two styles of schooling. Further it is argued that experiences from school level distance education practitioners have the potential to offer some insights that may be useful for those in 'face to face' schools using digital technologies. It is intended then, that the implications from this research will have the capacity to influence how we view centrally developed school education policies, curriculum leadership and management as well as what is intended to happen in the classroom. The thesis has been arranged into three parts. The first three chapters comprise Part One. Chapter One identifies the research space for the thesis. This is achieved by describing the fields of research from which this thesis draws, and introduces the theoretical bases used in the research space identified for this thesis. Chapter Two provides the theoretical bases for the thesis in more detail. In doing so, positivist approaches to the research are rejected. Chapter Three describes the research methods used to interpret,understand and explain the public schooling sectors' digital technologies policies. Together, these three chapters provide an outline of the nature of the research undertaking, and the theories and methods used. Part Two also has three chapters. These are structured around the temporal concept important to narrative theory; that of the past, the present and the future. Chapter Four looks to the past and provides an account of the history and three traditions, it is argued, impinge upon this research project. In particular, this chapter discusses what was intended by the phrase 'public education' in Australia during the 19th and 20th centuries. This chapter establishes the context for the interpretations of the policies that follow. Chapter Five seeks to understand and explain the policy narratives of the present, defined as the research period between 1997 and 2001. This period of time is thought of as sitting temporally between the past history and traditions outlined in Chapter Four and the possible scenarios for the future, proposed in Chapter Six. Part Three brings the thesis to its conclusion by reflecting on the central question identified for this thesis: 'what does public schooling mean in Australia in the 21st century, given its past tradition of free, compulsory and secular schooling, and given the present policies that are urging the ubiquitous use of digital technologies?'

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.

The purpose of the study was to investigate the effectiveness of state lotteries as sources funding for public elementary and secondary education. The population consisted of 39 executive directors from state school board associations and the District of Columbia.A questionnaire of 22 items addressing lottery adoption, operation, performance, revenue dedication and distribution, proponent expectations, and school board member expectations was utilized. The questionnaire focused upon seven basic research questions.Findings1. Legislators in twenty-two states formally approved state lotteries between 1971 and 1989.2. Thirteen (fifty-nine percent) of twenty-two state lotteries in operation were approved by state legislatures between 1985 and 1989.3. Proponents in fifteen (73 percent) of adopting states cited "benefits to special interest groups" as an adoption rationale.4. Legislatures in four states dedicated 100 percent of lottery revenues to public elementary and secondary education.5.Fiscally successful lotteries have effective marketing and good organization/structure.6. The fiscal success of lotteries was limited by a multitude of factors, none of which represented more than 27 percent of responses.7. Measurement of lottery revenues to education was difficult due to the methods of distribution, and sparse data.8. Four of six state lotteries have revenues dedicated to education distributed funds through equalization grants.9. Lottery revenues met or exceeded the expectations of 81 percent of proponents.10. Lottery revenues to education met the expectations of 22 percent of school board members.11. Proponents in states where a lottery had been considered but not adopted cited each of three rationales 65 percent of the time. The rationales were: 1) lottery participation is voluntary, unlike a tax, 2) lotteries raise state revenue without raising taxes, and 3) benefits to special interest groups.12.Opponents in states where the legislature had considered but not adopted a lottery cited the rationale "lotteries are morally wrong" 100 percent of the time.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 86-91).

The major intent of the investigation was to determine the existing level of cost differentials for selected education program categories in the state of Indiana. The categories of prekindergarten and kindergarten, grades one through six, grades seven through-twelve, mentally handicapped, physically handicapped, compensatory and vocational education were selected as program categories for study. Secondary concerns were to describe the patterns of 1971-72 public school funding for the state of Indiana by government level and to recommend a new concept for distribution of state funds to Indiana local schools based on the developed program cost differentials.Sources of revenue were taken from Report of Statistical Information for Indiana School Corporations 1971-72 School Year for the 1967-68, 1968-69, 1969-70, 1970-71, 1971-72 school years. Percentages as to major categories of revenue were computed for the above years.The Education Cost Differential Basic Data Instrument was developed for collecting data to achieve the major purpose of the study. Seventy-four Indiana school corporations were sampled from a population of all Indiana reorganized school corporations which had grade organizational patterns of 6-6, 6-2-4, or 6-3-3 for the school year 1971-72. Eighteen responded with timely usable data. State cost differentials for each program were computed by dividing reported net current operating expenditures for each program area by total full time equivalent pupils in ADM for the program. State cost differentials were computed by dividing the average cost per full time equivalent pupil in ADM for each program by the cost per pupil for the basic program, grades one through six.Conclusions of the study included:1. The major fiscal support for public school corporations in Indiana is provided from localsources.2. Percentage of the total revenue from local sources has constantly increased for the public school systems from July 1, 1967 through June 30, 1972.3. The Indiana General Assembly has not provided fiscal support commensurate with the rising costs of public education.4. Federal support as a percentage of total fiscal support of public education in Indiana is below the national average.5. Elementary programs, grades one through six, have the lowest net current operating expenditure and were assigned a cost differential index of 1.000.6. Secondary programs, grades seven through twelve, represent the second lowest net current operating expenditure with a cost differential index of 1.095.7, The cost differential index for vocational education programs is 1.256.8. Prekindergarten and kindergarten have a cost differential index of 1.271.9. The cost differential index for compensatory education is 1.633.10. Mentally handicapped programs have a computed cost differential index of 2.559.11. The cost differential index for physically handicapped programs is 2,821.In comparing Indiana cost differential indices with cost differential indices developed in similar studies but different populations, the vocational index of 1.256 is indefensibly lower and, therefore, questioned. Only five of the 18 respondents supplying data may account for the variation.The Indiana General Assembly should enact legislation which would provide a distribution formula for state aid to local school districts which weights per pupil allocations based upon program cost indices. The weighted pupil concept could be effectively employed to determine state allocations by multiplying the number of weighted pupils in ADM by a uniform dollar allotment for pupils with an index of 1.000. The cost of the state guaranteed program, to avoid built-in inequities, should be defined as net current operating expenditures.

Thesis (Ph.D.) -- Swinburne University of Technology, 2002. / Submitted for the degree of Doctor of Philosophy, 2002. Typescript. Bibliography: p. 454-515.

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 112-118).

Thesis (Ph. D.)--University of Chicago, Dept. of Political Science, August, 2000. / Includes bibliographical references. Also available on the Internet.