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This dissertation addresses the specific relationship of federal economic policies of the Reagan administration, known as Reaganomics, to public higher education. In conducting this study three questions are asked: what were the economic policies of the Reagan administration; what was the impact on state finances of these policies; and what was the effect on access to public higher education of this impact on state finances? To answer these questions this dissertation studies the federal economic policies of the Reagan administration known as Reaganomics and their impact on state financing of public higher education during the period 1981-1992. This study makes clear that Reaganomics was developed and implemented based on the faulty assumption that taxes could be cut, the needy protected, military spending increased and the budget balanced. The impact of these economic policies on state government finances was significant in two major ways: the substantial reduction in federal aid to state governments during the initial phase of the implementation of Reaganomics; and the transferring of responsibility for certain social services from the federal government to state governments, particularly in the Medicaid program. These changes in state finances had a significant impact on state funding of public higher education and access to these institutions. The findings of this study have significant implications for the understanding of future state financing and accessibility of public higher education because they clearly establish the relationship between federal economic policies, state finances, state financing of public higher education, and access to public higher education. Because of these relationships it becomes clear that the future levels of state financing of public higher education and access to these institutions will depend greatly on the economic policies of the federal government. The dissertation concludes with an examination of the potential impact of the choices facing the Clinton administration on state financing of public higher education.

The purpose of this study is to explore how low-income, first-generation college students understand and make sense of the process of obtaining financial aid as a source of influence on college choice decisions. This qualitative study of nine low-income, first-generation college students focuses on how the students understand financial aid in relation to their educational aspirations, plans, and choices. The results that emerge from the constant comparative analysis of interviews with these students, their parents, and guidance counselors suggest that the college choice process is more heavily influenced by cost and financial aid than has been recognized in previous models of college choice. As a result, a new model is presented in which cost and financial aid are incorporated as major determinants of college choice for low-income, first-generation college students.

Public school finance and school accountability are highly contentious subjects. This correlational study illustrates campus level instructional spending efficiency by examining various input and output variables. The study utilizes data envelopment analysis of selected variables to compare elementary campuses and create instructional spending efficiency measures within purposively selected metropolitan educational service regions in Texas. The study analyzes elementary school instructional spending and student classification as economically disadvantaged compared to student achievement in English language arts. The study finds a direct relationship between instructional spending efficiency and student achievement. The relationship between the socioeconomic variable of economically disadvantaged status is inverse. This finding suggests that in depth examinations of highly inefficient, but relatively high academic performing cases, may uncover effective instructional or operational practices tailored to the needs of the sub-populations.

Problem: Many states have become involved in the national school finance reform movement, some voluntarily and others as the result of court action. In 1976, the California State Supreme Court affirmed the decision in Serrano vs. Priest which found that the existing policy for the financing of education was unconstitutional , because it did not provide equalization of educational opportunity or equity of tax rates throughout the state. Since that date, the legislature has been under court order to reform school finance policy to meet the court criteria. In response to these mandates, the leqislature passed AB 65; but this legislation was undermined when the public passed Proposition 13, an initiative which limited the tax levy at the local level thus impacting on school revenue. Subsequently, legislation was passed in the form of Assembly Bill 8 (AB 8) which is the existing legislation controlling California school finance. The impact of AB 8 on equal educational opportunity and equity of tax rates needed to be examined as it affected California schools.

Purpose: The purpose of this study was to determine whether it was possible to develop an effective consolidation plan which would result in greater equalization of financial resources, more equitable tax structures and an increase in the revenue available for school support among California school districts within the requirements established by the Serrano v. Priest case. Procedure: The most recent data available were collected from the California State Department of Education and eleven county school superintendents' offices. The following data for every elementary, secondary and unified school district in the state were included: (1) modified assessed valuation of real property, (2) general purpose tax rate, (3) average daily attendance, (4) revenue available per average daily attendance as generated by the general purpose tax rate, and (5) geographical location and boundaries. A uniquely designed computer program was written to utilize these data in an attempt to consolidate all school districts in California. The integrity of each of the 1,046 existing school districts as an administrative unit was maintained in combining districts; i.e., school districts were combined only in terms of consolidated taxing areas. School districts were consolidated by combining rich districts with poor districts by boundary realignments to achieve financial equalization as measured by the revenue available per average daily attendance. Only contiguous districts, those districts which had common boundaries, could be linked to form consolidated districts. Conclusions: 1. Within the constraints of this study, it is not possible to develop an effective consolidation plan for California school districts to achieve financial equalization which meets the requirements of Serrano. 2. The uneven distribution of school districts throughout the state in terms of wealth forms pockets of wealth which are not conducive to the consolidation of school districts to achieve financial equalization. 3. The use of a $75 variance which was utilized for purposes of comparison made no difference to the outcome of the study; it is not possible to develop a feasible consolidation plan utilizing the $75 variance. Recommendations: 1. Combine this study with the proposal to remove commercial and industrial property from the local tax base. 2. Replicate this study with different constraints and with the latest data available. 3. Consider replicating this study in another state where the distribution of wealth among districts is different from that of California but where financial inequalities may also exist. 4. Investigate the possibility of·combining other finance proposals with the consolidation of school districts to achieve financial equalization.

The problem of this study is to compare the effects of the Equalization Fund Program of 1948-1949 and the Foundation School Program of 1949-1950 upon the public schools in Jones County, Texas. The purpose of the investigation was to determine specifically the effects of the new financial plan as related to the three preceding phases of the educational program.

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An Examination of Budget Reductions in High-Wealth Property School Districts and Low-Wealth Property School District in Texas Dora E. Sauceda, Ed.D. The University of Texas at Austin, 2012 Supervisor: Julian Vasquez Heilig In June of 2011, The 82nd Legislature approved a reduction to Texas public education funding in upwards of $4 billion. Districts, regardless of wealth, responded by making budgetary reductions that affected personnel, programs, and services. The reduction in funding is expected to continue into the next biennium. This study examined the prioritization of budget reductions and process utilized by high-wealth and low-wealth property school districts to enact budget reductions to the various operating expenditures and the inequities that surfaced as a result of the reductions. The research questions included in the study were: 1. What budget-reduction options are prioritized at the district level for high-wealth property school districts versus low-wealth property school districts? 2. What budget-reduction process was utilized at the district level by high-wealth property school districts and low-wealth property school districts? 3. What district-level budget functions were slated for reduction at high-wealth property and low-wealth property school districts and what are the equity implications that surfaced as a result of the reductions? The study utilized a mixed-methods design. A 5-point Likert scale survey and semi-structured interview were used to examine the budget-reduction prioritization and process. An independent samples t-test was utilized to examine 2010-2011 and 2011- 2012 per-pupil expenditures by function (N=60). The sample included 30 high-wealth and 30-low-wealth school districts. The results of the qualitative data indicated that districts prioritize communication with stakeholders and school boards when deciding on budgetary reductions. Communication of the budget problem to all stakeholders was a high priority so as to ensure buy-in once decisions on budget reductions were made. The semi-structured interview revealed emergent themes that included maintaining the vision, transparency, stakeholder participation, equity, and impact of budget reductions. The t-test revealed statistical significance in the areas of instruction, security services, and payroll. The results also revealed that programs and services aimed at assisting the students with most need were either decreased or eliminated. Findings derived from this study will provide educational practitioners and policymakers with a conglomerate of information on how school-district leaders are examining their financial resources, areas designated for reduction, and areas they perceive as vital for preservation. / text

This research combines systems and critical theory to analyze the relationship of the athletic department and the institutional development office. The purpose of the study was to propose a model of coordinated athletic fund raising based upon a theoretical framework that explains athletic fund raising as an organizational function within the context of the interdependencies of a system. In the first phase of the research, a theory-based model of coordinated athletic fund raising is set forth. Several key characteristics of a coordinated approach are identified. In the second phase, results of telephone interviews with athletic fund raisers at Division I institutions are reported. Basic descriptive statistics and qualitative data analysis techniques are used to present a full and rich picture of how athletic fund raisers assess the relationship between the two offices. In the third phase of the research, a comparison is made between empirical findings and the model. Relationships between development offices and athletic departments vary greatly in nature and in scope. The majority of athletic fund raisers report that the relationship between the athletic department and development office is strained. Poor relationships may be deleterious to the athletic fund raising effort. A comparison of reported existing relationships to the model suggests that few existing relationships approach the level of coordination presented in the model. The theory-based model is determined to be useful in providing insights into the complex forces that affect athletic fund raising. Recommendations for moving relationships closer to the model focus on strategies that athletic fund raisers can employ to improve the relationship. Recommendations to athletic fund raisers include finding ways to produce and market critical fund raising resources to the development office; emphasizing negotiation as a strategy to improve exchanges; and working to establish better feedback mechanisms and more open lines of communication with the institutional development office.