First Steps to a Level Playing Field: An Introduction to Student-Based Budgeting.

Autor/inn/en	Ucelli, Marla; Foley, Ellen; Emdon, Thandi
Institution	Brown Univ., Providence, RI. Annenberg Inst. for School Reform.
Titel	First Steps to a Level Playing Field: An Introduction to Student-Based Budgeting.
Quelle	(2002), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Budgeting; Budgets; Economics of Education; Educational Equity (Finance); Educational Finance; Elementary Secondary Education; Expenditure per Student; Politics of Education; Resource Allocation; School District Spending; School Funds; Student Costs; Urban Education + Suchen Sie Ihr Suchwort? Finanzhaushalt; Bildungsökonomie; Bildungsfonds; Educational policy; Bildungspolitik; Ressourcenallokation; Studienkosten; Stadtteilbezogenes Lernen
Abstract	This article examines one of the essential functions of an urban school district: ensuring that schools have the power and resources to make good decisions. The article focuses on equitable student-based budgeting, a strategy for resource allocation. It explores the benefits and challenges of moving to student-based budgeting. The article begins with a discussion of the need to re-examine resource allocation. It then presents case studies from three urban school districts: Cincinnati, Houston, and Milwaukee. These brief overviews discuss how these districts initiated the change to student-based budgeting and what results they have seen. The next section of the article addresses equity through student-based budgeting, stressing that the complexity of school funding hides many inequities. In urban districts, the article states, the many programs, diverse student populations, and multiple funding streams make sorting out spending especially difficult. The next section discusses the political, financial, and logistical challenges to implementing this strategy. The final section provides tips for implementing student-based budgeting that were drawn from the experiences of the three districts. Recommendations include the following: learn from other districts' experiences; link the funding changes to broader system goals; inform and involve key constituents from the start; and monitor implementation and results. (WFA)
Anmerkungen	Annenberg Institute for School Reform, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax: 401-863-1290; Web site: http://www.annenberginstitute.org/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC