By the Numbers. A New System Makes Every Student Count

Autor/in	Archer, Jeff
Titel	By the Numbers. A New System Makes Every Student Count
Quelle	In: Teacher Magazine, 16 (2006) 5, S.22 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6193
Schlagwörter	Case Studies; Educational Finance; Budgeting; Funding Formulas; Transformational Leadership; Program Effectiveness; Educational Improvement + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsfonds; Funding; Finanzierung; Teaching improvement; Unterrichtsentwicklung
Abstract	When Mark Smith was principal of Houston's Anderson Elementary School in the early 1990s, he often ran up against a maddening mathematics problem. At the time, the Houston Independent School District doled out money to schools for nonteaching staff members--like assistant principals, clerks, and librarians--based on a set of enrollment formulas that topped out around 1,200 children. With 1,570 students, Anderson got no additional funding for such positions than did much smaller schools. His gripe partly explains why some districts, including the 210,000-student Houston schools, have adopted a "student-based" funding system. Instead of assigning staff positions based on broad enrollment ranges, a student-based system gives money to schools based on the actual number and kinds of students at each site. For a big school like Anderson Elementary, that means added funds for each additional student--and more flexibility in how to spend the money. (ERIC).
Anmerkungen	Editorial Projects in Education, Inc. Suite 100, 6935 Arlington Road, Bethesda, MD 20814-5233; Tel: 800-346-1834; Tel: 800-728-2790 (Toll Free); Fax: 301-280-3200; e-mail: webeditors@epe.org; Web site: http://www.edweek.org/tm/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10