Public Funding Of Education Research Articles

The Growth of Local Education Transfers

We argue that previous research studying the relationship between a growing elderly population and local support for public education has overlooked a key component to public education finance: redistribution payments made by older households. A fuller accounting of these payments indicates that a growing elderly population might very well prove to be a boon to local public school students not a burden as has been previously suggested. Beginning with a national sample of suburban school districts, this article shows that a higher elderly to student ratio within a district actually increases per-student revenues, even after accounting for the downward pressure that older households place on tax rates. We then explore a specific channel through which elderly households redistribute resources to school-age children: local property taxes. Focusing on Chicago-area suburban school districts, we show that a rise in a community’s elderly to student ratio actually increases the level of per-student property tax redistribution that occurs.

Misrepresenting Brown: Are Ohio Schools Lost in the Free Market? General Implications for Urban Education

The privatization of public funds for education through school choice programs has fueled the expansion of virtual online charter schools. This redirection of funds contributes to the idea that virtual school success is comparable or even superior to the performance of traditional public schools. The schools most adversely affected are the schools with the highest need, those serving children living in poverty and already underserved minority student populations: urban public schools. The purpose of this article is to investigate the performance of virtual schools and the redistribution of public monies from public to online community schools in Ohio.

Financing Education in Europe: The Globalization Perspective

This paper examines the role of globalization on public spending on education in Europe. With the implementation of the Bologna process, the changes taking place in the educational structure in Europe have highlighted the importance of public education expenditures. Taking into account the effects of trade, income, and socio‐demographic factors, we study the impact of globalization on public education expenditure at preprimary, primary, secondary, and tertiary institutions using a panel data model for 25 EU countries for the 1998–2010 period. Our findings with different indices of globalization depict a positive effect on education financing. The use of legal and institutional variables, the inclusion of the crisis and euro dummies, and further control variables do not alter our main findings. The Bologna dummy variable is not found to have a significant effect on public education financing, indicating that the integration goals under this process have not translated into increasing levels of public expenditure for education.

Multistage public education, voting, and income distribution

This paper proposes a theory to study the formulation of education policies and human capital accumulation. The government collects income taxes and allocates tax revenue to primary and higher education. The tax rate and the allocation rule are both endogenously determined through majority voting. The tax rate is kept at a low level, and public funding for higher education is not supported unless the majority of individuals have human capital above some threshold. Although public support for higher education promotes aggregate human capital accumulation, it may create long-run income inequality because the poor are excluded from higher education.

Polityka wobec finansowania edukacji wyższej w Polsce

Policy towards the higher education financing in PolandThe article provides an analysis of the issue related to public and private financing of higher education in Poland. The arguments for the systems of public, private, or mixed financing of studies are compared here with the European models of financing higher education. This paper analyses the Polish system of financing education in the context of both legal bases and the reality in the operation of higher education institutions. The analysis indicates that the system of financing public higher education is in fact dual, i.e. it consists of paid studies and tuition free studies. The fact that almost half of the students pay for their education triggers a question whether education is really free and whether everyone has equal access to education. The analysis of the costs incurred by the students and the possibilities to gain financial support indicates a significant percentage of private expenditures in financing higher education.The mixed system of financing higher education in Poland and the existence of public and non-public higher schools prove that the entities providing higher education services as well as the flows of funds for higher schools are diversified. Thus, the citizens can use public education services but often they are obliged to pay for the service.

In the Archives: A User's Perspective

Radical researchers need to use archives, but can often encounter problems with obtaining access to them. Currently, most of those problems are the result of cut-backs in the financing of non-profit instiutions and public higher education.

Optimal Taxation of Opportunity Inputs

This paper studies the optimal taxation for opportunity inputs, such as education. In a model of parental investment and social preferences that might value equal opportunity, I use budget-neutral tax reforms to find the optimal tax scheme as a function of policy elasticities and income effects. Later, the model is expanded to introduce parental and child heterogeneity, externalities, and egalitarian concerns for adult welfare. Simulations, using data on education funding, suggest that egalitarian preferences induce significant redistribution of opportunity inputs. Under the optimal tax scheme, the vast majority of households would rely solely on public funding of education, which is in line with the patterns observed in most countries and, interestingly, is a result that is robust to the presence of heterogeneity or externalities.

Contemporary Issues in Indian Higher Education

Privatization of higher education in India is the outcome of increased demand, especially from the growing middle-income families, and the inability of state governments to step up public funding for higher education. This has resulted in rising enrolment in private unaided institutions, which increased from 25 percent in 2000–2001 to 58 percent in 2012–2013. Consequently, the burden of financing higher education has shifted from the state to the households. In the light of these developments, this study examines the alternative sources of financing higher education in India. The trends in public expenditure on higher education and the coping strategies adopted by the public institutions are discussed. The burden of higher education expenditure on households is examined using unit-level data from the National Sample Survey (NSS) on participation in education. The results reveal that the economic burden of expenditure is higher on households with lower incomes, which is a cause for concern. The study also explores whether student loans can serve as an alternative financing mechanism to ease the burden on the public as well as on the households. The rationale for cost sharing between the state and the households is also discussed.

Fiscal Competition and Higher Education Spending in Germany

AbstractThe present paper studies the determinants of higher education spending by the German federal states with a focus on the interplay between higher education spending of neighboring states. More specifically, the paper asks whether the German federal states free-ride on one another’s higher educational spending or whether they employ higher education spending to attract university graduates. We identify a positive relationship between the states’ higher education spending and conclude that the states compete for graduates rather than free-ride. We also consider the effect of the recent introduction of tuition fees in some, but not all German states. We do not find evidence that tuition fees led to crowding out of public higher education funds.

Keep us simple, keep us safe: The post-9/11 comeback of the Average Australian Bloke

Long before 9/11, the conservative shift in Australian politics that was marked by John Howard’s first election to Prime Minister in 1996, as well as the rise, during the same period, of the extreme-right party One Nation, signalled the triumph of a culture of masculinist and xenophobic whiteness, of anti-intellectualism, of petty-bourgeois gender roles and social conservatism that had been historically ingrained into Australia’s collective psyche. By the time 9/11 happened, half of the post-9/11 political damage had, in fact, already been done. That said, 9/11, along with asylum seeker crises, gave Howard the xenophobic “security” agenda, based on a politics of fear, that he needed in the face of a mounting domestic campaign against unpopular cutbacks to a range of public services, notably health and education His government managed to turn probable defeat into certain victory in November 2001, with one of the largest swings to an incumbent government in Australian history. Howard remained in power almost 12 years, and in the second half of that period, 9/11 became mobilised in purely local ways, around local conversations, in which asylum and refugee and indigenous rights, and the rights of Muslim minorities, loomed large−the rights of women also. Howard increasingly couched government discourse in the language of “protection” and “our” (Australian-US) shared values. Even though Howard was voted out in 2007. Yet, Howardism profoundly influenced the Australian psyche: the country has become yet more pro-US and much more timid, about practically everything and rights−and public funding for health, education and welfare−removed in the Howard years have not been restored.

Policy Perspectives on State Elementary and Secondary Public Education Finance Systems in the United States

Policy Perspectives on State Elementary and Secondary Public Education Finance Systems in the United States

НАРОДНОЕ ОБРАЗОВАНИЕ В ДЕЯТЕЛЬНОСТИ ОРГАНОВ МЕСТНОГО САМОУПРАВЛЕНИЯ КАЛМЫЦКОЙ СТЕПИ

Issues of social sphere have always been given close attention by local authorities. Thus, both the Central government and local authorities were concerned by the organization of the teaching system. Meanwhile, until the 19th century there were only Khurul and missionary schools in the Kalmyk steppe which played a positive role in spreading literacy among the Kalmyk population. Secular education was born in the Kalmyk steppe only in the middle of the 19 century. The incorporation of the national borderlands of the Russian Empire brought to the fore the need for qualified personnel able to participate in the governance of the territory under the Imperial law. On the basis of archival documents, the author examines the activities of bodies of local self-government of the Kalmyk steppe in the 19 – early 20 centuries. Special attention is paid to the decisions of ulus and aimak gatherings on the issue of opening the schools and their funding. The author concludes that despite the deficit of funding for public education, the public administration managed to solve the problem with the help of the state, thus breaking the plans of the conservative government. So, under the influence of economic, national and historical factors, the process of establishment of the system of education in the Kalmyk steppe during the 19 – early 20 centuries was taking place. The research has shown that its effective development was dependent on the activities of bodies of local self-government. However, the Kalmyk steppe was still one of the culturally backward border regions of Russia.

A preliminary analysis of California’s New Local Control Funding Formula

California recently overhauled its K–12 public education finance system. Enacted in 2013, the Local Control Funding Formula (LCFF) replaced California’s 40-year-old funding formula. The LCFF increases district officials’ fiscal flexibility; provides more resources to districts serving larger proportions of low-income, English learner (EL), and foster youth students; and requires district officials to engage community members in district decisions. This article expands on a study conducted by a team of 12 independent researchers that investigated the early implementation of the LCFF. The study sought to answer three research questions: (a) how are district officials using their newfound budget flexibility? (b) how are district officials engaging parents and other stakeholders? (c) what are the opportunities provided to districts under the LCFF and the challenges it creates for them? Data include 71 semi-structured interviews with district stakeholders across 10 diverse districts in California and 22 interviews with county office of education (COE) officials across the state. Findings include that respondents were cautiously optimistic about the LCFF. District officials appreciated increased budget flexibility and the focus on community engagement. Inevitably, however, district and COE officials experienced challenges in implementing the law during its first year.

Effect Of Increased Student Enrolment On Teaching And Learning Resources In Maseno University, Kenya

Higher education in Kenya has experienced tremendous growth since independence. With only one public university with an enrolment of less than 1000, the number stands at twenty two public universities with student population of over 150,000. This growth has been attributed to the introduction of module II programs and increased private and public funding for university education. However, despite the increase in enrolments, there has been no commensurate development and/or improvement of the requisite teaching staff and other teaching and learning resources. Consequently, concerns have been raised on the instructional effectiveness and the quality of education provided in public universities in Kenya. This study was conceived to establish the effect of the rapid expansion of university instructional effectiveness in Maseno University. The study was anchored on the education production function theory and adopted a descriptive survey design. The study was carried out in Maseno University. The target population was 7,175 comprising of 7,000 undergraduate students and 175 lecturers of Maseno University in the 2011/12 academic year. Simple random sampling was used to select 210 students and 96 lecturers making a sample of 306. Data were collected using a questionnaire for students and lecturers. Research instruments were validated using face and content validity while reliability was determined using test-retest technique at r= 0.7. A pilot study was conducted in one public university and the data was used to determine the reliability of research instruments. Data was analyzed descriptively using frequencies and percentages by aid of SPSS version 17 and presented in tables and graphs. The findings of the study showed that enrolments, especially under Module II, are on a steady rise. However, the study revealed that there was no commensurate development and improvement of teaching facilities to match the increased enrolment, which has compromised instructional effectiveness and quality of education provided in Maseno

The Positive Right to Marry

Obergefell v. Hodges held same-sex couples have a right to legal marriage. As the dissenters emphasized, this right to marriage law is anomalous, doctrinally and normatively. Most rights in the United States Constitution are negative liberty rights. For example, the states may not interfere with procreative choices, but individuals have no right to public funds for contraception. Moreover, if children have no right to public funds for education, it seems morally dubious to claim a right to public support for adult marriages. What is this positive right to marry and what justifies it? This Article reconstructs a conceptual and normative foundation for the positive right to marry. Previous theories of the right to marry as a negative liberty right or an equality right are unsatisfactory, because they fail to justify the connection between intimate liberty and marriage law. The right to marry is a positive right, but one of a specific kind. Unlike the right to education, it is not a claim to public benefits. It is a “power right,” a right to create legal duties for intimate relationships. This right is not simply a means to promote valuable relationships; it is necessary to ensure equal liberty. Relationships carry open-ended commitments that threaten to subordinate the partners’ to one another. A right to legal marriage is necessary to reconcile intimate liberty with equality.

Effects of Dual-Credit Enrollment and Early College High School on Utah Public Education

This study considers the effects of Dual-Credit Enrollment (DCE) and Early College High School (ECHS) programs on the Utah’s 2008 and 2009 public high graduation cohorts via an examination of the Utah Data Alliance longitudinal public education dataset. The study assesses high school graduation rates, dual course credits earned, higher education enrollment, time-to-completion, and graduation outcomes with a focus towards how these accelerated learning programs effect the student household and state, specifically, and public education finance, generally. As participation in dual-credit programs is voluntary and by self-selection, the study employs Propensity Score Matching method (PMS) as a quasi-experimental design methodology in an effort to limit the endogeneity bias present in such non-experimental data. Although PMS offers many advantages, its strength as an estimator is dependent on the existence of complete and quality matching variables. To assure accurate model specifications given the available data, Receiving Operator Characteristic (ROC) Analysis is applied to variations on the PMS models. Estimated outcomes reflect positive effects for the examined student populations differentiated by program participation, with the strongest outcomes arising from ECHS participation. The economic effects of accumulating higher education course credits and decreases in higher education time-to-completion may yield the most interesting outcomes, enjoy the strongest causal claims, and result in measurable household and state level savings. These outcomes may also reveal potential weakness in the structure of higher education course and major programming, and the difficulty presented as high school students make higher education decisions.

Exploring the alternative sources of revenue for funding of public higher education in least developed countries - implications for National University of Lesotho

Education is central to the development of human capacity of any country through shaping the citizenry for meaningful participation in the economy especially the knowledge-based economy. Funding of education, especially higher education, has been a subject of debates globally for quite a whilst especially since the adoption of basic education policy on 'free primary' education in many countries. Public universities in Africa continue to rely almost exclusively on grants from governments as their source of funding which depend very heavily on the will of such governments irrespective of the budgetary demands. Conceivably, these grants barely suffice the operational demands of such institutions leading to the common blame of too high a percentage of capital going to salaries with only traces going to operations. This paper is aimed at exploring the alternative sources for funding for public higher education institutions in Lesotho with emphasis on the National University of Lesotho. It concludes by providing some recommendations both at national and institutional level for higher institutions in Lesotho.

Exploring the alternative sources of revenue for funding of public higher education in least developed countries - implications for National University of Lesotho

Education is central to the development of human capacity of any country through shaping the citizenry for meaningful participation in the economy especially the knowledge-based economy. Funding of education, especially higher education, has been a subject of debates globally for quite a whilst especially since the adoption of basic education policy on 'free primary' education in many countries. Public universities in Africa continue to rely almost exclusively on grants from governments as their source of funding which depend very heavily on the will of such governments irrespective of the budgetary demands. Conceivably, these grants barely suffice the operational demands of such institutions leading to the common blame of too high a percentage of capital going to salaries with only traces going to operations. This paper is aimed at exploring the alternative sources for funding for public higher education institutions in Lesotho with emphasis on the National University of Lesotho. It concludes by providing some recommendations both at national and institutional level for higher institutions in Lesotho.

Smart, connected products as a new competitive advantage: Challenges for Serbia

The current debate among scholars of innovation and competitiveness centres on the concept of smart connected products (SCP). In this review article, we attempt to engage Serbia in this global debate by explaining the core concepts and arguments, building on previous research, and demonstrating how the developments in Serbia's ICT sector exemplify the new theory. We present the cases of three companies engaged in the production of SCPs, namely Schneider Electric DMS NS, Strawberry Energy, and Bitgear. Whilst the bulk of the IT production and exports volume in Serbia can be ascribed to outsourced, general software programming, these case studies are evidence of future potential of SCP (or Internet of Things) development. For more companies to specialise and successfully compete at the global level, additional, principally foreign investment in the sector is required. The key limitation here, in addition to the deficiencies in the business climate, is the availability of quality human resources, which calls for increased public funding of education in the relevant ICT skills, a more comprehensive reform of research and innovation infrastructure and gearing publicly available funding for innovation principally via institutions like the Innovation Fund, which is functioning based on best international practices.

Inequality, opting-out and public education funding

We investigate the effect of inequality on the political support for public education funding in a model of endogenous fertility and school choice. In contrast to recent literature we show that when household income heterogeneity is consistent with the skewness of empirical income distributions, inequality can drive education spending in opposite directions in poor and rich economies. A mean preserving spread increases tax rates and public school enrollment, but decreases public spending per student in low income economies, while it has opposite effects at high income levels. An increase in the average income level can also have non-monotonic effects.