{"title":"Montana","authors":"Lou L. Sabina","doi":"10.2307/j.ctv1chs6hx.32","DOIUrl":"https://doi.org/10.2307/j.ctv1chs6hx.32","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"42 1","pages":"292 - 295"},"PeriodicalIF":0.2,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45514840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
abstract:This paper presents an exploratory analysis of the funding mechanisms for higher education across sixteen countries which builds upon existing work on educational institutions, educational outcomes, and welfare regimes. We focus upon the current financing dilemma within the Irish higher education system, seeking potential solutions within an international comparison. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental-Europe, Mediterranean and English-Speaking; all of which are strongly correlated to economic and structural characteristics based on welfare state literature. Each education regime is associated with institutional, economic, and political factors. Our analysis presents evidence that Ireland does not possess the characteristics of a country that could benefit from an income-contingent lending structure to fund university education due to inherent sovereign characteristics. Further, Ireland could be better served through the introduction of free fee structures such as that found in Norway and Scotland or through the generation of state-sponsored lending facilities through private institutions like those already in place in Finland, Germany, and Sweden.
{"title":"Generating Stable University Funding Mechanisms: Income Contingent Loan Structure Choice within the Irish Education System","authors":"C. Larkin, S. Corbet","doi":"10.2139/ssrn.2942105","DOIUrl":"https://doi.org/10.2139/ssrn.2942105","url":null,"abstract":"abstract:This paper presents an exploratory analysis of the funding mechanisms for higher education across sixteen countries which builds upon existing work on educational institutions, educational outcomes, and welfare regimes. We focus upon the current financing dilemma within the Irish higher education system, seeking potential solutions within an international comparison. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental-Europe, Mediterranean and English-Speaking; all of which are strongly correlated to economic and structural characteristics based on welfare state literature. Each education regime is associated with institutional, economic, and political factors. Our analysis presents evidence that Ireland does not possess the characteristics of a country that could benefit from an income-contingent lending structure to fund university education due to inherent sovereign characteristics. Further, Ireland could be better served through the introduction of free fee structures such as that found in Norway and Scotland or through the generation of state-sponsored lending facilities through private institutions like those already in place in Finland, Germany, and Sweden.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"47 1","pages":"110 - 92"},"PeriodicalIF":0.2,"publicationDate":"2017-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43216943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-15DOI: 10.4135/9781483383019.n40
Lisa G. Driscoll, Jim R. Watson, Walter Hart
This study examines the evolution of archival description at the Southern Historical Collection at the University of North Carolina at Chapel Hill. This study was conducted to analyze changes in the structure and contents of finding aids produced at the Southern Historical Collection from the 1930s through 2003, and to determine the degree to which these changes reflect the development of archival description at a national level. The Southern Historical Collection has updated its finding aids numerous times from the Works Progress Administration inventories used in the 1930s, to the EAD finding aids produced today. A description and comparison of these various finding aids not only illustrates the evolution of descriptive practices used at the Southern Historical Collection, but it also provides insight into the American archival profession’s shift from adapting national guidelines on archival description to fit individual repository needs to the implementation of national descriptive standards.
{"title":"North Carolina","authors":"Lisa G. Driscoll, Jim R. Watson, Walter Hart","doi":"10.4135/9781483383019.n40","DOIUrl":"https://doi.org/10.4135/9781483383019.n40","url":null,"abstract":"This study examines the evolution of archival description at the Southern Historical Collection at the University of North Carolina at Chapel Hill. This study was conducted to analyze changes in the structure and contents of finding aids produced at the Southern Historical Collection from the 1930s through 2003, and to determine the degree to which these changes reflect the development of archival description at a national level. The Southern Historical Collection has updated its finding aids numerous times from the Works Progress Administration inventories used in the 1930s, to the EAD finding aids produced today. A description and comparison of these various finding aids not only illustrates the evolution of descriptive practices used at the Southern Historical Collection, but it also provides insight into the American archival profession’s shift from adapting national guidelines on archival description to fit individual repository needs to the implementation of national descriptive standards.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"42 1","pages":"311 - 313"},"PeriodicalIF":0.2,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70638138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Healthcare-associated infections (HAIs) are infections patients can get while receiving medical treatment in a healthcare facility. Working toward the elimination of HAIs is a CDC priority. The standardized infection ratio (SIR) is a summary statistic that can be used to track HAI prevention progress over time; lower SIRs are better. The infection data are reported to CDC’s National Healthcare Safety Network (NHSN). Long Term Acute Care Hospitals (LTACHs) are acute care hospitals that provide services and treatment for patients who are generally very sick and stay, on average, more than 25 days. This report is based on 2015 data, published in 2017 and uses the 2015 Baseline and risk-adjusted models.
{"title":"Louisiana","authors":"Venice M. Adams, David G. Buckman","doi":"10.2307/j.ctv1chs6hx.25","DOIUrl":"https://doi.org/10.2307/j.ctv1chs6hx.25","url":null,"abstract":"Healthcare-associated infections (HAIs) are infections patients can get while receiving medical treatment in a healthcare facility. Working toward the elimination of HAIs is a CDC priority. The standardized infection ratio (SIR) is a summary statistic that can be used to track HAI prevention progress over time; lower SIRs are better. The infection data are reported to CDC’s National Healthcare Safety Network (NHSN). Long Term Acute Care Hospitals (LTACHs) are acute care hospitals that provide services and treatment for patients who are generally very sick and stay, on average, more than 25 days. This report is based on 2015 data, published in 2017 and uses the 2015 Baseline and risk-adjusted models.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"42 1","pages":"278 - 280"},"PeriodicalIF":0.2,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68789345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
background on kansas p-12 scho ol funding Kansas State Budget General Fund The Kansas Republican-controlled legislature overrode the governor’s veto to increase income and business taxes, projecting an additional $600 million for both FY 2018 and FY 2019 (Bosman, Smith, & Davey, 2017). “Significant concerns exists for the economy as a whole relative to volatility in energy prices, tariffs or possible trade war effects on agricultural commodity prices, and consumer and business demand for products and services subject to sales taxation” (Memorandum from Kansas Division of Budget & Kansas Legislative Research Department to Governor Colyer and Legislative Budget Committee, May 2, 2018, p.2).
{"title":"Kansas","authors":"T. DeLuca","doi":"10.2307/j.ctv21ptz0v.17","DOIUrl":"https://doi.org/10.2307/j.ctv21ptz0v.17","url":null,"abstract":"background on kansas p-12 scho ol funding Kansas State Budget General Fund The Kansas Republican-controlled legislature overrode the governor’s veto to increase income and business taxes, projecting an additional $600 million for both FY 2018 and FY 2019 (Bosman, Smith, & Davey, 2017). “Significant concerns exists for the economy as a whole relative to volatility in energy prices, tariffs or possible trade war effects on agricultural commodity prices, and consumer and business demand for products and services subject to sales taxation” (Memorandum from Kansas Division of Budget & Kansas Legislative Research Department to Governor Colyer and Legislative Budget Committee, May 2, 2018, p.2).","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"44 1","pages":"271 - 273"},"PeriodicalIF":0.2,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68800163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Financing Education in a Climate of Change, 12th Edition by Vern Brimley, Deborah A. Verstegen, and Rulon R. Garfield (review)","authors":"Ó. Jiménez-Castellanos, Davíd G. Martínez","doi":"10.1353/JEF.2016.0002","DOIUrl":"https://doi.org/10.1353/JEF.2016.0002","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"382 - 386"},"PeriodicalIF":0.2,"publicationDate":"2016-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2016.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
State-level performance-based funding (PBF) policies are an increasingly common way to allocate funds to public colleges and universities. While a growing body of research has examined whether these policies are effective in improving student outcomes, little is known about how colleges respond to PBF policies. In this paper, we examine whether two-year and four-year colleges subject to PBF change their patterns and allocations of revenues, expenditures, and financial aid. We find limited evidence that colleges facing PBF receive different levels of revenue or reallocate some funds to different expenditure categories. Notably, colleges subject to PBF receive less Pell Grant revenue than colleges not subject to PBF, suggesting potential strategic behaviors targeting students from higher-income families.
{"title":"Does Performance-Based Funding Affect Colleges’ Financial Priorities?","authors":"Robert Kelchen, Luke J. Stedrak","doi":"10.1353/JEF.2016.0006","DOIUrl":"https://doi.org/10.1353/JEF.2016.0006","url":null,"abstract":"State-level performance-based funding (PBF) policies are an increasingly common way to allocate funds to public colleges and universities. While a growing body of research has examined whether these policies are effective in improving student outcomes, little is known about how colleges respond to PBF policies. In this paper, we examine whether two-year and four-year colleges subject to PBF change their patterns and allocations of revenues, expenditures, and financial aid. We find limited evidence that colleges facing PBF receive different levels of revenue or reallocate some funds to different expenditure categories. Notably, colleges subject to PBF receive less Pell Grant revenue than colleges not subject to PBF, suggesting potential strategic behaviors targeting students from higher-income families.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"302 - 321"},"PeriodicalIF":0.2,"publicationDate":"2016-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2016.0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the impact of merit-aid programs on secondary course taking patterns. Specifically, this study uses difference-in-differences to analyze state-level AdvancedPlacement (AP) participation and examination data pre and post merit-aid adoption. Results indicate increases in AP participation and number of total examinations after the adoption for merit-aid program who initial eligibility requirements are solely high school performance rather than a combined initial eligibility of high school GPA and standardized test performance. Findings illustrate the potential rationality of student decisions as they take high school courses that not only maximize their admittance into college, but also increase probability of achieving the necessary GPA to receive the merit-aid scholarship.
{"title":"Examining the Impact of State Level Merit-Aid Policies on Advanced Placement Participation","authors":"D. Kramer","doi":"10.1353/JEF.2016.0000","DOIUrl":"https://doi.org/10.1353/JEF.2016.0000","url":null,"abstract":"This study examines the impact of merit-aid programs on secondary course taking patterns. Specifically, this study uses difference-in-differences to analyze state-level AdvancedPlacement (AP) participation and examination data pre and post merit-aid adoption. Results indicate increases in AP participation and number of total examinations after the adoption for merit-aid program who initial eligibility requirements are solely high school performance rather than a combined initial eligibility of high school GPA and standardized test performance. Findings illustrate the potential rationality of student decisions as they take high school courses that not only maximize their admittance into college, but also increase probability of achieving the necessary GPA to receive the merit-aid scholarship.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"322 - 343"},"PeriodicalIF":0.2,"publicationDate":"2016-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2016.0000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pay-for-performance is a popular public education reform, but there is little evidence about the characteristics of a well-designed incentive pay plan for teachers. Some of the literature suggests that effective incentive plans must offer relatively large awards to induce behavioral changes. On the other hand, the experimental economics literature suggests that plans with only a handful of awardees can be less effective at changing behavior than plans that offer an array of possible awards. Still other research suggests that group-based incentives are the most effective strategy when teamwork and cooperation are integral to the production process—as is arguably the case in education. This study takes advantage of a pilot pay-for-performance program in Texas to explore incentive design not only from the perspective of the employer—by examining changes in teacher productivity and retention—but also from the perspective of the employee—by examining the preferences revealed by the incentives teachers design for themselves. We find that when given the opportunity, teachers design relatively weak, group-oriented incentive pay plans. In turn, those relatively weak incentives do not appear to be associated with any significant changes in teacher productivity, although they are correlated with teacher turnover, which, in the long run, could theoretically improve student outcomes.
{"title":"Designing Incentives for Public School Teachers: Evidence from a Texas Incentive Pay Program","authors":"Matthew G. Springer, L. Taylor","doi":"10.1353/JEF.2016.0001","DOIUrl":"https://doi.org/10.1353/JEF.2016.0001","url":null,"abstract":"Pay-for-performance is a popular public education reform, but there is little evidence about the characteristics of a well-designed incentive pay plan for teachers. Some of the literature suggests that effective incentive plans must offer relatively large awards to induce behavioral changes. On the other hand, the experimental economics literature suggests that plans with only a handful of awardees can be less effective at changing behavior than plans that offer an array of possible awards. Still other research suggests that group-based incentives are the most effective strategy when teamwork and cooperation are integral to the production process—as is arguably the case in education. This study takes advantage of a pilot pay-for-performance program in Texas to explore incentive design not only from the perspective of the employer—by examining changes in teacher productivity and retention—but also from the perspective of the employee—by examining the preferences revealed by the incentives teachers design for themselves. We find that when given the opportunity, teachers design relatively weak, group-oriented incentive pay plans. In turn, those relatively weak incentives do not appear to be associated with any significant changes in teacher productivity, although they are correlated with teacher turnover, which, in the long run, could theoretically improve student outcomes.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"344 - 381"},"PeriodicalIF":0.2,"publicationDate":"2016-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Colorado legislature is constitutionally obligated to provide the 178 school districts with an annual increase to the total program of at least the rate of inflation plus 1%. However, during the Great Recession this constitutional mandate became fiscally impossible to meet under the restraints of the Taxpayers’ Bill of Rights (TABOR).2 As a result, the negative factor, which recaptured state funds from school districts after those funds were allocated, allowed the state to meet its constitutional obligations amid the economic downturn. The top priority for school leaders is to see the negative factor repealed. In addition, there is a push to get the per pupil expenditure (PPE) back to pre-Great Recession levels (the average PPE is roughly $250 below the pre-recession level).3
{"title":"Tempered Optimism in Colorado: 2015 State-of-the-State","authors":"Gabriel R. Serna, Spencer C. Weiler","doi":"10.1353/jef.2016.0003","DOIUrl":"https://doi.org/10.1353/jef.2016.0003","url":null,"abstract":"The Colorado legislature is constitutionally obligated to provide the 178 school districts with an annual increase to the total program of at least the rate of inflation plus 1%. However, during the Great Recession this constitutional mandate became fiscally impossible to meet under the restraints of the Taxpayers’ Bill of Rights (TABOR).2 As a result, the negative factor, which recaptured state funds from school districts after those funds were allocated, allowed the state to meet its constitutional obligations amid the economic downturn. The top priority for school leaders is to see the negative factor repealed. In addition, there is a push to get the per pupil expenditure (PPE) back to pre-Great Recession levels (the average PPE is roughly $250 below the pre-recession level).3","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"41 1","pages":"387 - 390"},"PeriodicalIF":0.2,"publicationDate":"2016-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/jef.2016.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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