Funding Sources For K 12 Education 2005
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| Author | : Grants Program |
| Publisher | : Greenwood |
| Total Pages | : 492 |
| Release | : 2005-06-30 |
| Genre | : Education |
| ISBN | : 9781573566155 |
Grants are supposed to enable work, not create more of it. You need a guide, a map, and the right tools for the job. Helping you get from the earliest brainstorming sessions to fully funded projects, this essential directory offers countless tips and resources. Approximately 1,600 funding opportunities from more than 1,100 sponsors—including U.S. and foreign foundations, corporations, government agencies, and other organizations—are listed here for elementary schools, school districts, educators, and K-12 educational organizations seeking grant sources. Users will find grants for curriculum and teacher development, equipment acquisition, building construction/renovation, cultural education programs, and 30 other program types.
| Author | : National Academies of Sciences, Engineering, and Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 315 |
| Release | : 2018-07-17 |
| Genre | : Education |
| ISBN | : 0309470439 |
High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€"a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation.
| Author | : Daphne A. Kenyon |
| Publisher | : Lincoln Inst of Land Policy |
| Total Pages | : 63 |
| Release | : 2007 |
| Genre | : Business & Economics |
| ISBN | : 9781558441682 |
States experiencing taxpayer revolts among homeowners are tempted to reduce reliance on the property tax to fund schools. But a more targeted approach can provide property tax relief and improve state funding for public education. This policy focus report includes a comprehensive review of recent research on both property tax and school funding, and summarizes case studies of seven states-- California, Massachusetts, Michigan, New Hampshire, New Jersey, Ohio and Texas. The majority of these states are heavily reliant on property tax revenues to fund schools. While there is no one-size-fits-all solution, the report recommends addressing property taxes and school funding separately.
| Author | : Joel Cohen |
| Publisher | : |
| Total Pages | : 52 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : |
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 240 |
| Release | : 2011-06-20 |
| Genre | : Education |
| ISBN | : 0309216737 |
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
| Author | : Oryx Press |
| Publisher | : Greenwood |
| Total Pages | : 0 |
| Release | : 2005-06-30 |
| Genre | : Business & Economics |
| ISBN | : 1573566152 |
Grants are supposed to enable work, not create more of it. You need a guide, a map, and the right tools for the job. Helping you get from the earliest brainstorming sessions to fully funded projects, this essential directory offers countless tips and resources. Approximately 1,600 funding opportunities from more than 1,100 sponsors—including U.S. and foreign foundations, corporations, government agencies, and other organizations—are listed here for elementary schools, school districts, educators, and K-12 educational organizations seeking grant sources. Users will find grants for curriculum and teacher development, equipment acquisition, building construction/renovation, cultural education programs, and 30 other program types.
| Author | : Marsha Gronseth |
| Publisher | : |
| Total Pages | : 88 |
| Release | : 1986 |
| Genre | : Education |
| ISBN | : |
| Author | : Organization for Economic Cooperation and Development |
| Publisher | : Organization for Economic Co-Operation & Development |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Education |
| ISBN | : 9789264276130 |
This report on the funding of school education constitutes the first in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. School systems have limited financial resources with which to pursue their objectives and the design of school funding policies plays a key role in ensuring that resources are directed to where they can make the most difference. As OECD school systems have become more complex and characterised by multi-level governance, a growing set of actors are increasingly involved in financial decision-making. This requires designing funding allocation models that are aligned to a school system's governance structures, linking budget planning procedures at different levels to shared educational goals and evaluating the use of school funding to hold decision makers accountable and ensure that resources are used effectively and equitably. This report was co-funded by the European Commission. .
| Author | : Ryan S. Olson |
| Publisher | : |
| Total Pages | : 196 |
| Release | : 2007 |
| Genre | : Education |
| ISBN | : |
The system that finances Michigan's schools from kindergarten through 12th grade is a perennial topic of conversation among policymakers, parents, taxpayers and voters. A constructive discussion of this issue, however, requires a sound knowledge of the financial workings of Michigan's elementary and secondary school system. This knowledge is precisely what the authors have attempted to provide. While the Mackinac Center for Public Policy has developed numerous policy recommendations over the years, this primer is exclusively informational. This primer addresses the following: (1) how revenues are raised for Michigan's elementary and secondary public school system; (2) how money is distributed to education programs and school districts once it is collected by various taxing authorities; and (3) how districts budget monies to be spent on the various activities involved in operating schools and other educational programming. This book is arranged in four sections. The first--and the shortest--is "A Brief Overview of the Structure of Michigan's Public School System," which defines a few basic terms and sketches the main local, state and federal agencies involved in financing Michigan's public school system. This overview should help readers unfamiliar with Michigan's public school structure navigate the remainder of the book. The second, third and fourth sections are considerably longer than the first and cover the three areas: tax revenues, distribution of revenues and financial management of those revenues by school districts. Appended are: (1) U.S. Department of Education Spending in Michigan; (2) Summary of "Durant" Court Decisions; and (3) Guide to a New School Finance Electronic Module. An index is included. (Contains 29 graphs, 238 footnotes, and 410 endnotes, footnotes.) [This paper was written with the assistance of Glenda Rader, Darcy Marusich, Alison Taylor, Steve Zakem, John Schwartz, Thomas Moline, Charles Pisoni, Gary Start, Paul Soma, Tim Yeadon, Mary Ann Cleary, Douglas Newcombe, Vicki Duso, Clark Volz, Howard Heideman, Paul Brown, Phil Boone, Patrick Dillon, Jayne Klein, and Dianne Easterling.].
| Author | : Bryan C. Hassel |
| Publisher | : Brookings Institution Press |
| Total Pages | : 214 |
| Release | : 2011-05-01 |
| Genre | : Education |
| ISBN | : 9780815719939 |
Charter schools have become a national phenomenon, garnering praise from both Democrats and Republicans. Because they appear to sidestep both political stalemate and the practical difficulty of implementing widespread change--the traditional barriers to improvement in American public education--charter schools hold great promise as an educational reform. Now, with charter laws on the books in more than thirty states, Bryan Hassel investigates whether charter schools have been able to avoid the pitfalls that have tripped up so many other "revolutionary" school reforms. After a broad overview of how charter laws have been adopted nationwide, this book focuses in depth on charter schools in Colorado, Georgia, Massachusetts, and Michigan. Hassel reviews the four states' implementation of charter laws and whether their programs are providing sufficient autonomy, resources, and potential to influence the broader education system--all essential components for charter schools' success. He concludes that if states want to give charter schools a full test, they should empower nonlocal entities to approve charter schools, establish the schools as distinct local entities, allow full per-pupil funding to go with students to the charter schools, and impose minimal constraints on the source and number of charter schools. The schools themselves will need to improve their infrastructure, and charter-granting agencies will have to rebuild the systems for monitoring schools' academic results and compliance with regulations. These policies are vital if charter schools are to realize their potential as a significant educational reform.
