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Foreign Countries; Economics; Efficiency; Productivity; Resource Allocation; Educational Resources; Budgets; Educational Finance; Academic Achievement; Secondary Schools; Secondary School Teachers; Administrators; School Administration; School Personnel; Models; Staff Role; Educational Improvement; Educational Policy; Policy Analysis

Abstract:
This paper studies the optimal allocation of resources--in terms of school management, teachers, supporting employees and materials--in secondary schools. We use a flexible budget constrained output distance function model to estimate both technical and allocative efficiency scores for 448 Dutch secondary schools between 2002 and 2007. The results indicate that the average technical efficiency amounts to about 78 percent, implying that, with the given resources, schools could improve students' educational performance by 28 percent. In terms of allocative efficiency, we estimate a 0.65 percent overutilization of teachers while management and supporting personnel are underutilized. The outcomes indicate that, despite the significant variation among schools, the average school is close to the optimal allocation of teachers. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; State Standards; Resource Allocation; Teaching Methods; State Agencies; Educational Change; Early Childhood Education; Elementary Secondary Education; Public Policy; Alignment (Education); Government Role; State Government; Academic Standards; College Readiness; Career Readiness; Educational Objectives; Goal Orientation; Educational Assessment; Student Evaluation; Accountability; Leadership; Governance; Teacher Education; Professional Development

Abstract:
To increase student learning and achievement, more and more states are pursuing reforms in "both" early care and education (ECE) programs and the K-12 education system. Many states are implementing the Common Core State Standards (CCSS) to promote all students' readiness for college and careers, while engaging in reforms prompted by the Race to the Top-Early Learning Challenge (RTTT-ELC) grant competition to expand children's access to high-quality programs for early learning. Ideally, these initiatives would support and reinforce each other's goals and approaches to education--especially across the birth-to-grade 3 continuum, when research shows children acquire critical skills for academic success. Well-aligned ECE and K-12 reforms and policies would enable states to develop common expectations on what children need to know and be able to do as they transition from early childhood programs to the primary grades. Unfortunately, in most cases, aligning reforms in the early learning and K-12 systems is challenging. Typically, these efforts are led by different state entities and policymakers with limited knowledge of one another's goals and strategies. ECE and K-12 leaders also tend to have different approaches to teaching and learning and even different beliefs about the objectives. As policymakers who have the responsibility for the well-being and education of children of all ages, governors are uniquely situated to bring state agencies together and develop a coordinated strategy to align ECE and K-12 policies so they better serve all children, starting at birth. Doing so requires leaders from both systems to analyze what their respective goals, approaches, and reform strategies have in common and how they differ. This process can help governors, their staff, and other state policy leaders develop concrete action steps that promote greater alignment of ECE and K-12 reforms in key areas: (1) Leadership and Governance; (2) Learning Standards; (3) Child Assessments; (4) Accountability; (5) Teacher/Leader Preparation and Professional Development; and (6) Resource Allocation and Reallocation. (Contains 23 endnotes and 4 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (407K)

Descriptors:
Teaching (Occupation); Elementary Secondary Education; Educational Finance; Teacher Effectiveness; Efficiency; Job Development; School Culture; Models; Employment Opportunities; Educational Facilities Planning; Resource Allocation; Budgeting; Distance Education; Accountability

Abstract:
This brief summarizes the ways that schools and their teachers can simultaneously reach more students with excellent teaching, expand teachers' career opportunities, and sustainably fund higher pay and other priorities. This is based on Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these models create new roles and collaborative teams, enabling all teachers and staff to develop and contribute to excellence. This brief summarizes: (1) School models for extending the reach of excellent teachers; (2) How reach models can generate savings that schools can use for higher pay and other priorities; (3) How schools can use savings, including paying teachers more; and (4) A comparison of savings and cost factors, and of pay increase potential, when using different reach models. Model overview table is appended. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1378K)

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Charter Schools; Public Schools; Cooperative Planning; Participative Decision Making; Governance; Educational Innovation; School Districts; Resource Allocation; Educational Finance; Educational Facilities; Guides; Administrator Role; School Role; Educational Equity (Finance); Accountability; Program Effectiveness

Abstract:
The idea behind public charter schools was to develop flexible models of public schools and to incubate innovative ideas that then could be shared with the district's public schools. Today, almost 20 years since the first public charter school opened its doors in Minnesota, one still does not see consistent, productive collaboration and shared innovation between charter schools and district schools. The prevailing district-charter dynamic is characterized by mistrust and missed opportunities. In many cases, there's a zero-sum mindset. Rather than competing to provide the best education opportunities, schools are struggling to control funding, facilities and often innovative ideas. In this article, the author outlines five guiding principles that can lead charters and traditional public schools to create collaborative opportunities that benefit students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Profiles; Educational Quality; Educational Change; Entrepreneurship; Accountability; Academic Standards; Excellence in Education; Educational Innovation; Change Strategies; Efficiency; Equal Education; Formative Evaluation; Financial Support; Educational Improvement; Improvement Programs; Institutional Mission; Technical Assistance; Governance; Institutional Characteristics; Educational Planning

Abstract:
The Thomas B. Fordham Institute is the nation's leader in advancing educational excellence for every child through quality research, analysis, and commentary, as well as on-the-ground action and advocacy in Ohio. The institute advances: (1) High standards for schools, students and educators; (2) Quality education options for families; (3) A more productive, equitable, and efficient education system; and (4) A culture of innovation, entrepreneurship, and excellence. The institute promotes education reform by: (1) High standards for schools, students and educators; (2) Quality education options for families; (3) A more productive, equitable, and efficient education system; and (4) A culture of innovation, entrepreneurship, and excellence. This publication contains the following: (1) Introduction and Lessons Learned (Terry Ryan and Kathryn Mullen Upton); (2) Breaking Up Is Hard to Do (The Edison Story in Dayton) (Ellen Belcher); (3) The Fordham Sponsorship Program; and (4) Individual School Profiles. Exhibit 4: Academic Performance Plan for Primary and Middle Schools is appended. (Contains 3 tables, 5 graphs, 1 footnote and 13 sources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (5441K)

Descriptors:
Educational Finance; Public Schools; State Programs; Politics of Education; School Administration; Administrators; Governance; Funding Formulas; Resource Allocation; Economic Impact; Economic Factors; Court Litigation; Proprietary Schools; Tax Allocation

Abstract:
Superintendents and other school administrators live with tensions in political economy. The voting public believes school funding is fixed when the economy expands and new state programs are introduced. Administrators are publicly criticized when, strained for resources, their schools cannot perform within the "do more with less" paradigm. This research begins to trace patterns of political economy in schooling. The author emphasizes the last economic recession along with funding for schools to describe challenges for school administrators. He also emphasizes entrepreneurial movements in schooling to describe competition that public school administrators face. A jaundiced viewpoint asserts that public school funding suffers entropy while entrepreneurial school funding expands. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; School Restructuring; Online Courses; Educational Change; Unit Costs; Resource Allocation; Educational Innovation; Cost Effectiveness; Academic Achievement; Educational Improvement; Financial Problems; Finance Reform; Change Strategies; Educational Finance; Teacher Characteristics; Staff Utilization; Barriers; Political Influences; Textbook Content; Book Reviews; Governance; School Administration; Organizational Change

Abstract:
Simultaneous pressures to reduce costs and increase student achievement have never been greater than they are today. Not only is cost-cutting essential in this era of tightened resources, argue Hess and Osberg, but eliminating inefficient spending is critical for freeing up resources to drive school reform. This provocative book brings together a dynamic group of authors--scholars, consultants, journalists, and entrepreneurs--who offer fresh insights into an issue no school or district can afford to ignore. Following an introduction (Frederick M. Hess), this book contains the following: (1) A Warning for All Who Would Listen--America's Public Schools Face a Forthcoming Fiscal Tsunami (James W. Guthrie and Arthur Peng); (2) What's Happening in the States (June Kronholz); (3) Now Is a Great Time to Consider the Per-Unit Cost of Everything in Education (Marguerite Roza); (4) Managing for Results in America's Great City Schools (Michael Casserly); (5) The Efficient Use of Teachers (Steven F. Wilson); (6) More Productive Schools Through Online Learning (John E. Chubb); (7) Large-Scale Cost Cutting and Reorganizing (Jill Corcoran, Reginald Gilyard, Lane McBride, and Jamal Powell); (8) Investing in Improvement--Strategy and Resource Allocation in Public School Districts (Stacey Childress); (9) First-Person Tale of Cost-Cutting Success (Nathan Levenson); (10) Overcoming the Political Barriers to Change (Martin R. West); and (11) Conclusion (Eric Osberg). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Urban Schools; Public Education; School Administration; Teacher Effectiveness; Teacher Recruitment; Master Teachers; Sustainability; Government School Relationship; Financial Support; Educational Objectives; Accountability; Compensation (Remuneration); Disadvantaged Schools; Teacher Certification; National Programs; Incentives; Resource Allocation; Strategic Planning

Abstract:
"Linking Resources to Results" explores the deliberate approach--including specific goals, a clearly articulated grantmaking strategy and benchmarks for measuring progress--the Chicago Public Education Fund used to help the Chicago Public Schools recognize, reward and deploy high-quality teachers. The case study is intended to help grantmakers see ways to more deliberately "link resources to desired results," which is one of Grantmakers for Education's Principles for Effective Education Grantmaking. [For the full report, "Linking Resources to Results: The Chicago Public Education Fund's Master Teacher Initiative. Principles for Effective Education Grantmaking. Case Study Number 1," see ED537179.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Economic Development; Educational Change; Foreign Countries; Educational Policy; Government Role; Educational Improvement; Social Influences; Cultural Influences; Teacher Student Ratio; Instructional Leadership; Small Schools; Governance; Evaluation Methods; Higher Education; Competition; Employment Level; Resource Allocation; Educational Finance; Technical Assistance; Human Resources; Financial Support; Teacher Salaries; Compliance (Legal); Budgeting; College Admission; Transfer Students; Enrollment Trends; Graduation Rate; Outcomes of Education; Academic Achievement; Socioeconomic Status; Private Schools; Public Schools; Equal Education; Academic Standards; Standardized Tests; Accountability; Preschool Education; Elementary Secondary Education; Postsecondary Education; Admission Criteria; Teaching Conditions; Cross Cultural Studies; Class Size; Principals; Institutional Autonomy; Unemployment; Expenditure per Student; Cooperation; Decision Making

Abstract:
The future of Greece's well-being will depend on improving educational performance to boost productivity and improve social outcomes. In the current economic context, with the need to get best value for spending, Greece must and can address inefficiencies in its education system. The challenges are significant. For example, Greece lags behind many OECD countries in performance on PISA, including countries with the same or lower levels of expenditure per student as well as countries with the same and lower levels of economic development. Salary costs per student are above the OECD average, mostly because Greek teachers have less teaching time and Greece has smaller classes. A smaller percentage of students who enter tertiary education complete a first degree within the statutory study time than in any other country in Europe. To address the challenges, the Greek government has established a bold agenda and sought advice from a task force on the development and implementation of reform proposals that reflect best practices in OECD countries. This report provides the outcomes of the work of the task force. It presents a roadmap for how the reforms can be successfully implemented, with pointers to relevant experience in other countries. As a contribution to the on-going policy discussions in Greece, it recommends specific short-, medium- and long-term actions that can improve efficiency in the country's education system. (Contains 18 boxes, 39 figures, 19 tables and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Productivity; Higher Education; Evaluation Criteria; Governance; Foreign Countries; Humanities; Global Approach; Competition; Reputation; Benchmarking; Educational Trends; College Faculty; Research; Faculty Publishing; Institutional Evaluation; Educational Policy; Financial Support; Periodicals; Citations (References); Social Sciences; Statistical Analysis; Academic Achievement; Excellence in Education; Student Recruitment

Abstract:
The increasing importance of the competition in global university ranking has resulted in a paradigm shift in academic governance in East Asia. Many governments have introduced different strategies for benchmarking their leading universities to facilitate global competitiveness and international visibility. A major trend in the changing university governance is the emergence of a regulatory evaluation scheme for faculty research productivity, reflected by the striking features of the recent changing academic profile of publication norms and forms that go beyond the territories of nation-states in the East and West. With the expansion of the Taiwanese higher education system in the last two decades, the maintenance of quality to meet the requirements for international competitiveness has become a key concern for policy makers. Since 2005, the Ministry of Education has introduced a series of university governance policies to enhance academic excellence in universities and established a formal university evaluation policy to improve the competitiveness and international visibility of Taiwanese universities. In so doing, the government has legalized a clear link between evaluation results and public funding allocation. Research performance is assessed in terms of the number of articles published in journals indexed by the Science Citation Index (SCI), the Social Science Citation Index (SSCI), and the Arts and Humanities Citation Index and in terms of citation rates and associated factors. Therefore, evaluation has taken on a highly quantitative dimension. Despite the efforts of concerned parties to encourage academic excellence, the above-mentioned quantitative evaluation indicators have resulted in bitter complaints from the humanities and social sciences, whose research accomplishments are devalued and ignored by the current quantitative indicators. In this paper, the authors describe the recent petition for collective action initiated by university faculty to protest the privileging of SSCI and SCI publications as critical indicators for academic performance regardless of faculty discipline and specialization. The article concludes its argument with a group petition calling for more diverse and reliable indicators in recognizing the research of different natures and disciplines while creating culturally responsive evaluation criteria for social sciences and humanities in the Taiwanese academe. The article not only sheds light on academic evaluation literature, especially on the uncertain paradox of globalization and market economy, but also proposes alternatives to the evaluation system for humanities and social sciences in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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