Literaturnachweis - Detailanzeige
| Autor/inn/en | Schirmer, Peter; Childress, Michael T.; Nett, Charles C. |
|---|---|
| Titel | $5.8 Billion and Change: An Exploration of Long-Term Budgetary Trends. |
| Quelle | (1996), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Finance; Educational Planning; Elementary Secondary Education; Futures (of Society); Government School Relationship; Higher Education; Long Range Planning; Public Policy; State Government; Statewide Planning; Strategic Planning; Trend Analysis; Kentucky |
| Abstract | Over the past 20 years, the share of Kentucky's general fund dollars spent on police and corrections, and health and human services, has increased. Meanwhile, the share spent on elementary and secondary education has not changed, while higher education funding has fallen. Compared to similar states, Kentucky spends less money per student at all levels of the education system, especially in higher education. Among 15 Southern states, Kentucky had the largest decrease in education funding per college student over the last 10 years. The Kentucky Long-Term Policy Research Center projected revenues and expenditures through fiscal year 2004 and found that these trends are expected to continue over the next decade. Overall, Kentucky's revenues will not grow fast enough to maintain the current level of services, if current trends continue. Also, Kentucky's rainy day fund is not well protected. Kentucky should take stronger measures to ensure that the budget reserve fund is adequately funded and protected, continue to search for new ways to cut costs and improve efficiency, ensure that the tax structure provides adequate revenues for state programs, and diligently search for opportunities to improve its investment in the future through education. (Contains two figures depicting projected spending versus revenues from 1994 through 2004, and baseline expenditure projections in six areas.) (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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