The problem of this study is to determine the desirable characteristics of a sound program for financing Texas public school buildings--commensurate with need and with an equitable relation between state and local effort.

Since the economic index is one of the two instruments which are so important to the financing of every school district of the state, and since the index is a hypothetical measure, it should be studied at regular intervals. Therefore, the purpose of this study is to re-examine the economic index used in Texas school finance for the purpose of determining its validity.

The primary purposes of this study are fourfold, namely: (1) to summarize the writings of specialists in school finance and public finance which are judged to have significance concerning the nature, source, control, and measurement of local fiscal ability; (2) to develop an analytical evaluation of the "bases" of the proposed measures; (3) to develop a criterion of the relative taxpaying ability of Arkansas counties in terms of the actual valuation of real property; and (4) to determine the significance of the association among the three measures and the relative significance of the degree of relationship of each measure to the criterion.

Esta pesquisa tem como objeto o financiamento do Ensino Médio da Rede Estadual de Mato Grosso do Sul, a partir da promulgação da Lei de Diretrizes e Bases da Educação Nacional - LDB em 1996 até 2006. O financiamento do Ensino Médio nesse estado advém da fonte Estadual, oriunda dos impostos; de recurso internacional, advinda do Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID e da Comunidade Escolar. O objetivo foi investigar como se definiram as políticas de financiamento do Ensino Médio em Mato Grosso do Sul e compreender como essas fontes foram organizadas, a partir das políticas mais amplas da educação no Brasil. Sustentado por uma perspectiva marxista, o estudo pautou-se na análise dos determinantes econômicos, sociais e políticos da sociedade capitalista que definiram as políticas de financiamento investigadas. Considerando as peculiaridades do contexto brasileiro, buscou-se o aprofundamento da reflexão por meio da produção acadêmica desde os primórdios até o momento em que, sob as bases do Estado Neoliberal, intensificaram-se as lutas por medidas que assegurem recursos para a educação, conquistados a partir da Lei Calmon e consolidados na Constituição de 1988. Realizou-se o levantamento e estudo dos documentos que traçavam e definiam o financiamento, assim como, dos montantes financeiros aplicados pelo próprio Estado, apresentados nos Balanços Gerais e Demonstrativos de despesas pagas, dos convênios celebrados juntamente com o MEC e organismos internacionais, o que se denominou PROMED/Escola Jovem. A coleta de dados sobre os recursos da comunidade foi realizada em vinte e seis escolas de Ensino Médio de Campo Grande e duas do interior do estado que atendem alunos no Ensino Médio, juntamente com outras etapas e modalidades. Confirmou-se a escassez de recursos para a educação básica e constatou-se, pelos dados educacionais e pela produção dos estudiosos do assunto, que o Ensino Médio sempre esteve presente na história brasileira sem financiamento próprio garantido em legislação até ano de 2006, mas financiado em grande parte e de forma precária pelos recursos do Ensino Fundamental. A forma como são gerenciados os recursos educacionais pelas esferas federal e estadual, com o endosso do Tribunal de Contas e a indiferença da Assembléia Legislativa, expressa uma sociedade em crise, que prioriza a preservação do capitalismo, dentro da lógica da acumulação, chegando a utilizar-se dos recursos educacionais para outros fins que não a educação. Na escassez de recursos e preocupação com a instabilidade econômica em decorrência do aumento da pobreza, o Banco Mundial programa empréstimo e orientações visando a eficiência e ampliação da oferta do Ensino Médio, do qual o Governo de Estado participa. A inclusão de recursos do PROMED e da comunidade aos recursos oficiais advindos dos impostos não muda em quase nada o cenário da escassez, dado os montantes serem irrisórios, mas no movimento educacional se tornam significativos, por se tratarem de recursos novos. / This study aims to evaluate the High School teaching financing in the state teaching system in Mato Grosso do Sul, following the promulgation of the Lei de Diretrizes e Bases da Educação Nacional - LDB from 1996 to 2006. High school financing in this state results from state source, originating from taxes or from international sources, resulting from the Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID and from the School Community. The study aims to investigate the definitions for high school financing politics in Mato Grosso do Sul and to understand the way such sources have been organized from the most ample education politics in Brazil. Sustained by a Marxist perspective the study is based in the analysis of economical, social and political determinants of the capitalist society which defined the investigated financing politics. Considering the peculiarities of the Brazilian context, it was searched the deepening of reflection by means of academic production from its origin until the moment that, based on the Neoliberal State, the fights for measures which assure resources for education conquered by the Lei Calmon and consolidated by the 1988 Constitution have been intensified. The documents which outlined and defined the financing were surveyed and studied as well as the financial quantitative applied by the State itself, presented in the General Balance and demonstrative of paid expenses, of the convenants made with MEC and international organizations, denominated PROMED/ Escola Jovem. The data collection about community resources was performed in twenty-six high school institutions in Campo Grande and two high school institutions in the state as well as other stages and modalities. It was confirmed the lack of resources for elementary education and it was verified according to educational data and researches performed by scholars that High School teaching has always been present in the Brazilian history without self -financing guaranteed by legislation until 2006, but mostly precariously financed by Elementary Education resources. The management of educational resources by the Federal and State Government endorsed by the Tribunal de Contas and the indifference of the Legislative Body express a society in crisis giving priority to sustaining the capitalism, following accumulation logic, getting to the point of using part of the educational resources for other ends other than education. Due to the shortage of resources and the worries about economical instability as a consequence of poverty rise, the World Bank Group provides loans and advice aiming the efficiency and enlargement of High School education, in which the State Government takes part. The addition of PROMED resources and community resources hardly changes the scarcity scenery as the sums are scornful but in the educational movement they become significant as they are new resources.

Esta pesquisa tem como objeto o financiamento do Ensino Médio da Rede Estadual de Mato Grosso do Sul, a partir da promulgação da Lei de Diretrizes e Bases da Educação Nacional - LDB em 1996 até 2006. O financiamento do Ensino Médio nesse estado advém da fonte Estadual, oriunda dos impostos; de recurso internacional, advinda do Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID e da Comunidade Escolar. O objetivo foi investigar como se definiram as políticas de financiamento do Ensino Médio em Mato Grosso do Sul e compreender como essas fontes foram organizadas, a partir das políticas mais amplas da educação no Brasil. Sustentado por uma perspectiva marxista, o estudo pautou-se na análise dos determinantes econômicos, sociais e políticos da sociedade capitalista que definiram as políticas de financiamento investigadas. Considerando as peculiaridades do contexto brasileiro, buscou-se o aprofundamento da reflexão por meio da produção acadêmica desde os primórdios até o momento em que, sob as bases do Estado Neoliberal, intensificaram-se as lutas por medidas que assegurem recursos para a educação, conquistados a partir da Lei Calmon e consolidados na Constituição de 1988. Realizou-se o levantamento e estudo dos documentos que traçavam e definiam o financiamento, assim como, dos montantes financeiros aplicados pelo próprio Estado, apresentados nos Balanços Gerais e Demonstrativos de despesas pagas, dos convênios celebrados juntamente com o MEC e organismos internacionais, o que se denominou PROMED/Escola Jovem. A coleta de dados sobre os recursos da comunidade foi realizada em vinte e seis escolas de Ensino Médio de Campo Grande e duas do interior do estado que atendem alunos no Ensino Médio, juntamente com outras etapas e modalidades. Confirmou-se a escassez de recursos para a educação básica e constatou-se, pelos dados educacionais e pela produção dos estudiosos do assunto, que o Ensino Médio sempre esteve presente na história brasileira sem financiamento próprio garantido em legislação até ano de 2006, mas financiado em grande parte e de forma precária pelos recursos do Ensino Fundamental. A forma como são gerenciados os recursos educacionais pelas esferas federal e estadual, com o endosso do Tribunal de Contas e a indiferença da Assembléia Legislativa, expressa uma sociedade em crise, que prioriza a preservação do capitalismo, dentro da lógica da acumulação, chegando a utilizar-se dos recursos educacionais para outros fins que não a educação. Na escassez de recursos e preocupação com a instabilidade econômica em decorrência do aumento da pobreza, o Banco Mundial programa empréstimo e orientações visando a eficiência e ampliação da oferta do Ensino Médio, do qual o Governo de Estado participa. A inclusão de recursos do PROMED e da comunidade aos recursos oficiais advindos dos impostos não muda em quase nada o cenário da escassez, dado os montantes serem irrisórios, mas no movimento educacional se tornam significativos, por se tratarem de recursos novos. / This study aims to evaluate the High School teaching financing in the state teaching system in Mato Grosso do Sul, following the promulgation of the Lei de Diretrizes e Bases da Educação Nacional - LDB from 1996 to 2006. High school financing in this state results from state source, originating from taxes or from international sources, resulting from the Programa de Melhoria e Expansão do Ensino Médio - PROMED/MEC/BID and from the School Community. The study aims to investigate the definitions for high school financing politics in Mato Grosso do Sul and to understand the way such sources have been organized from the most ample education politics in Brazil. Sustained by a Marxist perspective the study is based in the analysis of economical, social and political determinants of the capitalist society which defined the investigated financing politics. Considering the peculiarities of the Brazilian context, it was searched the deepening of reflection by means of academic production from its origin until the moment that, based on the Neoliberal State, the fights for measures which assure resources for education conquered by the Lei Calmon and consolidated by the 1988 Constitution have been intensified. The documents which outlined and defined the financing were surveyed and studied as well as the financial quantitative applied by the State itself, presented in the General Balance and demonstrative of paid expenses, of the convenants made with MEC and international organizations, denominated PROMED/ Escola Jovem. The data collection about community resources was performed in twenty-six high school institutions in Campo Grande and two high school institutions in the state as well as other stages and modalities. It was confirmed the lack of resources for elementary education and it was verified according to educational data and researches performed by scholars that High School teaching has always been present in the Brazilian history without self -financing guaranteed by legislation until 2006, but mostly precariously financed by Elementary Education resources. The management of educational resources by the Federal and State Government endorsed by the Tribunal de Contas and the indifference of the Legislative Body express a society in crisis giving priority to sustaining the capitalism, following accumulation logic, getting to the point of using part of the educational resources for other ends other than education. Due to the shortage of resources and the worries about economical instability as a consequence of poverty rise, the World Bank Group provides loans and advice aiming the efficiency and enlargement of High School education, in which the State Government takes part. The addition of PROMED resources and community resources hardly changes the scarcity scenery as the sums are scornful but in the educational movement they become significant as they are new resources.

Thesis advisor: Marc K. Landy / Education - and rural education - was on LBJ’s mind when he declared “War on Poverty” from the front porch of a family cabin in Inez, Kentucky. In 2021, Lyndon Johnson would find his Great Society did not fully come to fruition. In this work, I explore how responsive federal, state, and local bodies of government are to the needs of underresourced schools in Eastern Kentucky’s rural, economically distressed coal counties. National Assessment of Educational Progress (NEAP) scores demonstrate that Eastern Kentucky’s students are behind from the starting-line, thanks to economic, health, and developmental disparities. However, some school districts feature rates of improvement between fourth and eighth grade that exceed the national average, while others stay behind. This project’s central finding is that local investment is the variable most correlated with school improvement. Today, Appalachia remains a place where “working people, and those who wish there was work...battle for dignity and security, for themselves and for their children.” That battle for dignity and security, for better schools and better quality of life, has gone on for decades and continues today. / Thesis (BA) — Boston College, 2020. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Scholar of the College. / Discipline: Political Science.

A number of studies show that school facilities in the United States are deteriorating and that a substantial outlay of financial capital is required to bring school facilities to good overall condition. The current economic environment, marked by slow growth, high unemployment, and low tax revenues has highlighted widespread issues with the financial condition and fiscal sustainability of local governments. While studies show that the success of the educational process is related to the condition of school facilities, providing a safe and effective educational environment for students and teachers is a great challenge for local governments. Alternative sources of funding for the rehabilitation of old schools, which would reduce the need for long-term debt financing, are worth exploring. Federal and state historic rehabilitation tax incentive programs have proven to be successful in bringing private capital, economic activity, and jobs to distressed areas around the country, while being largely fiscally self sustaining. Current legislation, however, does not make the federal tax credit program easily accessible to public schools, and a significant court decision has the potential to undermine the viability of the entire Virginia program. This study examined the financial costs and benefits of historic tax credit financing for school construction in Virginia, investigated administrative issues related to the private-public nature of the program, and finally analyzed the relevant public policy issues. The study followed a case study methodology of two schools in Virginia which utilized historic tax credit financing, and four schools which utilized traditional financing for renovation. This study will expand the body of knowledge of modern education financing and enrich the existing literature by introducing a financing alternative that includes a private-public partnership. The study will also be of great value to policymakers, public administrators, the investor community, and the public at large as they evaluate financing alternatives for school construction.

TITLE: Specifics of the Church grammar schools in the Czech Republic AUTHOR: Bc. Jan Pech DEPARTMENT: School Management Center SUPERVISOR: Mgr. et. Bc. Jiří Trunda ABSTRACT: The churches and religious denominations can become school and school facility founders. What are the specifics of the church schools from the management of education point of view, which this work deals with? And do these specifics actually exist? Do the tangible differences that clearly specify the church school against the school founded by the municipality, region or the union of municipalities exist? We will focus on the church grammar schools. There are twenty such grammar schools in the Czech Republic and almost all of them, were founded by the Roman Catholic Church. These institutions create a specific, not large group of schools that in addition to efforts to provide high-quality education strive for transfer of religious values. The work looks into the historical development of the church schools and describes their actual position in the regional education system. Then, using the qualitative research method - the analysis of the materials, it deals with the issues of the church schools management and capturing their specifics. KEYWORDS: church school, church grammar school, financing of the church schools, founder of the...

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)

Text in Afrikaans / Private schooling is a very controversial topic. Those in favour of it focus on the fundamental rights of the individual in freedom of choice, association, religion and culture. On the other hand private schools are often regarded by the media and the man on the street as an expensive option whereby èlite is promoted. Private education, being an expensive option, is also a problem for the managers of private schools, who have to deal with the dilemma of insuffisient funds. This forms the background against which this study was undertaken. Since no official data base regarding Christian Afrikaans Private schools in Namibia existed, data had to be gathered by means of a questionnaire. This data formed the base for a second questionnaire regarding financial management and the role of the school principal in this regard. The second questionnaire was used in personal interviews with two principals from two private schools. Although the financing of private schools was looked into, the emphasis was on the principal acting as executive and financial manager. An attmept was made to suggest a financial strategy which could be used by a principal in school management. / Educational Studies / M. Ed. (Onderwysbestuur)