The primary purpose of this study was to determine provisions for equality and liberty for the funding of school capital expenditures in each of the 50 states. More specifically, the following issues were analyzed: (a) the extent to which state policies provide equality in funding school facility construction, (b) the extent to which state policies provide local boards liberty in decisions on funding school facility construction, and (c) categorization of the 50 states with respect to provision of liberty and equality for capital outlay funding. A descriptive database of the capital outlay funding systems for each of the 50 states was developed.A descriptive survey research procedure was used. Data were collected from August through November 1999 using a survey instrument developed by the author. Usable data were received from all states.States were categorized as high, moderate, or low with regard to their potential to achieve funding equality and liberty for local districts. Only one state, Hawaii, ranked low in liberty; however, 18 states ranked low in equality. Six states ranked high in both liberty and equality.The following conclusion were formulated: (a) states that continue to rank low in equality are likely to face future litigation; (b) the courts have tolerated some degree of inequality to preserve liberty; (c) politics and not economics often determined how state legislatures responded to equality concerns; (d) differences among the states are far greater with respect to equality than they are with respect to liberty; (e) many states will continue to experience considerable conflict over funding school construction because of the inevitable tensions between liberty and equality.Further study was recommended in both the 18 low equality states and the six states that ranked high in both equality and liberty. The purpose should be to identify legal, political, and economic variables that affected school construction finance policies in those states. / Department of Educational Leadership

This study investigated the management of finances in public schools in the Mafikeng Area Project Offices. The purpose was to evaluate the systems that are in place to assist the financial committees to take efficient and effective financial decisions. The approach used in the study was quantitative in that the primary instrument of data collection was a questionnaire. The target population was school managers, financial committees arid school governing bodies. Copies of questionnaire were distributed to 124 respondent and 110 out of were returned. The data was presented in tables and analysed using basic statistic. The findings revealed financial committees and School managers did not have adequate training in financial management and Financial policies need to be developed at schools to assist managers, financial committee members and SGB's with proper financial control. The provincial Department of Education need to conduct a skill audits at schools to establish the gaps that might exist in schools particularly with regard to financial management, so as to design suitable training that will assist financial committees and school managers to be able to manage funds effectively and efficiently. Management of school finances is one of the most important areas in school management. Financial control ensures that transactions are recorded accurately. Therefore school managers together with financial committees need to be conversant with various approaches of financial control and record keeping. / (MBA) North-West University, Mafikeng Campus, 2005

The purpose of this study was to determine the influence discipline has on teaching at public schools. In chapter 2 of the literature study, the researcher focused on aspects that influence discipline at school. In chapter 3, she also looked at education law aspects that have a direct influence on education. Two structured questionnaires were used in the quantitative research. These questionnaires were distributed separately between educators and learners at nine schools of the Free State Department of Education's Fezile Dabi District. From the findings of this study, it is clear that discipline indeed has an enormous influence on teaching at public schools. The Constitution (1996) and Schools Act (84/1996) make the application of effective discipline at schools possible. / Thesis (M.Ed. (Education Law))--North-West University, Vaal Triangle Campus, 2008.

The problem was to determine the public school curriculum as currently mandated by each of the fifty states. The study was confined to those mandates regarding the public school curriculum as of December 1976. Only the curriculum as pertains to the public schools from kindergarten through grade twelve were made a part of the study. A compilation of each curriculum, statute was made of the fifty states. Each state was listed in alphabetical order with the statutes pertaining to the mandatory curriculum. The collection of statutes served as the basis for the study of patterns that existed between the states. The data were treated graphically and also listed by individual states.A review of the literature showed that the United States Constitution does not contain a reference to education. The state power to prescribe curriculum was interpreted to come from provisions included in the Tenth Amendment to the Constitution. Education has been a state function and is mentioned in every state constitution. State legislatures have had plenary power to prescribe both the type and content of curriculum to be used in the public schools.The report of findings included one hundred ninety-nine subjects and represents the subjects mandated to be taught and/or studied within at least one state of the fifty states. From twopercent to sixty-six percent of the states had legislation requiring instruction in each of the subject areas.The findings were organized under seven categories:(1) Subjects Related to Government, (2) Subjects Related to Economics and Geography, (3) Subjects Related to Basic Skills and Language, (4) Subjects Related to the Arts, (5) Subjects Related to Mathematics and Science, (6) Subjects Related to Health, Physical Education and Safety, and (7) Miscellaneous Subjects. Within each of the seven categories were placed all subjects mandated to be taught and/or studied in the public schools. The report of each mandated subject contained the name of the legislating state, the grade or grade level, requirements peculiar to each state, the actual content of subject matter when listed, the amount of time devoted to the subject if specified, and a graphical treatment of the prescribed subjects.Practices of legislatures have caused ambiguity. Mandates have been made requiring a subject title to be taught or studied without prescribing content. States have required examinations be given concerning a subject title but did not specify how extensive the examinations were to be. Of the one hundred ninety-nine subjects prescribed, eighty-five subjects were required by but a single state. The eighty-five subjects represent unique requirements for the particular states. The total requirements of each state is different from the total requirements of all others.

The study involved an examination of the function of the Attorney General of Indiana as legal adviser to public school authorities in Indiana.The purposes of the study were (1) to present information concerning the legal basis upon which the Office of Attorney General was founded; to describe: (2) the organization of the Office of the Attorney General of Indiana; (3) the procedure for requesting and rendering opinions from the Office of the Attorney General of Indiana; to ascertain: (4) the effect of such an opinion once said opinion has been rendered; (5) the relationship between the Office of the Attorney General of Indiana and local school corporation authorities with respect to the function as legal adviser; and (6) the relationship between the Office of the Attorney General of Indiana and local school corporation authorities with respect to the function as legal adviser.

Neoliberal reforms alter cities all the way down to their very urban form. This research expands our knowledge of residential mobility brought on by neoliberalizing forces by examining two particular approaches to housing reform that resulted in intense periods of residential mobility- the closure and demolition of public housing projects and relaxed regulations on mortgage lending practices which contributed to bursting the housing bubble and a steep rise in foreclosures. These events brought significant change to Atlanta's neighborhoods, leaving some with high rates of vacancy. Through GIS and qualitative research involving the analysis of semi-structured interviews with forty residents of four affected neighborhoods on the southwest side of Atlanta- Pittsburgh/Mechanicsville, English Avenue, Beecher Hills, and Greenbriar, this research will tell the story of how residents of these neighborhoods experienced being left behind by both outward residential mobility and the government agencies that no longer have the resources available to support neighborhood stability.

Within the education literature, satisfaction with the quality of public schools has received very little scholarly attention. Conversely, in the public administration literature, citizen satisfaction with public services has been studied since the late 1970s and in the past decade, models based on expectancy disconfirmation theory have increasingly been utilized. Of these models, the American Customer Satisfaction Index (ACSI) model goes beyond satisfaction to examine the effect of satisfaction on behavioral consequences, such as the desire to move away from a locality, which may be of inherent interest to policymakers and public managers. This study extends the research on the ACSI model in the public sector by examining the effects of expectations, perceived quality, perceived disconfirmation, and grade on satisfaction with school quality. In turn, the effect of satisfaction on behavioral outcomes that are of interest to policymakers, modeled as the desire to choose a different schooling option or willingness to recommend public schools to others, are also examined. Using existing data from a public opinion poll, models for two groups of participants were estimated via regression-based path analysis. The study found a small negative effect of expectations on satisfaction and a larger role, directly and indirectly, of perceived quality on satisfaction judgments. Addition of the grade variable dispersed the effect of perceived quality but the total effect of the variable was unchanged. As theorized, satisfaction had a strong negative effect on the desire to choose a different schooling option and a strong positive effect on the willingness to recommend public schools to others. Suggestions for further research include a qualitative study incorporating interviews and focus groups to identify the information sources utilized in making satisfaction decisions and how individuals’ synthesize various pieces of information to determine whether their expectations have been met. In addition, use of objective measures, such as test scores, along with subjective measures may provide increased understanding of the influence of exogenous variables on the model.

No description available.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1986. / Bibliography: leaves 122-125. / xv, 253 leaves, bound ill. 29 cm

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Ulrich C. Reitzug; submitted to the School of Education. Includes bibliographical references (p. 287-293).