Revenue Generation and Resource Allocation and Deployment Practices in Smaller Learning Communities: Lessons Learned from Three High Schools

Autor/inn/en	Springer, Matthew G.; Houck, Eric A.; Ceperley, Patricia E.; Hange, Jane
Titel	Revenue Generation and Resource Allocation and Deployment Practices in Smaller Learning Communities: Lessons Learned from Three High Schools
Quelle	In: Journal of Education Finance, 32 (2007) 4, S.443-469 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	High Schools; Public Schools; Small Schools; House Plan; Resource Allocation; Income; Educational Finance; Educational Change; Financial Support; Professional Development; Curriculum Development; Expenditures; Research; Public Relations; Tennessee + Suchen Sie Ihr Suchwort? High school; Oberschule; Public school; Öffentliche Schule; School; Schools; Schule; Ressourcenallokation; Einkommen; Bildungsfonds; Bildungsreform; Finanzielle Förderung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausgaben; Forschung; Public relation work; Öffentlichkeitsarbeit
Abstract	The primary objective of this study was to examine revenue generation and resource allocation and deployment practices associated with the implementation of three smaller learning communities (SLC) project high schools in a single school district. The study used a variation of Levin and McEwan's (2001) ingredients approach. District- and school-level data were obtained from two principal sources: the Hamilton County Department of Education and the Public Education Foundation of Chattanooga. Findings suggest that SLC reform success in the district studied depends on involvement of a broad-based set of constituents in reform; use of a cooperative agreement mechanism between school, district, and community partners; innovative use of existing revenues and resources; data-driven analysis for planning, implementing, and evaluating comprehensive and continuous SLC reform improvement; school- and district-level pursuit of extramural funding; and formal mechanisms for keeping community partners involved in and informed of school activities. (Contains 5 tables and 8 footnotes.) (Author).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10