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080220s2002 xxu ||| b ||| | eng d |
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|9(ericd)ED465203 |
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|aED465203|bERIC |
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|aericd|beng|cericd|dMvI |
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|amfm |
100 |
1 |
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|aMiller, Kirsten. |
245 |
1 |
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|aResource Allocation|h[microform] :|bTargeting Funding for Maximum Impact. Policy Brief /|cKirsten Miller. |
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|a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c2002. |
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|a9 p. |
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|aAvailability: Mid-Continent Research for Education and Learning, 2550 S. Parker Rd., Suite 500, Aurora, CO 80015. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org.|5ericd |
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|aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.|5ericd |
500 |
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|aContract Number: ED01CO0006.|5ericd |
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|aERIC Note: This policy brief is based on a presentation given by David Grissmer, Senior Management Scientist at RAND, to McREL staff and board members on January 3, 2002.|5ericd |
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|aResearchers have questioned whether additional resources impact student achievement--essentially, whether money matters. This policy brief examines the connections between student achievement and resource allocation with the aim of providing policymakers with guidance in this area. Key points are that targeted resource allocation especially benefits disadvantaged children, that improving the classroom environment for current teachers may be more cost-effective and yield greater gains than just raising teacher salaries, and that family variables are among the strongest indicators of student achievement. Differences in NAEP scores between states with students who have similar family characteristics suggest that resource allocation does matter and that states and policymakers may benefit from a closer examination of where their resources are being spent. Early intervention, whether in small- or large-scale programs, appears to reduce placement in special-education classes, increase graduation rates, and decrease the likelihood that students will engage in criminal activity. Policy issues and objectives include class-size reduction, offering prekindergarten programs, and exploring methods of improving teacher quality. By considering the costs and returns on this country's investment in education, policymakers can ensure that education dollars are spent most effectively and help the children who need it most. (Contains 17 references.) (RT) |
530 |
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|aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/ |
533 |
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|aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive. |
650 |
0 |
7 |
|aAcademic Achievement.|2ericd |
650 |
0 |
7 |
|aEducational Finance.|2ericd |
650 |
0 |
7 |
|aElementary Secondary Education.|2ericd |
650 |
0 |
7 |
|aMoney Management.|2ericd |
650 |
1 |
7 |
|aResource Allocation.|2ericd |
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7 |
|aInformation Analyses.|2ericd |
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|aMid-Continent Research for Education and Learning, Aurora, CO. |
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|uhttps://eric.ed.gov/?id=ED465203 |
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|aANL|cmc 2253 ED465203|d77000000462286 |