Suchergebnisse

In line with social capital theory, citizen involvement in local education policy making should affect education performance. Specifically, because voting turnout and candidate competition in school district elections are accountability mechanisms and reflections of a district's social capital, these characteristics of school board elections should affect how schools perform. Using official Missouri election records and school district data, this article examines the effect of district social capital (i.e., voting turnout and candidate competition), demographics, and school resources on school performance (i.e., standardized test scores and graduation rates). Mixed support is found for social capital theory, with voting turnout significantly affecting standardized test scores, though not graduation rates, and candidate competition influencing graduation rates, though in an unexpected direction. This study expands our understanding of the factors affecting school performance and informs the discussion of education reform.En línea con la teoría del capital social, la participación de los ciudadanos en la hechura de las políticas de educación local debería afectar el rendimiento escolar. Específicamente, porque la participación en la votación y el grado de competencia entre candidatos en las elecciones en los distritos escolares son mecanismos de rendición de cuentas y un reflejo del capital social del distrito, estas características de las elecciones del consejo escolar deberían afectar el desempeño de las escuelas. Utilizando registros oficiales de las elecciones en Missouri e información de los distritos escolares, este artículo examina el efecto del capital social del distrito (i.e., participación en la votación y el grado de competencia entre candidatos), la demografía, y los recursos escolares en el rendimiento escolar (i.e., los resultados estandarizados de las pruebas y las tasas de graduación). Se encuentra un apoyo mixto para la teoría del capital social donde la participación en la votación afecta considerablemente los resultados estandarizados de las pruebas, aunque no a las tasas de graduación, y en una dirección inesperada, el grado de competencia entre candidatos influye a las tasas de graduación. Este articulo amplia nuestro entendimiento de los factores que afectan el rendimiento escolar y fortalece la discusión sobre la reforma educativa.

Syed Ali on the effects of school choice.

Suggestions for improving the school choice model proposed by Kenneth Godwin et al (1998) include increasing the time frame of the 5-year experiment, & extending the autonomy proposed for private providers to the public sector. It is maintained that the charter school experience indicates parents want publicly sponsored schools that offer varied choices; however, the proposed 33% minority enrollment is seen as unrealistic in certain geographic areas. A suggested alternative is for schools to fill up to 15% of new places with low-income students if that many apply. The benefits of replacing the no-tuition proposal with a capped means-tested tuition are discussed, along with the possibility of reducing the 50% voucher for the very rich. The mean of equality of opportunity & the importance of test scores are examined, along with the assumption that class or racial segregation hurts achievement, the issue of the common good, & the relation between choice & fostering of community. J. Lindroth

Read before the Institute of public administration [Copenhagen, Denmark], Sept., 1926.

As public schools become desegregated, do local districts increase or decrease their financial outlays for public education? Using previously unavailable data from a 1980 census-mapping project, analysis of 345 school districts in 5 southern states indicates a pattern of general stability in public finance during the 1970s. Contrary to much conventional wisdom, changes in school district finance are found to be largely independent of trends in school desegregation. 2 Tables, 20 References. HA

The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can support school programs. Therefore, the school committee needs to have good communication in its internal scope to support school programs. The purpose of this study was to analyze the school committee communication patterns in actualizing school programs in public high schools. This study used the descriptive qualitative method. The results showed that the star communication pattern was the most widely used by the school committee in discussing school programs that would be supported by the school committee. The form of communication that is carried out is mostly using WhatsApp media to interact. Communication barriers in realizing school programs are limited funds, still lack care for parents, and parents' mindsets. It can be concluded that all communication patterns can be used by the school committee depending on the situation and conditions. This study recommends the same research on the communication patterns of school committees other than in public schools.

Fiscal aspects of school desegregation of the 1970s.