No description available.

No description available.

In this study, the primary question that is addressed is that of whether there exists a relationship between juvenile arrest rates and public school funding. Using publically available FBI arrest data, data from the Current Population Survey (CPS), and Census data, I used two OLS models to answer this question. The first model suggested that there was no statistically significant correlation between school spending per child and juvenile arrest rates. However, it indicated that juvenile arrest rates were correlated with median income, percentage of children below the poverty line, percentage of Black, Hispanic, and Mixed children in the state. The second model had conflicting results. The model suggested that with a $1000 increase in school spending per child, there would be a 0.46 percentage point decrease in juvenile arrest rates. In addition, it maintained that there was a statistically significant correlation between median income and juvenile arrest rates; however, the direction of the effect was positive.

This study investigated whether the funding of section 21 schools improves the quality of teaching and learning in six schools in the Mthatha Education District, in the Eastern Cape Province of South Africa. Despite the large funds that are pumped into schools by the Department of Education, the schools appear to be under resourced, underdeveloped and therefore underperforming. The researcher used the theories of school improvement to ground this study and to investigate whether the schools improve or not, and are offered support where necessary, as they are continuously being funded by the Department of Education. The study had these objectives: To investigate how the funds are spent by Section 21 schools in the Mthatha district of Education: to assess whether the SGB manages the spending of funds and whether there is any collaboration between the Principal and the SGB in financial issues and: to evaluate whether Procurement procedures are followed when purchasing. Systematic random sampling, amongst 6 schools, has been conducted. A questionnaire was administered to the school Principals, 2 Finance committe members, 1 Educator and 1 learner and SGB chairpersons from each of the 6 schools. Thus, both qualitative and quantitative methods of inquiry were used in this study. 3 Junior Secondary and 3 Senior Secondary schools were considered in the sample. The findings that emerged were a lack of capacity, on the part of SGBs to monitor recurrent allocations as stipulated in the South African Schools Act (No 84 of 1996). Another factor that emerged was that schools still need training and workshops on procurement procedures. Also evident was that there appeared to be little evidence of collaboration between principals and SGBs, especially in financial matters. Finally, recommendations and suggestions were made that schools need to be provided with a series of workshops on procurement procedures and policies. SGBs were to be capacitated so that they could be on board on financial management. The principals were to be encouraged to cooperate and be transparent on financial matters especially since, as stipulated in SASA, as an official of the Department of Education, the principal has a responsibility to advise the governing body when they issue instructions or act in a manner that contravenes departmental instructions or policy.

The purpose of this study is to attempt to determine a sound source of public school revenue in the state of Texas.

The purpose of this study is to determine whether the present equalization law is sounder than certain previous equalization laws.

The purpose of this study was to present an historical analysis of the function of the Literary Fund of Virginia as it pertained to public school funding. The major questions central to this study were: (a) How has the Literary Fund addressed the funding needs of the Virginia public schools? (b) What significant changes have occurred in the apportionment of Literary Fund revenue? and (c) What are the future trends of the Literary Fund? The political and social circumstances that prevailed in Virginia, prior to this funding initiative, were examined to determine what effects they had on its development. Primary documents also were examined to ascertain pertinent information for completion of this study. These included: House and Senate Journals; The Acts of the General Assembly; Virginia School Reports; Virginia Second Auditor Reports of the Literary Fund; Annual Reports of the Superintendent of Public Instruction; and the Code of Virginia. Secondary sources were used to provide background information about the historical events that helped shape the development and perpetuation of the Literary Fund. Various government officials and a former Superintendent of Public Instruction were interviewed through use of a protocol. The purpose of these interviews was to gain insight on the likely future of the Literary Fund. Their answers to questions were analyzed to determine if consistent themes could be identified. These interviews, along with historical data collected, were examined in order to provide recommendations for future consideration by the Commonwealth of Virginia relative to the use of Literary Fund revenue. / Ed. D.

My dissertation examines the enrollment patterns of White children in traditional U.S. public schools in 2010. I link schools to their attendance boundaries to compare the percentage of White children living in a catchment area to the percentage of White children who attend the local neighborhood school. I find that just under a third of schools are roughly representative of their catchment area (29%), the plurality are underrepresented White (40%), and the remaining 31% are overrepresented White. Descriptive analyses determine that White underrepresentation is more common in urban schools. White underrepresented schools tend to be in poorer neighborhoods and have a higher-than-average share of students in poverty and students with limited English proficiency. I investigate whether there is a connection between White representation and school quality outcomes. I focus on four facets of school quality that I hypothesize might be responsive to White representation: 1) school funding metrics, 2) school-supporting nonprofit presence, 3) standardized test scores, and 4) Gifted and Talented programming. Overall, the findings here offer mixed support for the theory of “opportunity hoarding,” in which White underrepresented schools receive fewer resources. Taken together, descriptive analyses find that White underrepresentation is largely associated with negative outcomes. White underrepresented schools have less public and charitable funding than their peers. White underrepresented schools are lower performing academically than White overrepresented schools, although they are not clearly academically different from representative White schools. White underrepresented schools are not necessarily less likely to have a GAT program, but when they do have a GAT program, it disproportionately targets White students. Furthermore, multivariate analyses reveal that the bivariate relationships between White representation and school outcomes are not entirely explained by the percentage of White students in a school, nor other covariates. This suggests that there is a meaningful distinction between White representation and the percentage of White students in a school. In other words, White representation tells us something about a school, net of the presence of White students. However, this was not the case for every multivariate model in the study. I find a significant negative association between White representation and school funding. White underrepresented schools have significantly lower mean teacher salaries and per-pupil salary expenditures, net of the percentage of White students within the school. This could be evidence that disproportionately low White enrollment leads to diminished school resources or less experienced teachers. Alternately, it could be that White families are more adept than non-White families at avoiding under-resourced schools. I find no evidence of a connection between White representation and whether a school has a school-supporting nonprofit. Instead, the economic composition of the school appears to be a more important driver of school nonprofit presence and nonprofit revenue. I also find no connection between White representation and test scores. However, White representation appears to influence the racial composition of GAT programs. Schools that are less White than their neighborhoods tend to have GAT programs that are significantly Whiter than the schools. / Sociology

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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.