Selected Papers in School Finance, 2000-01. [Report No.: NCES-2001-378

Sonst. Personen	Fowler, William J., Jr. (Hrsg.)
Institution	National Center for Education Statistics (ED), Washington, DC.
Titel	Selected Papers in School Finance, 2000-01. [Report No.: NCES-2001-378
Quelle	(2001), (120 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-16-050915-7
Schlagwörter	Budgeting; Cost Effectiveness; Educational Change; Educational Finance; Elementary Secondary Education; Geographic Location; Government Publications; Inflation (Economics); Program Budgeting; Public Schools; Resource Allocation; School Districts; Teacher Competencies; Teacher Salaries + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsreform; Bildungsfonds; Public school; Öffentliche Schule; Ressourcenallokation; School district; Schulbezirk; Lehrkunst; Lehrerbesoldung; Lehrervergütung
Abstract	The National Center for Education Statistics commissioned the papers in this publication to address education-finance issues of interest to the education-finance community. Although teacher salaries rose between 1980 and 1997 by 120 percent, that is only equal to a 19 percent increase after removing inflation, or a little over 1 percent per year. Moreover, starting salaries have changed little in comparison to average salaries. Another paper discusses school financial statements, which are only one source of information that is relevant to assessing a school district's finances. School-district employee pensions, often the largest long-term obligations, may not appear in these reports. A third paper discusses two approaches to reporting school-level finance information, and how to make inflation and geographic cost adjustments in education. Adjustments for inflation and geographic differences are not easily implemented in education, because most of the costs in education are in personnel, rather than in things, which are easier to measure in terms of quality and quantity. Measuring cost differences in education is even more difficult that measuring changes in automobiles, for example. The final paper deals with the consideration of who will be the primary users of school-level data, what new data they need, and for what purposes. The authors suggest that principal stakeholders should be schools and school districts, state and national policymakers, researchers and policy analysts, and the public, represented by parents and taxpayers, special interest groups in education, and the financial community. (Each paper contains references.) (DFR)
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01