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¶ … School
Surveys by the National Association of Independent Schools last year indicated that the issue relating to money management in the schools was among the most pressing issues and challenges facing school leadership. The questions were related to re-thinking financing the schools for proving quality and cost effective education to students efficiently. Last fall, National Business Officers Association held a meeting of school heads, trustees, business managers, and advancement professionals to begin to explore the possibilities of re-engineering the ways schools approach financing. Preliminary thinking from that symposium led to the offering that until schools can manage their own funds the quality of education is unlikely to improve.
Schools in the 21st century require, among other things, thoughtful leadership in the domain of financing. Such leadership will engage schools in serious financial modeling, projecting forward five years to produce differing financial scenarios in an attempt to develop the preferred educational model for the future.
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Districts raise money and determine how it is spent on schools, and states and the federal government distribute money to districts. Schools receive resources - teachers, books, transportation - but they rarely receive money. This district emphasis needs to change to a school orientation if effective education needs are to be implemented. School effectiveness research clearly identifies the school as the key organizational unit. Therefore, decision-making authority over the school budget is a key prerequisite to effective restructuring. Under this approach, the state would allocate most dollars in a lump sum directly to schools. An even more radical approach would be for states over time to fund schools directly.
Allan Odden and William Clune (1995) point that, "the poor resource distribution across states, districts, schools, and students, and unimaginative use of existing funds and money lead to the low performance of the school." Similarly, James Guthrie (1994) notes that, " educators' inability to obtain accurate school-level…
References
Guthrie, James W. "Implications for Policy: What Might Happen in American Education If It Were Known How Money Actually Is Spent?" In Where Does the Money Go?" Resource Allocation in Elementary and Secondary Schools, edited by Lawrence O. Picus and James L. Wattenbarger. Thousand Oaks, CA: Corwin Press, 1996. Pages 253-68.
Odden, Allan, and William Clune. "Improving Educational Productivity and School Finance." Educational Researcher 24, 9 (December 1995): 6-10.
Odden, Allan. "Raising Performance Levels Without Increasing Funding." School Business Affairs 63, 6 (June 1997): 4-12.
Picus, Lawrence O. "Does Money Matter in Education? A Policymaker's Guide." In Selected Papers in School Finance 1995, edited by William J. Fowler. 19-35.
One of the challenges in determining AT solutions for Amos is the lack of resources, both human and material, in the poor, rural district where he attends school. Before Amos entered kindergarten in the fall, a team of educators met with Amos's parents to begin putting together an Individualized Education Plan (IEP). In attendance at the meeting were the kindergarten teacher, special education teacher, the school principal, the speech-language pathologist,
School uniforms for students are becoming more and more popular across the country. Research suggest that schools with a mandatory school-wide uniform policy have better attendance, better behavior, fewer discipline referrals, and more school spirit. Children seem to become more focused on academics. They are also easily identified on campus, in the community, and on field trips, making general safety another benefit of wearing uniforms. It is hypothesized that behavior in
The last century has seen an increase in the level of international purchases which has been supported by the developments in transportation and technology. Goods can move faster than before with developments in logistics. The negotiation and forming contracts for purchase with companies and communicate with potential suppliers in distant countries is also easier than in the past with the internet and tools such as video conferencing and emails.
In suburban areas, on the other hand, the economic opportunities are diverse and the population is less dense. Here parents are motivated to educate their child and the child gets higher individual attention from the teachers than those in the urban areas where population density is very high (Broomhall and Johnson, 1994; and Hanson and Ginsburg, 1988). Since educational aspirations of parents, students and teachers differ by population density
For example, with respect to the leadership support area developed by Bryk, Korkmaz (2006) reports that in some cases, collecting primary data are required to make informed decisions, particularly with respect to human resource decisions. In his study of 842 teachers working in 42 elementary schools, Korkmaz operationalized the dimensions in this area as described in Table 2 below. Table 2 Operationalization of Elementary School Climate and Leadership Dimensions Dimension Definition Instruments Used School vision This dimension
This is discussed at length by Fusick and Bordeau (2004) "...school-based counselors need to be aware of the disturbing inequities that exist in predominantly Afro-American urban school districts, where nearly 40% of Afro-American students attend school in the United States" (Fusick and Bordeau, 2004) This again places emphasis on the need for mental health programs in these areas of concern. This is also related to findings from a study