Public Funding Of Education Research Articles

The Unfulfilled Promise of Brown v. Board: white Americans’ Support for Public Education Funding for Black Students in the 21st Century

Abstract Seven decades after Brown v. Board, Black students continue to lag White students. This article analyzes six experiments conducted over three decades to study whether, consistent with social identity theory, White Americans are more supportive of funding increases for nonracially targeted educational programs that benefit their racial ingroup compared to race-targeted programs. We also ask whether racial prejudice is a factor, if implicit or explicit racial priming accounts for any observed differences, and if the effects have changed over time. Our results show that consistent with social identity theory, White Americans are more likely to favor funding increases for public schools or programs for poor children, categories that are majority White, than programs targeted to Black children. Furthermore, we find no evidence of implicit or explicit racial priming. Across all experiments and all years, interactions between racial priors and the treatments are null. We conclude that ingroup favoritism, not prejudice nor racial priming, explains racially discriminatory support for increases in education funding.

The Impact of State Funding of Higher Education on Employment and Living Standards in Georgia

State financing of higher education is crucial for promoting innovation and competition, as well as guaranteeing equal opportunities and access to education. This financing facilitates the development of students' potential by providing them with the necessary skills and information to enhance graduation rates and social well-being. Scholarships and grants are implemented to improve student access to education by aligning the financial system with the demands of the job market and educational developments. The aim of the study is to evaluate the impact of financing higher education in Georgia on employment of graduates and well-being of the population. The results of the survey of entrants and students reveal that public awareness of state-funded higher education programs in Georgia is quite low (47.2%). A large part of the graduates (47,8%) provided with various types of state funding during their studies are not employed in their specialty. The impact of the increase in the expenditure on education on the increase in the income of the population is quite low (0.23%). The research concludes that the allocation of public funds for higher education in Georgia does not effectively match the capabilities of graduates with the demands of the labour market. The reason for the mentioned inconsistency is that the requirements of the labor market were not taken into account when determining the directions to be financed. In addition, it is important to note that the demands of the labor market change every year in accordance with the current challenges, therefore the employer also demands relevant skills immediately, which cannot be met by higher education institutions in a short period of time. Despite the above, the involvement of employers in the process of developing educational programs is low and it is mostly formal in nature. When determining the priority educational programs, there is no periodic revision of the directions so that it is adapted to the demands of the labor market. It is necessary to establish partnership relations between employers, higher educational institutions and the state in order to take into account the requirements of the labor market both in the development of educational programs and in the determination of priority educational directions. Enhancing transparency and emphasising practical training in key areas are essential for enhancing the program's efficacy and enhancing the career chances of graduates. These modifications will provide a more favourable return on investment for state education expenditure. Keywords: higher education, state financing, employment, living standards

The Funding Puzzle in Adult Education for Sustainable Development: A Case Study of Slovenia

This study investigates the landscape of public funding for adult education for sustainable development (AESD) in Slovenia, focusing on the distribution, types of funding, and their impact on accessibility and quality. This study employs a mixed methods approach to understand the distribution, types of funding, and their impacts on the accessibility and quality of adult education. Data were collected through an online questionnaire completed by 59 organizations providing non-formal AESD, alongside semi-structured interviews conducted with 12 representatives. Key findings reveal a significant disparity between operational funding and that designated for AESD implementation, with non-governmental organizations (NGOs) emerging as the primary recipients of public funds. Notably, project-based funding predominates, raising concerns about the sustainability of AESD programs due to its typically time-limited nature. Public funding is essential for ensuring program accessibility and quality, as it enables organizations to hire experts and enhance curricula. However, the reliance on project-based grants creates instability, complicating long-term planning and program effectiveness. The study underscores the need for systematic and continuous funding strategies to support AESD, highlighting the importance of a cross-sectoral approach to policymaking. Overall, the research elucidates the intricate relationship between funding distribution, program effectiveness, and the advancement of sustainable development education.

A Proposed Conception for the Development of Public Education Funding Sources in Ibb Governorate

هدف البحث إلى تقديم تصور مقترح لتطوير مصادر تمويل التعليم العام الحكومي بمحافظة إب ، ولتحقيق ذلك استخدمت الباحثة المنهج الوصفي بنوعية المسحي والتطويري؛ لاتساقه مع أهداف البحث الحالي وطبيعته، ولجمع البيانات والمعلومات استخدمت الباحثة أداة من نوع استبانة، تضمنت (49) فقرة تم تطبيقها بعد التأكد من صحتها وثباتها على عينة قصدية من الخبراء المشاركين في جولات أسلوب دلفي المعدل بلغ عددهم(24) خبيرًا، توصلت الباحثة إلى عدد من النتائج، أهمها: ارتفاع المستوى الإجمالي لموافقة الخبراء المشاركين لمجالات تطوير مصادر تمويل التعليم العام الحكومي بمحافظة إب في ضوء التجارب العالمية المعاصرة وبدرجة كبيرة وبنسبة موافقة إجمالية بلغت (83%)، وبمتوسط حسابي إجمالي (2.48) وانحراف معياري إجمالي(0.46)، من إجمالي استجابات الخبراء المشاركين البالغ عددهم (24) خبيرًا، و أوصت الباحثة بجملة من التوصيات التي من شأنها تطبيق نتائج التصور المقترح.

New Jersey

This article is a brief summary and update of the public school funding in the state of New Jersey for FY2023. The state of New Jersey’s per pupil expenditure rate is among the highest in the nation. The public education funding formula is a complex, student-based design that has ever been fully funded by the legislature. The New Jersey legislature passed the largest state budget in history during the 2021 session at $46.4 billion. The education budget is approximately 20% of the entire state budget. New Jersey public schools will receive $9.9 billion, an increase of $650 million in funding. Since 2018, the Murphy administration has increased K-12 formula aid by more than $1.8 billion. Charter schools are the main alternative to traditional public schooling in New Jersey. As of June 2021, there are 91 charter schools and approximately 57,453 students enrolled in these programs within the state. The major issues impacting P-12 include underfunded pension plans, equity of school funding, and special education funding. The legislature approved the governor’s recommended addition of $649.8 million in K-12 formula aid. This increase puts New Jersey on track to fully fund the formula by 2025.

Georgia

In (FY) 2023, due to several educational funding prioritizations by Governor Brian Kemp, educational funding in Georgia appeared to have a promising outlook. However, (FY) 2024 presented several funding and political challenges for P-12 and higher education. Slight increases in P-12 funding were negated by cost-of-living and other economic increases, while higher education funding struggled with the anecdotal enrollment precipice. Additionally, many proposed funds were eliminated when the governor disregarded and vetoed budget line items. Georgia’s P-12 educational per-pupil expenditure remains dismal, ranking very low among states in the United States. Many national calls have been made for amendments to state funding formulas to adjust for poverty and other factors; however, the Quality Basic Education (QBE) in Georgia has seen no movement. This is very unfortunate, considering the nationwide trend. Finally, Georgia has two considerable threats to public education funding that have significant implications.

Evaluation of Federal Government of Nigeria Funding of Public-University Education for the Attainment of Sustainable Development Goal-4

The development of a country depends upon the educational scenario of the country. Most often, sustainable development is understood to be growth that satisfies present requirements without jeopardizing the capacity of future generations to satiate their own development needs. The goal of higher education, like that of previous levels of education, is still to generate highly skilled workers who will drive the center of social, economic and scientific development through in-depth study. Ironically, the Nigerian universities funding model seems lob-sided, with the government taking the lion share. The great thing about Sustainable Goal 4 is that it calls on all United Nations members countries, including Nigeria to “ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all” by 2030. While earlier studies mostly focused on funding of university education, very little research exists on the evaluation of Federal Government of Nigeria funding of public university education with an eye towards the attainment of sustainable development goal-4 target. The study adopts the institutional theory. Data for the study were drawn from participant observation and authentic secondary sources. The content analytical technique was used to review the literature on the subject matter. The study identified that financing of university education in Nigeria fall short of the benchmark of 26 % of the national budget as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO). Recommendations were made to prevent compromising the chances of delivery high quality university education in Nigeria by 2030.

Role of institutional quality in the public education financing–educational quality nexus: evidence from Sub-Saharan Africa

PurposeThis paper investigates the moderating role of institutional quality in the relationship between public education financing and educational quality in Sub-Saharan Africa (SSA).Design/methodology/approachThis paper uses a two-step system generalised method of moments (GMM) to investigate the dynamic relationships among the variables using data from the World Bank covering the periods 2002–2020 for 46 SSA countries.FindingsThe results show that institutional quality moderates the effect of public education financing on educational quality at SSA’s primary, secondary and tertiary levels. This finding shows that improved institutional quality enhances the effectiveness of public educational investments.Practical implicationsThe findings of this study imply that policymakers seeking to enhance educational quality must not only increase educational investments but also institute measures to improve institutional quality.Originality/valuePrior studies fail to examine the moderating role of institutional quality in the nexus between public education financing and educational quality. This study analyses the role of institutional quality in the public education financing–educational quality nexus in SSA. The findings of this study contribute to improving the return on public education financing in SSA.

Public Education Investment, Economic Growth and Welfare: A Political Economy Analysis with Preference Heterogeneity

This study examines the politics of public education policy and its impact on economic growth and welfare under intergenerational altruism. The study considers an endogenous growth model with altruistic overlapping generations. Due to its significant role in promoting long-term economic expansion, we consider investment in public education to be an effective tool of productive government intervention. Nonetheless, public educational investment has been the subject of political disputes owing to its inherent intergenerational redistributive implications. Backed by the tendency of democratically elected governments to maintain their political power, the preferences of some particular individuals or group of individuals become more dominant in the political process of determining the level of public investment in education. In particular, governments are more concerned with the preferences of the median voter, or the current generation at large, because they, as electors, have the ability to determine the next government. This reality leads governments to exhibit a bias toward the desires of these people. As a result, such political considerations divert the economy from its optimal path of economic growth and reduce the welfare of future generations. This effect becomes more pronounced when individuals with lower levels of altruism toward their offspring assume a more influential position in the political decision-making process over the allocation of public funds for education. Our theoretical analyses demonstrate the implications for economic growth and welfare resulting from policy decisions made by democratically elected governments with inherent biases, as opposed to decisions made by an unbiased social planner.

COMPARATIVE ANALYSIS OF FUNDING OF UNIVERSITY EDUCATION IN EU COUNTRIES

This paper conducts a comparative analysis of the funding models for university education in the European Union (EU), focusing on government, private, and alternative funding sources. Purpose of the study is to analyze and compare the different funding models for university education in the EU and evaluate their efficacy. The basis of the study was the scientific works of researchers from different countries of the world and the OECD report, which presents the features of public, private and alternative financing of higher education. The main methods used in the article are methods of analysis and synthesis, comparative analysis and generalization. The analysis examines how these funding models impact accessibility, quality, and sustainability of higher education across different EU member states, including Germany, Sweden, the United Kingdom (pre-Brexit), and Italy. Through a review of existing literature and an evaluation of different funding mechanisms, the study identifies key trends and outcomes associated with each funding type. The paper also explores how European integration and policies influence these funding mechanisms. By comparing models across various countries, this analysis aims to highlight best practices and recommend policy enhancements to harmonize educational opportunities and meet future economic and social demands. The study recommends that EU countries consider a balanced approach to funding that combines the strengths of government support, private investment, and innovative funding mechanisms. This approach should aim to ensure equitable access to high-quality education while fostering financial sustainability and adaptability to changing economic conditions. Further, the paper suggests that ongoing evaluation and adaptation of funding models are essential to address the evolving needs of students and the broader socio-economic landscape. These findings and recommendations contribute to a deeper understanding of the complexities and dynamics of funding university education in the EU, providing a foundation for policymakers to enhance the effectiveness and fairness of higher education systems across Europe.

Fire on the Bayou: The Status of School Orchestra and String Programs in Louisiana

This study examined the status of school orchestra and string programs in Louisiana. A manual web search for string programs in parish school districts, student school affiliations from honor orchestra lists, Louisiana members of the American String Teachers Association (ASTA), and members of the Louisiana Music Educators Association was conducted to determine the approximate number of programs in the state. These data were cross-referenced with available data from the Louisiana Department of Education, which listed course offerings by school. A total of 44 teachers serving 97 schools were identified. Semi-structured interviews were then conducted with five-string teachers and two district arts coordinators from around the state to determine the strengths of current string programs and opportunities for growth. Findings from participant interviews revealed the legacy of school segregation, inadequate funding for public education, competition from non-public schools, and the challenges of maintaining program infrastructure due to limited funding and perennial natural disasters. The results of this study were compared with other statewide string program surveys to situate Louisiana string programs in a national context with implications for string teachers, music teacher education, and professional development offered.

Effect of public education financing on educational quality in sub-Saharan africa: an autoregressive distributed lag approach

Effect of public education financing on educational quality in sub-Saharan africa: an autoregressive distributed lag approach

Urban Geology and Infrastructure Resilience

Purpose: The main objective of this study was to explore urban geology and infrastructure resilience.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to urban geology and infrastructure resilience. Preliminary empirical review revealed that urban geology and infrastructure resilience is essential in the face of rapid urbanization and increasing geological hazards. It emphasizes the vulnerability of urban infrastructure to geological risks, such as earthquakes and landslides, and highlights the need for improved building codes, construction practices, and infrastructure design. The research has broader implications for urban planning and policy-making, encouraging the integration of geological knowledge into decisions about land use and infrastructure investments. Furthermore, it contributes to innovative engineering techniques and technologies aimed at enhancing infrastructure resilience. Overall, understanding the relationship between urban geology and infrastructure resilience is crucial for creating safe, sustainable, and resilient urban environments.
 Unique Contribution to Theory, Practice and Policy: The Resilience Theory, Social-Ecological Systems (SES) Theory and Complexity Theory may be used to anchor future studies on urban geology. The study recommended that to enhance urban geology and infrastructure resilience, it is vital to integrate geological factors into urban planning, invest in resilient infrastructure, promote risk communication and community engagement, foster cross-disciplinary collaboration, and continually monitor and adapt to changing geological conditions. This comprehensive approach involves early geological assessments in urban development, funding for resilient infrastructure, public education, community involvement, interdisciplinary research, and ongoing monitoring to ensure cities can withstand geological hazards and build sustainable, safe urban environments.

Educational Justice and School Boosting

School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for rectifying injustice. Thus, boosting should be presumptively either made illegal or substantially reformed. Finally, Section 4 responds to potential objections.

New Jersey

This article is a brief summary and update of the public school funding in the state of New Jersey for FY2022. The state of New Jersey’s per pupil expenditure rate is among the highest in the nation. The public education funding formula is a complex, student-based design that has bever been fully funded by the legislature. The New Jersey legislature passed the largest state budget in history during the 2021 session at $46.4 billion. The education budget is approximately 20% of the entire state budget. New Jersey public schools will receive $9.9 billion, an increase of $650 million in funding. Since 2018, the Murphy administration has increased K–12 formula aid by more than $1.8 billion. Charter schools are the main alternative to traditional public schooling in New Jersey. As of June 2021, there are 91 charter schools and approximately 57,453 students enrolled in these programs within the state. The major issues impacting P–12 include underfunded pension plans, equity of school funding, and special education funding. The legislature approved the governor’s recommended addition of $649.8 million in K–12 formula aid. This increase puts New Jersey on track to fully fund the formula by 2025.

Indonesian Perspective Analysis: With a Little Help from Our Friends: Private Fundraising and Public Schools in Philadelphia (Good & Nelson, 2021)

One of the problems that always hit education in various parts of the world is the budget. The limited education budget will affect the quality of education services provided to the community. Therefore, increasing public awareness to participate in education funding is important. Not only for better quality but also to make education a shared responsibility. Good & Nelson in their article entitled With a Little Help from Our Friends: Private Fundraising and Public Schools in Philadelphia, highlights the practice of educational funding that is mostly carried out by non-profit organizations based on the school environment with various pros and cons and explains what strategies can be taken to support availability of an education budget that involves community participation (Good & Nelson, 2021). This paper will also discuss its practical application in the context of education in Indonesia with various intrigues and conflicts related to public education funding.

The right to higher education: A political theory

In The Right to Higher Education: A Political Theory, I argue that post-compulsory education should be an individual right in a liberal democratic society. Here, I respond to a series of criticisms of the right’s justification. I address objections relating to: the autonomy-based justification of the right and liberal neutrality, the right’s scope and limits, the fairness of full public funding for higher education, constraints on the right’s equality-promoting aims, and the meaning of the term ‘higher education’ under the right.

Public Funding of Education in the Visegrad Group Countries in 2011–2021

Abstract The purpose of the study is to identify the level of public spending on education in the Visegrad Group countries in 2011–2021. The source material was data from the European Statistical Office for Poland, the Czech Republic, Slovakia, and Hungary, collected in accordance with the International Classification of Government Functions (COFOG) based on the European System of National Accounts. As a result of the analysis, it was found that in the above-mentioned countries, in the perspective of 10 years, Poland was the country that allocated the most funds to education, which also translated into the average share of government and local government expenditure in percentage of gross domestic product (GDP) in 2011–2021. In the countries of the Visegrad Group, an increase in the level of public spending on education, expressed in million euros, was recorded. In relation to GDP in 2011 and 2021, a downward trend was observed only in Poland (by 0.6 p.p.). Poland is one of the few European Union countries where there was a significant reduction in spending on education. This is an unfavorable phenomenon, as investments in human capital testify to the competitiveness of the state.

A note on the trade-off between efficiency and equity in public financing of higher education

A note on the trade-off between efficiency and equity in public financing of higher education

The Impact of State Expenditure on Education and on Student Academic Achievement

Due to the impact of quarantine measures against COVID-19, the quality of education in the country’s schools has decreased. This issue is relevant and is on the agenda from the administration of the Head of State to university rectors and teachers, school principals and educators, students and their parents. Most of the participants in the discussion believe that too little money is allocated to the school. This article examines the impact of government spending on education and on students’ academic achievements. According to the literature review, it was revealed that an increase in financial support for secondary schools from the state will lead to an increase in the quality of education. To solve these research questions, we used a correlation analysis between student academic performance and government spending, and household spending. On the basis of the selected variables, a correlation analysis was carried out by the method of rank correlation of the relationship between student performance and the amount of state funding for education. The study concluded that the success of students in education is influenced by non-financial factors, such as educational standards and appropriate teaching methods. At the same time, a paradoxical situation has been revealed, almost every year the government increases annual spending on education in secondary schools, but student academic performance is constantly falling. In addition, there was no strong statistical relationship between student performance and the amount of State funding for education. Therefore, the question arises about the effectiveness of the use of allocated public funds for education.