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This paper establishes the importance of examining resource-allocation behavior at microlevels of educational systems and reports on the progress being made in New York to develop and examine a set of relevant indicators. The paper presents findings that were part of a multistate effort conducted by the Consortium for Policy Research in Education (CPRE) Finance Center, which examined the allocation of educational resources at a variety of organizational levels. Specifically, the paper examines the distribution and use of professional teaching personnel within secondary schools across refined secondary subject areas (for example, advanced, regular, and remedial), with a focus on the core subject areas--English, mathematics, science, social studies, and foreign language. Data analyses were based on data collected by the New York State Education Department for the 1991-92 school year from all "regular" K-12 New York school districts. Three research-allocation indicators were developed: (1) resource-intensity levels; (2) percentage shares of teacher resources; and (3) overall pupil demand. Findings indicate that the resource-intensity level for English was flat across spending levels, but rose in the highest spending districts. A negative relationship was found to exist between the share of teacher resources devoted to English and district-spending levels. Finally, professional staffing levels in the core subject areas within the large cities were substantially lower than the state average, particularly in New York City. Eighteen tables are included. Contains 48 references. (LMI)

Descriptors: Educational Economics, Educational Equity (Finance), Educational Finance, Educational Resources, High Schools, Professional Personnel, Resource Allocation, School District Size, School District Spending, School District Wealth, Teacher Distribution, Teacher Student Ratio

Autor: Monk, David H.; Roellke, Christopher F.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9539&id=ED385926

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