Education: Is America Spending Too Much?

Autor/in	Hood, John
Institution	Cato Inst., Washington, DC.
Titel	Education: Is America Spending Too Much?
Quelle	(1990), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Cost Effectiveness; Educational Change; Educational Equity (Finance); Educational Finance; Educational Research; Elementary Secondary Education; Federal Aid; School Choice; School District Autonomy; School District Size; School Restructuring; Teacher Salaries + Suchen Sie Ihr Suchwort? Schulleistung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Bildungsreform; Bildungsfonds; Bildungsforschung; Pädagogische Forschung; Choice of school; Schulwahl; School district; School districts; Autonomy; School autonomy; Schulautonomie; Size; Schuleinzugsbereich; Schulreformplan; Schulumwandlung; Lehrerbesoldung; Lehrervergütung
Abstract	Federal spending on education has risen steadily over the past three decades to unprecedented levels. However, research indicates that "money neutral" solutions, such as local control and parent choice, are the real keys to educational reform. Educational spending, after correction for inflation, has increased each year since the 1929/30 school year. The United States also spends more on education as a percentage of its gross national product (6.8 percent in 1986) than do most of the countries whose students outperform American students on standardized tests. Yet, of 65 studies on the relationship between expenditures and pupils, only 20 percent found any evidence of the positive impact of spending on learning, 75 percent found no impact, and about 5 percent found a negative impact. Furthermore, 78 percent of studies on reforms based on increased teacher salaries found no impact on student performance; and studies on equalizing government spending in school districts throughout a given state or merging neighboring districts into "megadistricts" indicate that larger district size, not pupil expenditures, is associated with lower standardized test scores. The success of experiments in decentraliization, in local control of schools, and in parent choice indicate the value of structural reforms. Statistical data are included on two tables. Forty-three footnotes are included. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC