Relevant bibliographies by topics / Educational finance

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational finance'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Educational finance"

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Jefferson, Anne L., and W. F. Dennison. "Educational Finance and Resources." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 1 (1987): 237. http://dx.doi.org/10.2307/1495009.

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Lewin, Keith. "Educational finance in recession." Prospects 16, no. 2 (June 1986): 215–30. http://dx.doi.org/10.1007/bf02197909.

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Hough, J. R. "Educational finance and resources." Economics of Education Review 5, no. 4 (January 1986): 435. http://dx.doi.org/10.1016/0272-7757(86)90061-0.

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Berg, Anne, Samuel Edquist, Christin Mays, Johannes Westberg, and Andreas Åkerlund. "The History of Educational Finance." Nordic Journal of Educational History 2, no. 1 (April 30, 2015): 3–22. http://dx.doi.org/10.36368/njedh.v2i1.42.

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Odden, Allan, and William Clune. "Improving Educational Productivity and School Finance." Educational Researcher 24, no. 9 (December 1995): 6–22. http://dx.doi.org/10.3102/0013189x024009006.

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Hough, J. R. "Educational Finance Issues in North America." Education Economics 1, no. 1 (January 1993): 35–42. http://dx.doi.org/10.1080/09645299300000005.

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Kim, Byoungjoo. "Comparative Education and Educational Finance and Economics." Korean Comparative Education Society 28, no. 6 (December 31, 2018): 111–30. http://dx.doi.org/10.20306/kces.2018.28.6.111.

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Flanigan, Jack, Mike Richardson, and R. A. Flanigan. "Significant Trends in Educational Finance 1980–85." International Journal of Educational Reform 1, no. 3 (July 1992): 248–54. http://dx.doi.org/10.1177/105678799200100306.

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Williams, Gareth L. "Educational Finance and Resources. W. F. Dennison." Comparative Education Review 30, no. 3 (August 1986): 458–59. http://dx.doi.org/10.1086/446621.

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Kazal-Thresher, Deborah M. "Merging Educational Finance Reform and Desegregation Goals." education policy analysis archives 1 (June 6, 1993): 7. http://dx.doi.org/10.14507/epaa.v1n7.1993.

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Educational finance reforms and desegregation have both sought to address inequities in educational opportunities for minorities and low income families. The recent methods of addressing desegregation issues have tended to focus on attaining racial balance rather than educational quality, however. This paper explores how desegregation goals can be merged with educational finance reform to more systematically address educational quality in schools serving low income and minority populations. By moving toward centralized control over school financing, the inequity of school outcomes that are based on unequal school resources can be reduced. In addition, state determined expenditures when combined with desegregation monies, would meet the original intention of desegregation funds by clearly providing add-on monies for additional services for minority children, while at the same time, creating a better monitoring mechanism.
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Dissertations / Theses on the topic "Educational finance"

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Nietfeld, Carla J. "The Impact of Public Educational Investments and Education Spillovers on the Economic Growth of States: Are State Educational Investments Affecting Earnings and Employment?" UKnowledge, 2017. http://uknowledge.uky.edu/economics_etds/32.

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The first chapter provides an introduction to my investigation of the impact of state-level educational investments in public K-12 education on future labor markets, specifically earnings and employment. In Chapter 2, the current literature supporting this investigation is examined while I offer a hole in the literature that I intend to fill. Then, in Chapter 3 I present a two-period, balanced-budget theoretical model in which I relate educational investments, mobility, and future earnings. This theoretical model is then implemented in Chapter 4 using state-level data and again in Chapter 5 using individual-level data. Chapter 4 examines the impact of state-level educational investments in public education on aggregate state labor markets, specifically earnings and employment. Using data on K-12 educational spending, 8th grade cognitive test scores, and educational demographics of a state’s labor force, I observe the impact these state-level investments have on employment and earnings growth. Taking interstate migration into account, I separate the benefits from educational investment into benefits due to in-state investment and benefits due to out-of-state investment. By doing so I am able to identify whether or not educational investment spillovers exist between states. Results indicate that the earnings benefits associated with public K-12 educational spending spill over into other states, 8th grade NAEP test scores do not spill over into other states, and neither has a significant impact on other states’ employment growth. Chapter 5 examines the impact of educational investments in public education on earnings of individuals. I extend my analysis from Chapter 4 by employing micro-data (on individuals) from the American Community Survey (ACS) instead of using state-level data. Using micro-data allows me to more accurately measure the investments used in the education of an area and to incorporate where education was attained and where it was employed. Using individual-level data also allows me to narrow my focus to younger participants in the labor force, providing a stronger link between lagged educational spending and earnings. Results indicate that K-12 educational spending does spill over in the form of positive earnings benefits, which helps to support the results of Chapter 4.
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Frank, Lawrence E. McCarthy John R. Hickrod G. Alan. "New dimensions of equity and efficiency in Illinois school finance." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101111.

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Thesis (Ph. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 3, 2005. Dissertation Committee: John R. McCarthy, G. Alan Hickrod (co-chairs), Robert L. Arnold, Ramesh B. Chaudhari, David L. Franklin. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.
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Franklin, Deanna. "Teacher involvement in implementing state personal finance mandates." Thesis, Indiana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717347.

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This study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education.

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Bowles, Charity. "Assessing College Student Subjective and Objective Knowledge in an Online Financial Education Program." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285206.

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Purpose. This purpose of this correlational study using Joo’s (2008) financial wellness framework was to determine the impact of an online financial literacy workshop on student subjective knowledge, dependent on indicators of stress, behavior, and objective knowledge, when controlling for demographic differences at a large public university.

Methodology. A quantitative correlational research design was used to interpret how student indicators of financial wellness explain subjective knowledge gained as a result of participating in the financial workshop when controlling for demographic and background characteristics. The sample population for this archival study included 2,550 university undergraduate students who participated in the Financial Literacy 101 online financial education system as a pilot program from November 2012 to January 2017.

Findings. All variables were run as a single model hierarchical multiple linear regression to control for variables and closely look at the relationships of the independent variables of interest in this study—financial stress, credit card behavior, and objective knowledge—and students’ subjective financial knowledge. Analyses of the research questions revealed mixed results. There were significant individual contributions to the model for the independent variables of gender-female, Hispanic/Latino, financial stress, and objective knowledge. Credit card behavior was not a significant predictor of students’ subjective financial knowledge.

Conclusions. The Financial Literacy 101 online education program was effective in increasing student subjective knowledge. Students who had higher financial stress levels before the workshop or who scored higher on the objective knowledge quiz scores were more likely to rate their subjective knowledge gained from the financial workshop positively after controlling for all other variables; there were no significant differences in students’ subjective knowledge dependent on credit card behaviors before the workshop.

Recommendations. Redesigning the instrument to better capture measures of financial wellness and to allow institutions to design data-informed customized interventions for their specific populations will magnify the program’s impact. The possibilities for informing the financial education community with large scale research could be significant because the product is used by over 100,000 students annually.

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Brown, Glenn T. "Equity and adequacy in Missouri's school finance plan : effects of Senate bill 380 and Senate bill 676 /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924868.

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Brian, Sara Jean Sturges. "Impact of Funding Changes on Selected Education Service Centers Considerations for Programming and Staffing for Continued Effectiveness in Equlizaing Educational Opportunities." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331975/.

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The purpose of this study was three-fold: 1. To determine the amount and direction of changes in sources of funding for the Regional Education Service Centers from 1979 to 1984. 2. To determine the percent of change in programming expenditures of the Regional Education Service Centers from 1979 to 1984. 3. To rate the changes in quality of programming as perceived by the superintendents of the local school districts receiving services from 1979 to 1984. A review of the literature and a brief history of the Regional Education Service Centers of Texas were followed by tabular and narrative descriptions of the findings. Deflated data, to account for inflation, were derived by applying Bureau of Labor statistics formulas to dollar amounts supplied by the Regional Education Service Centers. Each of the five Education Service Centers included in the study experienced a decrease in total funds, due chiefly to a cut in federal and state support. Although local contributions increased in four out of five of the Regions during the five-year period, the net result to the Centers was a decrease in funding ranging from 23.2 percent to 51.8 percent. The impact on programming was severe. Of the nine major services on which data was gathered—media services, data processing, counseling/guidance, special education, migrant education, bus driver training, staff development, drug education/crime prevention, and bilingual education— two had been eliminated in all of the Regions included in the study by 19 84, and some of the Regions had discontinued services in other areas as well. Surveys for rating the services of the Education Service Centers were sent to 126 current superintendents who held the same position in 1979. The results indicated that although fewer dollars had been expended and some services had been eliminated, the quality of programming had not diminished from 1979 to 1984.
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Perez, Ligia. "Are Title V Grants and Educational Expenditures Associated with Educational Attainment of Latinas/os at Hispanic Serving Institutions?" Thesis, West Virginia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277985.

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The purpose of this study is to determine if Title V HSI grants and expenditures in instruction, academic support, and student services at 4-year Hispanic Serving Institutions (HSIs) account for observed differences in the graduation rates of Latinas/os and the percent of bachelor’s degree completions of Latina/o students, and whether HSIs are equitable in the proportion of bachelor’s degrees awarded to Latinas/os. HSIs are colleges and universities that enroll 25% or more full time equivalent (FTE) undergraduate Latina/o students. In general, the purpose of the federal Title V HSI grant is to fund programs to enhance the educational attainment of Latina/os. This study uses Tinto’s (2012) framework for institutional action advancing that colleges and universities that establish support programs designed to promote students’ success eventually see those programs translate into improved institutional graduation outcomes. A nationally representative sample of 75 four-year accredited, bachelor’s degree granting institutions of higher education with at least 25% undergraduate Latina/o students by 2012 fall was selected from the Integrated Postsecondary Data System (IPEDS) for this study. Consistent with prior research, statistical analyses revealed that expenditures in academic support and student services are significantly associated with graduation rates of Latina/os, however, the expenditures in instruction was not a significant predictor of graduation rates of Latina/os. The role of Title V HSI grants was significant when the variable that accounted for the percentage of undergraduate Latinas/os was removed from the analysis. Title V grantees experienced a greater number of bachelor’s degrees completions conferred on Latinas/os when compared to other HSIs in the sample. On average, HSIs were equitable in conferring bachelor’s degrees on Latina/os. Future research should investigate expenditures in instructional activities that are directly associated with student learning at HSIs, and the type of Title V grant-funded activities that are greater predictors of Latina/o student success.

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Kinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.

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An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.

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Trautenberg, David Herbert. "Braking and entering| A new CFO's transition into K-12 urban school district." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125796.

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In this autoethnography, I examine the challenges I faced as a private-to-public-sector novice CFO entering a resource-constrained 41-thousand-student K-12 urban school district in Colorado. This study chronicles how I deliberately slowed down my interactions within a complex adaptive system (CAS) through ethnographic interviewing to identify the relationships, processes, and tools; and create the conditions necessary to align and optimize resources at the district level to improve student outcomes. There is scant research on how a new K-12 education CFO transitions from a traditional budget-manager approach toward one that promotes inquiry and cost-effectiveness.

Unlike CFOs in the private sector, oftentimes I was estranged from strategic and capital-allocation decisions, particularly around instruction. I lacked the time, skilled staff, and resources to perform fundamental cost-benefit analyses.

I had come to work in a school system after obtaining an MBA from the Stanford Graduate School of Business and working in Wall Street for 20 years. Having no experience working in the public sector more generally or education more specifically, I came with a particular mindset and approach not altogether suited for this environment. Consequently, my transition to this new milieu was quite chaotic. I intentionally embraced entry planning as a way to make sense of a CAS that oftentimes defied comprehensive analysis.

I learned, slowly, that successful entry required intellectual rigor and emotional sensitivity. I repeatedly found that interventions based on adaptive change that fundamentally shifts how works gets done increased employees’ anxiety. I assumed the roles of researcher, learner, and knower in evolving an induction approach that recognized entry never stopped because the CAS never rested.

I explore entry through three case studies. The first of these pertains to my participation in Teachers’ Master Agreement Negotiations; the second centers on my engagement with Nutrition Services, a low-status but high-value allocator of resources; and the third analyzes how I merged the roles of CFO and educator to increase my district’s understanding of municipal-bond finance in preparation for a general-obligation bond offering.

Keywords: CFO entry; entry planning; complex adaptive systems; teachers’ negotiations; nutrition services; school finance

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Canning, Rayner. "Review of social impact bonds in the South African educational sector." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27439.

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Given the poor ongoing economic outlook, particularly for emerging market countries such as South Africa, new innovative, low-risk opportunities for improved service delivery and societal outcomes are particularly attractive. This is critically true for Early Childhood Development interventions given their ability to positively impact the school-readiness of learners and thus improve education outcomes. This exploratory investigation examined relevant Social Impact Bonds from other markets and concluded that their implementation is likely to find traction within an emerging market context such as South Africa. The findings suggest that short to medium term (less than 5 years) SIB contractual periods are preferred with investor capital fully risk exposed.
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Books on the topic "Educational finance"

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Kaebarwŏn, Han'guk Kyoyuk, ed. Efficient management of educational finance. Seoul: KEDI, 2008.

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Monk, David H. Educational finance: An economic approach. New York: McGraw-Hill, 1990.

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Green, Harry A. Education finance reform. Nashville, Tenn. (Ste. 508, 226 Capitol Blvd., Nashville 37243): Tennessee Advisory Commission on Intergovernmental Relations, 1997.

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Cutt, James. Support systems for learning: Finance. Victoria: British Columbia Royal Commission on Education, 1988.

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Connecticut. General Assembly. Legislative Program Review and Investigations Committee. Connecticut's public school finance system. Hartford, CT: The Committee, 2002.

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Semenova, Nadezhda, Svetlana Artem'eva, Svetlana Busalova, Ol'ga Derina, Ol'ga Eremina, Svetlana Makeykina, Galina Morozova, Yuliya Filichkina, and Nadezhda Yashina. Finance. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1456979.

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The textbook reveals the theoretical and practical aspects of the organization of finance as a socio-economic category. It examines the essence and functions of finance, their role in the reproduction process, the structure of the financial system of the state, the content of state and municipal finance, financial management bodies, the essence of the budget and state extra-budgetary funds, the organization of the budget process. The priorities and main directions of the state's financial policy, forms and methods of state financial control, trends in the development of public credit and public debt are identified. Special attention is paid to the organization of the finances of economic entities, the role of taxes and taxation in the financial system of the state, the structure of the financial market, the functioning of international finance. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's, master's and specialty programs, graduate students and teachers of economic and managerial areas of training, students of courses and faculties of advanced training, employees of financial authorities and persons studying finance independently.
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International Meeting on Educational Finance (1995 Alma-Ata, Kazakhstan). Educational finance in Central Asia and Mongolia: International Meeting on Educational Finance, Almaty, Kazakhstan, September 1995. Paris: UNESCO, 1996.

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Maryland, Commission on Education Finance Equity and Excellence. Commission on Education Finance, Equity, and Excellence. Annapolis, Md. (90 State Circle, Annapolis 21401): Library and Information Services, Office of Policy Analysis, Dept. of Legislative Services, 2002.

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Cárdenas, José A. Texas school finance reform: An IDRA perspective. San Antonio, Tex: Intercultural Development Research Association, 1997.

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Lawton, Stephen B. Equity and accountability in Ontario school finance. [Toronto: Ontario Institute for Studies in Education, 1992.

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Book chapters on the topic "Educational finance"

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Fischel, William A. "Educational Finance." In The New Palgrave Dictionary of Economics, 3496–500. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2684.

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Fischel, William A. "Educational Finance." In The New Palgrave Dictionary of Economics, 1–5. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_2684-1.

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Backer, David I., and Dan Cohen. "“Innovative” Educational Finance." In Handbook of Critical Approaches to Politics and Policy of Education, 91–102. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003145356-11.

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Saltman, Kenneth J. "Educational Finance, Innovation, and Social Production." In Encyclopedia of Educational Innovation, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_116-1.

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Karkkainen, Tatja, Georgios A. Panos, Daniel Broby, and Andrea Bracciali. "On the Educational Curriculum in Finance and Technology." In Internet Science, 7–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77547-0_1.

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Poole, Wendy, Vicheth Sen, and Gerald Fallon. "Moving Toward Public Education and Educational Leadership for the Common Good." In Neoliberalism and Public Education Finance Policy in Canada, 135–43. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429343186-7.

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Alexander, Nicola A., and Karen Seashore Louis. "Minnesota, USA: Minnesota: Finance and Policy in a High Performing U.S. State." In Educational Authorities and the Schools, 269–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_15.

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Alfonso, Mariana. "Private Resources in Educational Finance and Equality Implications: Evidence from Peru." In Education and Social Inequality in the Global Culture, 103–21. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6927-7_7.

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Okrepilov, Vladimir V., and Alexey D. Shmatko. "Digitalization of Modern Educational Processes and Improvement of Inclusive Programs." In Challenges and Solutions in the Digital Economy and Finance, 473–81. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-14410-3_50.

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Minty, Sarah. "Ability to learn, or ability to pay? How family and finance influence young people’s higher education decisions in Scotland." In Educational Research for Social Justice, 117–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62572-6_6.

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Conference papers on the topic "Educational finance"

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Zhang, Yuan, Yi Wu, Murong Zheng, Xinyi Lin, and Yutong Zhang. "he Innovative Education of “Smart Finance” under the Promotion of Educational Informationization." In 2019 6th International Conference on Behavioral, Economic and Socio-Cultural Computing (BESC). IEEE, 2019. http://dx.doi.org/10.1109/besc48373.2019.8963551.

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Bekareva, Svetlana, Ekaterina Meltenisova, Natalia Kravchenko, and Zu Xueqing. "INTERNATIONAL EDUCATIONAL PROJECT IN FINANCE: SCIENTIFIC RESEARCH ORGANIZATION EXPERIENCE." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0164.

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"Ideological and political teaching in major of finance based on the "flipped classroom"." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000583.

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Xu Dandan and Pu Siwei. "Analyses of Chinese rural finance coordinated development." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5608427.

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D. Ravindran, Dr Sudharani, and Mrs Kalpana M. "Students’ Expectation, Perception and Satisfaction towards the Management Educational Institutions." In Annual International Conferences on Accounting and Finance. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1997_af109.

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Sheng, ChaoQun. "An allocation model of educational finance based on Big Data." In 2016 2nd Workshop on Advanced Research and Technology in Industry Applications (WARTIA-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/wartia-16.2016.73.

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Garbuz, Irina. "MANAGEMENT TIERED EDUCATIONAL SYSTEM OF RUSSIAN UNIVERSITIES ACCOUNTING THE INTEGRATION INTO THE INTERNATIONAL EDUCATIONAL SPACE." In SGEM 2014 Scientific SubConference on POLITICAL SCIENCES, LAW, FINANCE, ECONOMICS AND TOURISM. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b24/s7.058.

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Vychuzhanina, Anna. "INFORMATION TECHNOLOGY IN EDUCATIONAL ECOTOURISM REALIZATION." In SGEM 2014 Scientific SubConference on POLITICAL SCIENCES, LAW, FINANCE, ECONOMICS AND TOURISM. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b24/s7.046.

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Jones, David A., and Maiga Chang. "Educational Massively Multiplayer Online Role Playing Game for Teaching Youth Finance." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.71.

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Almarashdi, Osama. "THE PROBLEMS FACING FINANCE IN THE ARAB COMMUNITY : ONLINE EDUCATION." In II International Conference on Academic integrity in public administration and educational institutions. Scientific Center of Innovative Researches OÜ, 2021. http://dx.doi.org/10.36690/apaei-2021-19.

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Reports on the topic "Educational finance"

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Levine, Ross, and Yona Rubinstein. Liberty for More: Finance and Educational Opportunities. Cambridge, MA: National Bureau of Economic Research, August 2013. http://dx.doi.org/10.3386/w19380.

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Jackson, C. Kirabo, Rucker Johnson, and Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20847.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.
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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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Ertur, Omer. Public education finance: urban rural tax burden distribution. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.82.

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Cooper, Russell, and Guozhong Zhu. Household Finance: Education, Permanent Income and Portfolio Choice. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19455.

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Healey, Frank, Luis Crouch, and R. Hannah. Education finance in Egypt: Problems and a possible solution. Research Triangle Park, NC: RTI Press, January 2014. http://dx.doi.org/10.3768/rtipress.2014.op.0017.1401.

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Healey, Henry, Rafik Hanna, and Hany Attalla. Decentralization and Decentralized Education Finance in Egypt (2007–2013). RTI Press, January 2016. http://dx.doi.org/10.3768/rtipress.2015.op.0025.1601.

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Healey, Henry, Rafik Hanna, and Hany Attalla. Decentralization and Decentralized Education Finance in Egypt (2007–2013). RTI Press, January 2016. http://dx.doi.org/10.3768/rtipress.2016.op.0025.1601.

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Fernandez, Raquel, and Richard Rogerson. Equity and Resources: An Analysis of Education Finance Systems. Cambridge, MA: National Bureau of Economic Research, May 1999. http://dx.doi.org/10.3386/w7111.

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