This research was conducted to determine what explains legislative support for traditional public education in Florida based on the 2017 and 2018 legislative sessions. Data from the Florida Education Association ratings for each member of the Florida House and Florida Senate for these legislative sessions was used. Information from each legislator and their district was collected and used as independent variables in this research. How does political party, gender, race, ethnicity, age, chamber, family status, leadership, experience, percentage of school age children in the district, region of the district, and population density of the district affect legislator support for traditional public education in Florida? Using SPSS software, two bivariate and two multivariate regression analyses were conducted to determine which of these variables were statistically significant. When analyzing the 2017 legislative session, political party, chamber, legislative experience, and leadership were statistically significant when explaining how a member voted on legislation that effected public education in Florida. When analyzing the 2018 legislative session, political party, chamber, race, age and those legislators from the north region of Florida were found to be statistically significant factors when determining what explains legislator support for public education. Overall, political party affiliation had the greatest impact on support for traditional public education with Democrats much more supportive than Republicans. Chamber was also an important factor, with members of the Senate more supportive of traditional public education than members of the House.

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Thesis (Ed. D.)--Illinois State University, 2002. / Title from title page screen, viewed February 28, 2006. Dissertation Committee: Paul J. Baker (chair), Amelia D. Adkins, Wayne A. Benenson, Ramona Lomeli. Includes bibliographical references (leaves 160-162) and abstract. Also available in print.

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This paper takes a dive into understanding if funding extra diversity initiatives at Claremont McKenna College currently spurred on by students are worth the cost to the institution. Resources like that of Claremont McKenna’s C.A.R.E. Center (Civility, Access, Resources, and Expression) and funding for representative student organizations place large pressures on the institution’s available budget and there is not much proof that they will pay off in the long-run. In this paper, financial costs for supporting diverse students on campus are aggregated and compared to the possible financial benefits that may come of their consequential use. Results show that there is a largely positive societal benefit to the use of these resources at a fraction of the cost to the institution. These findings derive from CMC cost data; however, results imply similar conclusions across secondary education institutions nationwide.

The purpose of this study is to analyze the income and expenditure patterns at three Liberal Arts I colleges in the Midwest from 1979-89. It combines from hard data from HEGIS/IPEDS financial reports and interviews with campus administrators to examine the effects the 1980s had on the institutions and makes a judgment about the financial condition of each college as they entered the 1990s. The study also examines state, local, and federal policies and presents the administrators' policy views about solutions to help ensure a financially strong sector of liberal arts colleges. It was concluded that the financial condition of each college varied but all were experiencing financial stress to some degree. The colleges did not approach the challenges of the 1980s with retrenchment strategies. Each college showed dramatic increases in E&G spending well beyond the inflation rate. Most of the spending increases were devoted to promoting and managing the institutions as well as to student services, student financial aid and attracting philanthropic dollars. This negatively influenced the percentage of total expenditures devoted to educational programs. While most income sources increased, the majority of the revenue for the rapid expenditure increase was fueled by tuition increases that were also far beyond the inflation rate. None of the colleges studied strayed from their primary mission of providing a liberal arts education to traditional students in a residential setting to meet enrollment goals.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: Richard F. W. Whittemore. Dissertation Committee: Mary Ellen Oliverio. Includes bibliographical references.

This dissertation centres upon the learning processes and social norms associated with two distinct strands of economic thinking – one loosely heterodox and the other mainstream, or “neo-classical.” My intention is to examine the learning processes and consequent beliefs of a range of Canadian economists, especially macroeconomists. To achieve this goal, I have undertaken a number of comparative case studies within the Canadian context. These have generated data from a survey of 100 academic economists as well as a series of in-depth interviews with 58 Canadian economists across the political and methodological spectra. My results have drawn from the contributions of a total of 158 respondents. This thesis aims to examine economics education in the Canadian context, charting the rise of neoclassical economics from the 1970s onwards while examining the educational processes, choice of language, social norms, and views of human nature to be found among a variety of Canadian economists with differing political orientations. This may help to identify the role economics education has played in shaping the economic landscape in Canada, and how Canadian economists’ learning processes have emphasised or minimised certain assumptions about public policy and human nature that differ from what is taught – implicitly or explicitly – elsewhere. In a field that is, among the social sciences, by far the most resistant to knowledge from other disciplines, Canadian academic economists are by all appearances global outliers. My research suggests that they are significantly more open to knowledge from other disciplines than groups of economists elsewhere; relative to American academic economists, they are almost twice as likely to believe that interdisciplinary knowledge is better than knowledge generated from a single field, and the older cohorts surpass even U.S. sociologists in this regard. My research also suggests that social norms may have a more profound effect on economists’ beliefs than their formal education in economics, and that historical and institutional factors – especially during economists’ formative years – may have a life-long impact on Canadian economists’ political beliefs. There also appear to be educational, geographical, and cohort-related effects on economists’ beliefs that, together with the effects of Canadian social norms, combine to form an image of a discipline that is less polarised, more pro-interdisciplinarity, and substantially more accepting of a role for government in economic policy than that of their economist brethren in the U.S.