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This paper reviews a descriptive model that attempts to build a relationship between funding and school effectiveness. The model describes schools in terms of their component parts. The model allows policymakers to make assumptions about how much improvement in student performance should be expected as a result of changes in funding. It also allows projections on the specific impacts of funding cuts on educational programs. The purpose of the model is not to dictate specific strategies or organizational structures to local schools. Instead, it is designed to demonstrate that a certain level of funding can be reasonably associated with a certain level of student performance. The paper explains the model, its composition, and its relationship to local control. The report explains the hypothetical school approach and discusses assumptions about the schools and why assumptions are important. The paper discusses the characteristics of schools, a school's program elements and components, and how assumptions and costs for components are calculated using the model. The paper explores how the model works with elementary schools, middle schools, and high schools. The paper then calculates the total cost for a K-12 education in Oregon. It details phased implementation of the model, the model's full implementation, and two approaches to implementation. (RJM)

Descriptors: Educational Finance, Elementary Secondary Education, Financial Policy, Financial Services, Models, Prediction, School District Spending, State School District Relationship

Autor: Conley, David T.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6952&id=ED430291

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