School Finance: Achieving High Standards with Equity and Efficiency. Third Edition.

Autor/inn/en	King, Richard A.; Swanson, Austin D.; Sweetland, Scott R.
Titel	School Finance: Achieving High Standards with Equity and Efficiency. Third Edition.
Quelle	(2003), (540 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-205-35498-X
Schlagwörter	Leitfaden; Academic Achievement; Educational Equity (Finance); Educational Finance; Educational Improvement; Elementary Secondary Education; Finance Reform; Financial Policy; Financial Support; Full State Funding; Merit Pay; Politics of Education; Premium Pay; Private Financial Support; Resources; School Based Management; School Choice; School Support; State Federal Aid; Tax Allocation; Teacher Salaries + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsfonds; Teaching improvement; Unterrichtsentwicklung; Financial reform; Finanzreform; Fiscal policy; Finanzpolitik; Finanzielle Förderung; Staatliche Förderung; Leistungszulage; Educational policy; Bildungspolitik; Lohnzulage; Private Investition; Betriebsmittel; Hilfsmittel; Choice of school; Schulwahl; Schulförderverein; Steuerentlastung; Lehrerbesoldung; Lehrervergütung
Abstract	This third edition of this book explores traditional economic and political models and contemporary issues that affect the social, political, and economic state of schools. Like the previous two editions, this edition takes a balanced approach to understanding school finance issues by using paradigms of both the economist and the political scientist. Part I begins with a discussion of the educational decision-making process in a political-economic system divided between public and private sectors. Part II examines the sources of money that society devotes to support public education. Part III focuses on the merits and structures of general and categorical aid programs at state and federal levels in the United States. Part IV examines the potential of school finance policies to achieve high standards. Part V examines how changing the incentives provided by financial rewards in state policies and by teacher compensation within districts might improve school and student performance. Part VI concludes with a discussion of some implications of the systemic-reform movement on the changing policy context. (Contains a name index and a subject index.) (WFA)
Anmerkungen	Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01