Quality, Equity, Efficiency, Evaluation, and Local Flexibility: The Political and Educational Dilemmas of Iowa's Foundation Plan.

Autor/in	Jess, James D.
Titel	Quality, Equity, Efficiency, Evaluation, and Local Flexibility: The Political and Educational Dilemmas of Iowa's Foundation Plan.
Quelle	(1977), (229 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Average Daily Attendance; Community Satisfaction; Community Support; Comparative Analysis; Cost Effectiveness; Decentralization; Doctoral Dissertations; Educational Finance; Educational Quality; Equal Education; Evaluation Methods; Program Evaluation; Rural Schools; School District Autonomy; School District Reorganization; School Holding Power; School Size; Small Schools; Student Participation; Tax Allocation + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Decentralisation; Dezentralisierung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Bildungsfonds; Quality of education; Bildungsqualität; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; School districts; Autonomy; School autonomy; Schulautonomie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Steuerentlastung
Abstract	The 1971 Iowa School Foundation Plan for Financing Education was created to achieve goals of quality education, equity in financing education, efficiency, evaluation of local districts and the state system, and local flexibility. To analyze Iowa's success in meeting those goals, information gathered from 18 rural school districts and data from the State Department of Public Instruction was used. Student, teacher, and parent satisfaction was measured through questionnaires, with districts divided into those with less than 750 students, 1,000-1,999 students, and two countywide units. Quality was assessed by student retention, student participation, graduate productivity, citizen satisfaction, and parent willingness to finance schools; smaller districts led the field. In equity, Iowa is fourth in the nation in expenditure equity, and tax equity is progressing. Efficiency (what is received for dollars spent) proved greater in smaller districts (higher per pupil costs); they had better retention, daily attendance, school pride, and parental satisfaction. Evaluation and local flexibility have not been improved. Findings support decentralization of larger units rather than the proposed consolidation of smaller units, and suggest more political and educational attention and credit to Iowa's smaller rural districts for offering quality educational opportunities. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC