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Descriptors:
Psychopathology; Health Services; Self Destructive Behavior; Behavior Modification; Therapy; Personality Problems; Resource Allocation; Counseling Services; Student Problems; Surveys; Suicide; Hospitals; Outcomes of Treatment; College Students

Abstract:
Trends in college mental health literature suggest many college and university counseling centers are facing increased demands for services. Moreover, survey data suggest that counseling center directors and staff perceive increases in serious psychopathology, suicidality, and nonsuicidal self-injurious behavior, along with other typical student problems. At Sarah Lawrence College, a marked increase in the number of students hospitalized for psychiatric reasons, many meeting criteria for borderline personality disorder (BPD), required Health Services to rethink clinical service delivery, staff training, and resource allocation. Owing to its proven efficacy in the treatment of BPD, dialectical behavior therapy (DBT) was adapted at our setting. An overview of DBT is presented, followed by a brief history and a detailed description of the Sarah Lawrence College DBT Program, initial data on its impact for student retention and hospitalizations, and a discussion of the potential benefits of employing DBT with students in other collegiate settings. As one of few college counseling centers offering such treatment, the DBT Program at Sarah Lawrence College represents a promising model of treatment for college students with BPD. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Assistant Principals; Response to Intervention; Middle Schools; Educational Improvement; Student Improvement; Academic Achievement; Grounded Theory; Principals; Capacity Building; Resource Allocation; Teaching Methods; Professional Development; Parent Participation; Middle School Students; Parents; Program Implementation; Facilitators (Individuals); Case Studies; Qualitative Research; Learning Disabilities

Abstract:
This article discusses a qualitative case study examining one middle school's response to intervention (RtI) efforts. Study participants included the principal, assistant principal, and members of the school's leadership team. A description of the RtI consensus and infrastructure-building processes, consideration of the RtI facilitators, and a review of the accomplishments and barriers to implementation they encountered are provided. (Contains 2 tables and 1 figure.) 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:
Higher Education; College Athletics; Athletes; Nonprofit Organizations; Intercollegiate Cooperation; Team Sports; Student Financial Aid; Resource Allocation; Accountability; Motor Vehicles; Facilities; Health Insurance; Expenditures

Abstract:
Amid a national debate about paying college athletes, the NCAA likes to tout its often-overlooked Student Assistance Fund, whose goal is to provide direct financial support to players. The fund--which draws from the association's multibillion-dollar media-rights deals--will distribute some $75-million this year to Division I athletes. The money has helped colleges reimburse players for such things as clothing, health insurance, summer school, and many other costs that their scholarships do not cover. But not all of the dollars directly help students. According to a Big Ten Conference document obtained by "The Chronicle," the University of Iowa used part of its money last year to pay shredding fees, cover administrator-travel costs, and purchase displays for an arena. Other Big Ten universities have used their distribution in part to pay for lightning-detection software, "team-building" activities, and hundreds of thousands of dollars in parking permits--money that, in the end, often goes right into the universities' pockets. Other institutions spent a share of their allocation on team massages and yoga, chair rental, "welcome back events," and a battery of reading and learning tests. When distributing the money, many institutions give priority to recipients of Pell Grants, the federal assistance program for needy students that in recent years has helped at least 16 percent of Division I athletes. But the possible use of some of those NCAA dollars to meet staff or team objectives, rather than to directly benefit low-income students, concerns people who study policies and practices affecting college success. Officials in the Big Ten defend their use of the dollars, saying the NCAA allows institutions wide latitude in how they spend the money. They emphasize that the document, which was obtained through a public-records request, shows only a small fraction of the fund's usage. The report describes many payments flowing more directly to students. For example, the University of Nebraska dedicated $24,876 toward players' utility bills. The University of Minnesota spent $23,418 in part to send members of its football team to a funeral for a former teammate. And Penn State contributed $14,956 toward parents' travel costs when 14 of its students had surgery. Other institutions paid child-care costs, housing and travel expenses for study abroad, and hundreds of thousands of dollars in medical expenses and dental work. The Big Ten is one of the biggest beneficiaries of the NCAA money. Last year its universities received more than $5-million from the program, and used about $4.7-million of the money, according to the league document. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Finance; Budgeting; Funding Formulas; Resource Allocation; Expenditure per Student; Public Schools; School Choice; Educational Equity (Finance); Student Characteristics

Abstract:
One way districts can enable funding portability is with the use of student-based allocation formulas that allocate funds to districts and schools based on enrollment of students and student types. The student-based allocation model enables "pocketbook power," creating incentives for schools to attract students, keep full enrollment, and demonstrate excellent student performance. Student-based allocation models (also known as "weighted student funding") have been around for two decades, but not always as a mechanism to enable choice and accountability. Some policymakers implemented these kinds of policies to create more financial equity across schools, or as a component of school-based decision-making. This brief explains the need for a student-based allocation system in the context of school choice, and provides an overview of the key features that enable student choice across schools within districts. Specifically, the brief covers: (1) How traditional staffing-based allocation schemes clash with choice policies; (2) How student-based allocation can enable more portable funding across schools; and (3) Whether it is feasible for schools to lose funds as students choose other schools. (Contains 6 figures and 9 footnotes.) 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 (521K)

Descriptors:
Higher Education; Educational Finance; Income; Public Policy; Enrollment Trends; Tax Allocation; Tax Effort; Tuition; Trend Analysis; Educational Trends; Predictor Variables; Educational Resources; Statistical Data; State Aid; Resource Allocation; Expenditure per Student; Financial Support; School Support; State Surveys; Comparative Analysis; Interstate Programs; Tables (Data); School Taxes; School Funds; Local Government; State Government; Student Financial Aid; Costs; Operating Expenses; Public Colleges; Medical Schools; Rural Extension; Economic Climate; Educational Policy

Abstract:
The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 12 figures, 13 tables, and 13 footnotes.) [For "State Higher Education Finance FY 2011," see ED530332.] 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:
General Education; Educational Finance; Public Schools; Funding Formulas; Change Strategies; Educational Change; Educational Policy; Policy Analysis; Educational Resources; Resource Allocation; Organizational Change; Finance Reform; Program Implementation; Expenditures; Educational Indicators; Educational Assessment; Expenditure per Student; Statistical Distributions; Performance Factors; Barriers; Foreign Countries

Abstract:
There is no fixed rule about how financial resources must be directed to the education sector. It is quite clear that the size of investment in the sector well defines the quality of education students are offered. It is highly important to define the amount of money, which is needed for effective functioning of schools and it is also important to define the system of actions, which will support the functional use of those financial resources. In relation to the above-mentioned, the aim of our study is to analyse general education funding during the post-reform period and based on it to show those problems, which, in spite of the significant rise in funding, arouse as a result of implementing a new system and its further change. Data sets for the research project were taken from the Ministry of Education and Science of Georgia, National Statistics Department of Georgia and directly from public schools. The object of study is all public schools in Georgia, and the period of data gathering is from 2005 till 2011. The rational for conducting the study is due to the necessity: the new funding system for the general education schools drastically changed general education finance model. Although, a number of schools fallen under so called deficit school category in the first year of implementation of the new funding system. Period more than 1300 public schools (out of 2180) had shortages in the budget. In 2011 a new, mixed type of funding model was introduced, schools with up to 160 students were funded using so-called need based approach. Under the new funding model schools with student population from 161 to 599 receive base funds. Even though this approach has worked well in terms of eradicating deficits, a number of essential problems were originated. In the paper, the authors present some conclusions and recommendations on how to solve the existing problems and how to improve the financing model in the future; one of the most important conclusions is that voucher funding scheme couldn't manage to accomplish general education funding goals relating fairness, adequacy and effectiveness. This will only be possible (a recommendation), if expenditure on education as a share of GDP increases by at least 4.5-5% (it was 2.3 in 2011). Shifting to the formula funding is among the recommendations; it will guarantee: balance between the regions, stability, comparability, forecast and it will raise the quality of transparency. (Contains 14 tables and 4 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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 ERIC Full Text (703K)

Descriptors:
Child Abuse; Evidence; Intervention; Well Being; Best Practices; Child Safety; Childrens Rights; Laws; Disclosure; Standards; Resilience (Psychology); Feedback (Response); Reports; Resource Allocation

Abstract:
A human rights perspective places the care for children in the obligation sphere. The duty to protect from violence is an outcome of having a declaration confirming inalienable human rights. Nationally, rights may be reflected in constitutions, charters, and criminal codes. Transnationally, the United Nation's (UN) Convention on the Rights of the Child (CRC) prioritizes a child's basic human rights, given their dependent status. UN CRC signatory countries commit to implementing minimal standards of care for minors. Laws requiring professionals to report child maltreatment to authorities is one practical strategy to implement minimal child protection and service standards. Mandatory reporting laws officially affirm the wrong of maltreatment and the right of children. Mandatory reporting can be conceptualized as part of a resilience process, where the law sets the stage for child safety and well-being planning. Although widely enacted law, sizeable research gaps exist in terms of statistics on mandatory reporting compliance in key settings; obstacles and processes in mandatory reporting; the provision of evidence-based training to support the duty to report; and the training-reporting-child outcomes relationship, this latter area being virtually non-existent. The fact that mandatory reporting is not presently evidence-based cannot be separated from this lack of research activity in mandatory reporting. Reporting is an intervention that requires substantial inter-professional investment in research to guide best practices, with methodological expectations of any clinical intervention. Child abuse reporting is consistent with a clinician's other duties to report (i.e., suicidality, homicidality), practice-based skills (e.g., delivering "bad" news, giving assessment feedback), and the pervasive professional principle of best interests of the child. Resilience requires the presence of resources and, mandated reporting, is one such resource to the maltreated child. Practice strategies identified in the literature are discussed. 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:
Well Being; Resource Allocation; Older Adults; Altruism; Foreign Countries; Income; Family Work Relationship; Mothers; Fathers; Psychological Patterns; Comparative Analysis; Gender Differences; Measures (Individuals); Social Indicators

Abstract:
Studies on intra-household allocation of resources show that exogenous increase in mothers' income has larger effect on children's outcomes than the same increase in fathers' income, suggesting gender differences may exist in parents' altruism towards their children. Using self-reported life happiness and life satisfaction, we investigate the differences by gender in mutual altruism between father and child as well as mother and child dyads in Singapore. We found that mutual altruism exists between mother and child, but not between father and child. These findings are robust to the measure of self-reported well-being. Further, we find that gender difference in altruism of fathers and mothers is not driven by the difference in the extent of future old age support desired by fathers and mothers from their children. 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:
Higher Education; College Athletics; Intercollegiate Cooperation; Organizations (Groups); Group Membership; Costs; Universities; Campuses; Public Colleges; Team Sports; Income; Athletic Coaches; Salaries; Resource Allocation; Cost Effectiveness; Program Costs; Educational Finance

Abstract:
Athletics are big business on many college campuses, but does this come with a price tag? This issue brief looks at academic and athletic spending in NCAA Division I public universities between 2005 and 2010. Among a host of findings, this brief shows that the athletic departments of most public colleges and universities competing in NCAA Division I sports typically spend three to six times as much per athlete as their institutions spend to educate their students. Public Division I Institutions Included in the Analysis Sample are appended. (Contains 2 tables, 4 figures and 14 footnotes.) 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 (265K)

Descriptors:
Transfer Policy; Consultants; Public Agencies; Engineering; Technology Transfer; Foreign Countries; Natural Sciences; Laboratories; Research Universities; College Faculty; Transfer of Training; Ethics; Resource Allocation; Surveys; Researchers; Validity; Problem Solving; Industry; School Business Relationship

Abstract:
Academic consulting is a form of knowledge and technology transfer largely under-documented and under-studied that raises ethical and resources allocation issues. Based on a survey of 2,590 Canadian researchers in engineering and natural sciences, this paper explores three forms of academic consulting: (1) paid consulting; (2) unpaid consulting for companies and; (3) unpaid consulting for government agencies. The results of this study show that academics tend to engage simultaneously in paid and unpaid consulting. Two patterns of consulting emerged from the results: a first pattern regarding engagement in paid consulting for companies and government agencies, and unpaid consulting for companies is positively associated with industry funding, size of research laboratories, large-sized research universities, technical validation of knowledge, protection of IP, and strong ties with people in companies. By comparison, a second pattern regarding engagement in unpaid consulting services provided to government organizations is positively associated with size of research laboratories, teaching, large-sized research universities, technical validation of knowledge, and with strong ties with people in government organizations. Knowledge and technology transfer policy should pay more attention to the contribution of academics engaged in consulting activities because they likely significantly contribute to help companies and government agencies solve practical problems that improve their productive and innovative capabilities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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