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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Organization
Financial IssuesJournal ArticlesEJ598986 EA536626The Fiscal Effects of State Mandated Class Size Requirements in Oklahoma. Author: Deering, Pamela Dale; Maiden, Jeffrey Availability: Journal Citation: Journal of Education Finance, v25 n2 p195-210 Fall 1999 Publication Date: 1999 ISSN: 0098-9495 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2000 Abstract: A recent study found no evidence of inadequate state-aid general funding for Oklahoma's mandated elementary class size requirements as they became more restrictive during implementation phases. Over the years, state aid increased on a per-simulated-class basis for grades K-6. State-aid distribution equity also increased. (MLH) Descriptors: Change Strategies; *Class Size; Educational Change; *Educational Equity (Finance); Elementary Education; Program Implementation; Regression (Statistics); *Small Classes; *State Aid; *State Legislation Identifiers: Educational Adequacy; Funding Formulas; *Oklahoma EJ592472 TM522016 Estimating the Cost of National Class Size Reductions under Different Policy Alternatives. Author: Brewer, Dominic J.; Krop, Cathy; Gill, Brian P.; Reichardt, Robert Availability: Journal Citation: Educational Evaluation and Policy Analysis, v21 n2 p179-92 Sum 1999 Publication Date: 1999 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2000 Abstract: Estimates the operational costs of nationwide class-size-reduction programs under various policy alternatives, including the specified class size, flexibility in implementation, and whether the policy is targeted toward at-risk students. Depending on the options, estimated costs range from about $2 billion per year to over $11 billion per year. (SLD) Descriptors: *Class Size; *Cost Effectiveness; Costs; Educational Finance; *Educational Policy; Elementary Secondary Education; High Risk Students; National Programs; *Small Classes; *Teacher Student Ratio Descriptive Terms: Special issue titled "Class Size: Issues and New Findings." EJ573493 EA535073 Recurrent Teacher Cost per Student by Key Learning Area: Upper Secondary Schools, Victoria, Australia. Author: Shah, Chandra Availability: Journal Citation: Education Economics, v6 n2 p121-39 Aug 1998 Publication Date: 1998 ISSN: 0964-5292 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN1999 Abstract: Explains a model to analyze direct teaching cost per student at the class level in the final two years of secondary schooling in Victoria, Australia. The model provides predictions for class size and unit cost for each learning area for various enrollment levels. Cost predictions for foreign-language classes were twice that of English classes. Mathematics classes had the lowest cost. (12 references) (MLH) Descriptors: *Class Size; *Expenditure per Student; Foreign Countries; Grade 11; Grade 12; High Schools; Instruction; Mathematical Models; *Salary Wage Differentials; *Teacher Salaries Identifiers: *Australia (Victoria) EJ558889 SO529587 How Money Matters: The Effect of School District Spending on Academic Achievement. Author: Wenglinsky, Harold Availability: Journal Citation: Sociology of Education v70 n3 p221-37 Jul 1997 Publication Date: 1997-00-00 ISSN: ISSN-0038-0407 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJJUL1998 Abstract: Applies LISREL 8 to data from the 1992 National Assessment of Educational Progress (mathematics, eighth grade) and the Common Core of Data of U.S. school districts. Proposes a positive relationship between per-pupil expenditures and achievement due to reduced class size. (MJP) Descriptors: *Academic Achievement; *Class Size; *Educational Equity (Finance); Educational Finance; Elementary Secondary Education; *Expenditure per Student; Instructional Student Costs; *School District Spending; School Districts; School Effectiveness; State School District Relationship Identifiers: National Assessment of Educational Progress EJ514705 EA531296 Moving beyond Spending Fetishes. Author: Hanushek, Eric A. Availability: Journal Citation: Educational Leadership v53 n3 p60-64 Nov 1995 Publication Date: 1995-00-00 ISSN: ISSN-0013-1784 Language: English Document Type: Reports (142); Journal Articles (080) Journal Announcement: CIJAPR1996 Abstract: Enormous funding increases for U.S. public schools have not yielded improvements in student performance. Econometric research shows that neither smaller classes nor graduate teacher training affects performance. Since schools use resources inefficiently, incentives should be linked to performance. Magnet and charter schools and private school vouchers would help align rewards with performance. (10 references) (MLH) Descriptors: *Academic Achievement; *Class Size; Competition; *Cost Effectiveness; *Econometrics; *Educational Finance; Educational Vouchers; Elementary Secondary Education; *Incentives; Public Policy; Rewards Identifiers: *Return on Investment EJ514677 EA531257 Does Class Size Matter? Author: Akerhielm, Karen Availability: Journal Citation: Economics of Education Review v14 n3 p229-41 Sep 1995 Publication Date: 1995-00-00 ISSN: ISSN-0272-7757 Language: English Document Type: Reports (143); Statistical Data (110); Journal Articles (080) Journal Announcement: CIJAPR1996 Abstract: Analyzes pupil-specific public school data from the 1988 National Education Longitudinal Study. Applies instrumental-variable econometric methods to account for nonrandom allocation of students to different class sizes and the endogenous class-size variable. Improved data and statistical techniques indicate returns to investing in smaller classes for certain students. (MLH) Descriptors: *Class Size; *Econometrics; Elementary Secondary Education; *Small Classes; *Statistical Analysis; *Student Placement Identifiers: *National Education Longitudinal Study 1988; *Return on Investment DocumentsED448496 EA030709The Costs and Benefits of Smaller Classes in Wisconsin: A Further Evaluation of the SAGE Program. Author: Hruz, Thomas Institutional Author: Wisconsin Policy Research Inst., Milwaukee.(BBB27206) Availability: Wisconsin Policy Research Institute, P.O. Box 487, Thiensville, WI 53092. Tel: 262-241-0514. For full text: http://www.wpri.org. Journal Citation: Wisconsin Policy Research Institute Report, v13 n6 Sep 1999. Publication Date: September 2000 Language: English Pages: 50 Document Type: Collected works--Serials (022); Reports--Evaluative (142) Journal Announcement: RIEJUN2001 Abstract: Wisconsin's Student Achievement Guarantee in Education (SAGE) program demonstrates that small class sizes have unclear achievement benefits and that improvements remain isolated in small populations. SAGE grants $2,000 per low income student to elementary schools agreeing to class sizes of 15 students, extended hours, a rigorous curriculum, and professional development programs. SAGE is likely to expand, despite evidence of ineffectiveness, in part because of immense political support. SAGE supporters claim reducing class size will increase teacher focus and student participation, reduce classroom problems, improve morale, and spur innovative practices. These claims are advanced despite counter evidence of weaknesses in internal review processes and issues with evaluation by outside reviewers. Research reveals limitations in SAGE effectiveness, including a minimal impact on achievement in second and third grade, particularly among African Americans, no measurable impact among non-African American students, and meager average gains. Funding increases required by current plans to expand SAGE are unwarranted given likely marginal achievement gains. (Contains 90 citations.) (TEJ) Descriptors: *Academic Achievement; Achievement Gains; *Class Size; *Educational Finance; Educational Policy; Effective Schools Research; Elementary Education; *Public Policy; *School Support; *Small Classes; Teacher Student Ratio Identifiers: Wisconsin Department of Public Instruction Geographic Source: U.S.; Wisconsin |