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Resource Allocation [microform] : Targeting Funding for Maximum Impact. Policy Brief / Kirsten Miller
Bib ID 5692307
Format BookBook, MicroformMicroform, OnlineOnline
Author
Miller, Kirsten
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2002 
9 p. 
Summary

Researchers 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)

Notes

Availability: 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.

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: ED01CO0006.

ERIC 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.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Academic Achievement.  |  Educational Finance.  |  Elementary Secondary Education.  |  Money Management.  |  Resource Allocation.
Form/genre Information Analyses.
Other authors/contributors Mid-Continent Research for Education and Learning, Aurora, CO
Available From ERIC 
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035 |9(ericd)ED465203
037 |aED465203|bERIC
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091 |amfm
100 1 |aMiller, Kirsten.
245 1 0 |aResource Allocation|h[microform] :|bTargeting Funding for Maximum Impact. Policy Brief /|cKirsten Miller.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c2002.
300 |a9 p.
500 |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
500 |aSponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.|5ericd
500 |aContract Number: ED01CO0006.|5ericd
500 |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
520 |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 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |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
655 7 |aInformation Analyses.|2ericd
710 2 |aMid-Continent Research for Education and Learning, Aurora, CO.
856 4 1 |uhttps://eric.ed.gov/?id=ED465203
984 |aANL|cmc 2253 ED465203|d77000000462286
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