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Institute for Research on Educational Finance and Governance (U.S.)

Overview
Works: 195 works in 452 publications in 1 language and 5,845 library holdings
Genres: Conference papers and proceedings  Case studies  Directories 
Roles: Other
Classifications: LC5225.F56, 379.12150973
Publication Timeline
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Most widely held works about Institute for Research on Educational Finance and Governance (U.S.)
 
Most widely held works by Institute for Research on Educational Finance and Governance (U.S.)
Financing recurrent education : strategies for improving employment, job opportunities, and productivity( Book )

5 editions published in 1983 in English and held by 261 WorldCat member libraries worldwide

The educational implications of high technology by Henry M Levin( Book )

5 editions published in 1983 in English and held by 103 WorldCat member libraries worldwide

The changes to be effected by high technology in both projected employment growth and existing jobs seem to require significant changes in the American educational system. However, government estimates for the period 1978-90 suggest that employment growth will favor jobs that require little or no training beyond the high school level (for instance, janitors, nurses' aides, sales clerks, cashiers, and restaurant workers). Although the percentage of high technology occupations will increase quickly over this decade, the contribution of these jobs to total employment will be quite small. On the other hand, the evidence from past and present applications of technology to existing jobs suggests that future technologies will lead to further job fragmentation (where work tasks are simplified or routinized) and job "deskilling" (the reduction of opportunities for worker individuality and judgment). While such mechanization does reduce labor costs, it also allows management to control more easily the pace of production. This assessment favors a solid basic education over narrow vocational preparation, since a strong general education improves understanding of modern complexities and enhances worker adaptability in a changing job market. Quick and efficient response by educators to training needs and recurrent education are also important, since workers' skills may not be useful over their entire work lives. (Pb)
Environmental linkages and organizational complexity : public and private schools by W. Richard Scott( Book )

2 editions published between 1984 and 1989 in English and held by 79 WorldCat member libraries worldwide

The environment within which an organization must operate is expected to influence its administrative and program characteristics. Since public schools operate in more complex and conflicting environments than do private schools, it is predicted that they will exhibit greater administrative complexity and less curricular coherence. These predictions are tested and largely confirmed by a review of previous research and in a new study using data from a six-county survey of a sample of private, public, and parochial schools and districts in the San Francisco Bay area. A 53-item reference list and 8 data tables are appended. (Author/TE)
The deregulation critique of the federal role in education by William H Clune( Book )

6 editions published in 1982 in English and held by 79 WorldCat member libraries worldwide

The deregulation critique of the federal role in education asserts that education can be as productive with less federal intervention. This critique can be broken down into three groupings of separate criticisms. The first group denies the value or feasibility of federal goals. These criticisms insist either that federal goals are not worthwhile or not properly federal or that federal programs are unnecessary or ineffective. The second group of criticisms addresses the basic forms of federal intervention and implies the need for different means or policy instruments. Reduction not of aid but of the strings attached, through block grants, is one implication of such criticism, as is the suggestion that the federal role emphasize assistance in reaching goals rather than the monitoring of legal compliance. Finally, the third group of criticisms seeks to reduce "legalisms" in the techniques of federal intervention. However, not all legalisms are wasteful and some are as unrestrictive as possible, so wholesale "delegalization" may reduce programs' effectiveness. To benefit from deregulation without reducing effectiveness, deregulation at the levels of goals, forms, and techniques must be selective, reordering some federal priorities, maintaining conditional grants, and specifying contexts for the reduction of legalisms. (Author/RW)
Research on Hispanic education : students, finance, and governance by Michael A Olivas( Book )

5 editions published in 1981 in English and held by 76 WorldCat member libraries worldwide

A review of research on Hispanic education reveals a paucity of information and suggests future research needs. Demographic data are available on Hispanic students in elementary, secondary, and higher education but fail to distinguish among different Hispanic subgroups. Existing data indicate increasing segregation of Hispanics in elementary and secondary schools and only a slow increase in Hispanics enrolled in postsecondary education. Research on Hispanic students has failed to explain their high attrition rate, either blaming Hispanics themselves or simply labelling Hispanics "disadvantaged" without offering further causal explanations. Research in educational finance has been more complete, especially on financial support of Hispanics in postsecondary schools, but more research is needed on educational equity and the returns on education to Hispanics. What little research exists on Hispanics and educational governance confirms that very few Hispanics sit on school boards or work in local or state educational agencies. Recent theoretical research, using the "internal colonialism" model, identifies six roles that Hispanics assume in postsecondary education, but the theories need empirical testing. (RW)
The merits of merit pay by David K Cohen( Book )

5 editions published between 1985 and 1986 in English and held by 75 WorldCat member libraries worldwide

A study of six selected school districts that had been using merit pay plans successfully for at least 6 years provided insight into administrative strategies associated with merit pay program success. The researchers visited the districts, interviewed teachers and administrators, and studied local documents. Each district used a unique combination of strategies from a list of four: the programs can involve (1) providing extra pay for extra work rather than for higher performance, (2) involving teachers in the establishment of merit criteria, (3) minimizing the impact of awards by keeping them small or distributing them widely, or (4) keeping the program profile low by limiting publicity or making participation voluntary. In the districts studied, teaching quality was generally high, relations between teachers and administrators were good, morale was high, the communities were economically and socially advantaged, teacher salaries were good, and teacher evaluation criteria were broad and not tied to student performance. The merit pay programs examined seemed to encourage work outside the classroom and useful evaluation of teachers, but appeared to have little direct impact on instructional practice. The programs also seemed to encourage community support by adding to the district's aura of accountability. This report discusses three of the districts in some detail and concludes with a discussion of the ironic finding that merit pay programs may be most successful when conditions exist that are likely to lead soon to the elimination of the programs' value--that is, when most teachers exhibit comparably high merit. (Pgd)
The RCM, a resource management and program budgeting approach for state and local educational agencies by Jay G Chambers( Book )

4 editions published between 1984 and 1990 in English and held by 75 WorldCat member libraries worldwide

The Resource Cost Model (rcm) is a resource management system that combines the technical advantages of sophisticated computer simulation software with the practical benefits of group decision making to provide detailed information about educational program costs. The first section of this document introduces the conceptual framework underlying the development and use of the rcm and includes illustrations of the kinds of information produced by the program: summary cost data; total and average costs of educational services; resource costs and quantities by program, service, and object; and budget reports. The second section presents a classification scheme for describing programs and services and illustrates how this classification scheme can be used to develop descriptions, labels, names, and codes for programs and services and for payroll schedules and cost analysis. The final section provides instructions on how to install and run the rcm computer simulation. Appended are file formats, samples, and worksheets. (Te)
Politics of textbook selection by Sherry Keith( Book )

4 editions published in 1981 in English and held by 75 WorldCat member libraries worldwide

The process of determining textbook content and selecting textbooks for classroom use in public schools throughout America is highly political and raises many fundamental questions about the relationship between education as a social enterprise and other aspects of society--economic, ideological, political, and legal. This study focuses on three concerns: the relationship between textbook production, as the production of social knowledge, and the production of textbooks as commodities within a capitalist economy; the ways states are organized to determine and control textbook content and selection for public schools; and the relationship between the educational bureaucracy and the general public, including specific interest groups. A detailed discussion of the textbook publishing industry covers all aspects, from financing and conglomeration to editorial censorship. Selection of instructional materials is discussed in terms of state methods (centralized or decentralized), criteria, the adoption process, and school budgets. The consideration of external pressures on the selection process includes discussion of groups objecting to particular materials, strategies for influencing the use of instructional materials, and the qualities that make some materials objectionable. Appended is an evaluation summary for instructional materials in social science. (Author/WD)
Cost-effectiveness of four educational interventions by Henry M Levin( Book )

5 editions published in 1984 in English and held by 74 WorldCat member libraries worldwide

This study employs meta-analysis and cost-effectiveness instruments to evaluate and compare cross-age tutoring, computer assistance, class size reductions, and instructional time increases for their utility in improving elementary school reading and math scores. Using intervention effect studies as replication models, researchers first estimate costs, then compute cost-effectiveness ratios (size of effect for each $100 of cost per pupil). Among alternatives in the area of math achievement, for example, two tutoring interventions show the largest effects per $100 of cost per pupil, while increasing instructional time by one-half hour daily has the smallest effect per cost. Peer tutoring and computer assistance reveal almost equivalent cost-effectiveness ratios for reading. Conversely, increasing instructional time appears to be a poor choice for both. Such results should serve as guidelines--not absolutes--for considering alternative interventions. A bibliography and appendixes conclude the report. (Ks)
Conflicts of interest in educational reform litigation by Deborah L Rhode( Book )

5 editions published in 1982 in English and held by 73 WorldCat member libraries worldwide

Most educational reform cases proceed as class actions in which there is no single aggrieved plaintiff with clearly identifiable views, but rather an aggregation of individuals, often with conflicting preferences. This paper explores the problems presented in educational reform class actions where plaintiffs disagree over the remedial objectives of the suit. Relying on reported decisions, interviews, and case histories, the paper first examines the conflicts that have surfaced within plaintiff classes, such as disputes over busing, mainstreaming, and deinstitutionalization. Discussion then focuses on the inadequacies of the existing procedural mechanisms for coping with such conflicts. Of particular concern are information and incentive structures that prevent courts, counsel, and litigants from addressing or accommodating the full range of class interests. The paper concludes by distinguishing problems that may be susceptible to procedural reform from those that are endemic to any pluralist or majority decision-making process. (Author/MLF)
The dream deferred : a golden age for women school administrators by Elisabeth Hansot( Book )

6 editions published in 1981 in English and held by 71 WorldCat member libraries worldwide

Despite contrary predictions, men have retained their near-monopoly of top positions in educational administration and have even replaced women where they had gained a toehold, as in elementary principalships. The pattern in education follows that in many complex white-collar organizations; horizontal and vertical segregation of male and female jobs systematically limits opportunities for women, with the result that women form the bulk of the work force and men serve as bosses. This situation can be explained by the character of organizations and their shaping of the behavior of members and by male hegemony in society as a whole. In school administration, men are most likely to be found in positions with the greatest power, pay, and prestige and in jobs requiring supervision of other males. As teaching principalships declined in elementary schools, for example, and became full-time administrative positions, the percentage of women principals declined markedly. Current educational retrenchment bodes ill for prospective women administrators. Males will probably hold on to their present positions and new openings will be more restricted. Bringing about lasting change will require persistent effort at the individual, organizational, and broader social levels. (Author/WD)
Economic and political dimensions of recurrent education by Henry M Levin( Book )

4 editions published in 1983 in English and held by 71 WorldCat member libraries worldwide

Regulating business, regulating schools : the problem of regulatory unreasonableness by Robert A Kagan( Book )

5 editions published in 1981 in English and held by 70 WorldCat member libraries worldwide

In recent years, according to the author, an outpouring of federal and state laws and judicial rulings has led educators to feel that they are subjected to unreasonable regulation. To examine the possible causes and cures of this feeling of regulatory intrusiveness, the author compares the regulation of business with the regulation of education. In discussing each field, the author covers, first, overinclusive regulations, legalistic enforcement, costly compliance measures, and other factors that he considers make regulatory programs both unreasonable and ineffective. Next the paper describes strategies of regulatory reform--especially flexible enforcement--that might curtail regulatory unreasonableness. Finally, the obstacles to flexible enforcement are analyzed, including enforcement officials' fear of scandal, their disapproval of nonuniform treatment, and their imperviousness to arguments based on regulatory costs. (Author/RW)
Directory of researchers in educational finance and governance by Charles Upshaw( Book )

4 editions published in 1982 in English and held by 70 WorldCat member libraries worldwide

Comparing efficiency between public and private schools by Daniel J Sullivan( Book )

5 editions published in 1983 in English and held by 69 WorldCat member libraries worldwide

This study weighs the validity of current arguments about the efficiency of public versus private schooling by critically examining the research that has compared the expenditures of public and private schools and by questioning common assumptions in the debate. Simple comparisons of per-pupil costs are found to be misleading as indicators of educational services because they do not include the publicly-mandated programs required of public schools, nor the donated resources by which private schools often supplement their services, nor the specialized instruciton and facilities often found in public schools. In addition, the author finds that those measures of relative effectiveness of education that generally favor private schools do not account adequately for the difficulties in accurately comparing student performance and in identifying the part of an outcome attributable to school resources. Assumptions found in most analyses of educational costs and productivity are then examined, including the views that the outputs and educational processes of public and private schools are identical and therefore comparable, and that the issues of efficiency and equity are independent. Concluding that current comparisons of public and private schools may not be valid, the paper suggests criteria for aid to private schools and topics for further research. (Jw)
Private schools in contemporary perspective by Donald A Erickson( Book )

4 editions published in 1983 in English and held by 68 WorldCat member libraries worldwide

Given the paucity of evidence accurately characterizing private education, this paper synthesizes and interprets available research on private school enrollments, religious affiliations, tuition levels, characteristics of patrons, and common features of operation. The organization of data on church-affiliated schools is found to be faulty, with too little information currently available on levels of tuition, attributes of fundamentalist schools, or ethnic and community schools. With the exception of fundamentalist schools, there has been no dramatic expansion in private-school enrollment. The recent growth in fundamentalist schools probably stems from sensitivity to court decisions on school prayer and the perceived breakdown of social mores in public schools. Private schools, moreover, reflect rather than create religious, ethnic, and economic segregation. Whereas parents' motivations for enrolling children in private schools may involve religious and ethnic distinctions, other reasons may include public schools' waning financial support, discipline problems, and large sizes, as well as such issues as the disparity between parents' and teachers' values and government regulation of public schools. Overall, most private schools share a strong social cohesion among parents, who are generally very interested in the ways in which their children are educated. More study is needed to clarify policy issues surrounding private schools. (Jw)
Occupational demand and the rise of postsecondary vocational education by W. Norton Grubb( Book )

4 editions published in 1983 in English and held by 68 WorldCat member libraries worldwide

This analysis assesses alternative explanations of the robust enrollment growth in community colleges in the 1970's, part of a larger trend of increased vocationalization of education. The conventional explanation is that community colleges offer the most appropriate training for rapidly increasing jobs requiring middle-level skills. Various other models attempting to account for the enrollment growth in two-year institutions are considered; common to several models are: the presumption of expanded job opportunities in middle-level occupations; a concern with the supply of students, who may respond primarily to economic factors such as earnings or training costs, or to other factors including the entrepreneurial efforts of administrators or the ideological appeal of vocationalism; and a lack of information on the actual benefits of vocationally oriented community colleges. The growth rates of enrollments and degrees awarded in community college vocational programs are compared with the growth rates of specific occupations, revealing that increases in middle-level jobs are insufficient to explain enrollment increases; a pluralistic approach employing a combination of explanations is thus recommended. Focal points for further examination of the problem are discussed. (Author/MJL)
A cost-based approach to the funding of educational programs : an application to special education by Jay G Chambers( Book )

4 editions published in 1981 in English and held by 67 WorldCat member libraries worldwide

The paper reviews state categorical funding programs to serve special need populations among school age children (including handicapped, educationally disadvantaged, bilingual, and vocational education students); examines the literature on costs of categorical programs; and presents an alternative framework for addressing the problem. A cost based funding approach is advocated which would provide equal access to educational resources across local districts serving similar student populations. The model also makes provisions for systematic differences in access to resources to districts serving special populations. It is explained as an approach which gives policy makers a basis to examine cost savings in trade offs among resources and programs. Applications of the resource cost model are presented along with a section on the step by step process of constructing a cost estimate in a hypothetical school district. A final section addresses equity and efficiency issues of the model. (CL)
High technology and job loss by Russell W Rumberger( Book )

5 editions published in 1984 in English and held by 67 WorldCat member libraries worldwide

Job loss through technological advancement, particularly technologies based on microelectronics, is increasing for all economic sectors in a nation already hard challenged in world and domestic markets for goods and services. But assessing technology's employment impact remains difficult not only because of its direct and indirect effects and income and price effects, but also because of the net impact issue. Whether technology destroys more jobs than it finally creates is unclear; it may simply lower employment growth. One factor is clear, however: past labor displacement has resulted from a reduced demand for specific services, from the introduction of machines, or from a substitution of foreign for domestic goods. Between 1972 and 1980, employment in 50 out of 235 occupations declined by 2 million jobs, and in 1983 Atari laid off 1,700 American workers and moved production overseas. But technology has also created jobs, especially in computer-related industries. Nonetheless, much evidence suggests that types of jobs both eliminated and created are generally low-skill and low-wage, and that new technologies threaten even more job displacement, both skilled and unskilled. One forecast estimates 20 million job losses by the year 2000. Whether economic growth can offset the trend cannot be predicted. (Ks)
Student services : rationale, costs, and utilization by Benoît Millot( Book )

4 editions published in 1981 in English and held by 66 WorldCat member libraries worldwide

Using a mathematical model and data from four case studies, an economist analyzes the types, costs, and beneficiaries of student services in higher education. Student services are defined as in-kind, consumption-oriented, extra-academic activities produced by universities primarily to serve students. The four categories of student services include basic needs services (housing, food, and health); personal counseling activities; services for student organizations and minorities; and cultural, recreational, and sports services. Universities produce student services as inputs that contribute to educational or community outputs, or because of shortages in local services markets. The author constructs models for computing unit services costs (per student and per service user), cost burdens, and transfers of net benefits to service users. The models are applied to data on the four types of services and on enrollments, degrees, staffing, funding, and other variables at two public and two private universities. Results of the analysis indicate, for each type of service, a substantial transfer of benefits from non-users to users. Discussion of projected changes leads the author to opine that student services will not be cut back soon despite downward demographic and economic trends. (Author/RW)
 
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Alternative Names

controlled identityStanford Education Policy Institute

Etats-Unis Institute for research on educational finance and governance

I.F.G.

I.F.G. (Institute for Research on Educational Finance and Governance (U.S.))

IFG

IFG (Institute for Research on Educational Finance and Governance)

IFG (Institute for Research on Educational Finance and Governance (U.S.))

National institute of education

National institute of education Etats-Unis Institute for research on educational finance and governance

National Institute of Education Institute for Research on Educational Finance and Governance

National Institute of Education (U.S.) Institute for Research on Educational Finance and Governance

National Institute of Education Washington, DC Institute for Research on Educational Finance and Governance

School of education

School of education Stanford, Calif Institute for research on educational finance and governance

Stanford University Institute for Research on Educational Finance and Governance

Stanford University School of Education Institute for Research on Educational Finance and Governance

Languages
English (96)