Journal articles: 'School: School of Economics and Finance'

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Hough, J. R. "Managing school finance." Economics of Education Review 5, no. 4 (January 1986): 435. http://dx.doi.org/10.1016/0272-7757(86)90062-2.

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Walstad, William B. "Economic Understanding in US High School Courses." American Economic Review 103, no. 3 (May 1, 2013): 659–63. http://dx.doi.org/10.1257/aer.103.3.659.

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The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances.

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Hart, Cassandra M. D., and David N. Figlio. "School Accountability and School Choice: Effects on Student Selection across Schools." National Tax Journal 68, no. 3S (July 2015): 875–900. http://dx.doi.org/10.17310/ntj.2015.3s.07.

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Koning, Pierre, and Karen van der Wiel. "RANKING THE SCHOOLS: HOW SCHOOL-QUALITY INFORMATION AFFECTS SCHOOL CHOICE IN THE NETHERLANDS." Journal of the European Economic Association 11, no. 2 (April 2013): 466–93. http://dx.doi.org/10.1111/jeea.12005.

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RESCHOVSKY, ANDREW. "FISCAL EQUALIZATION AND SCHOOL FINANCE." National Tax Journal 47, no. 1 (March 1, 1994): 185–97. http://dx.doi.org/10.1086/ntj41789060.

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Downes, Thomas A., and David Schoeman. "School Finance Reform and Private School Enrollment: Evidence from California." Journal of Urban Economics 43, no. 3 (May 1998): 418–43. http://dx.doi.org/10.1006/juec.1997.2053.

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Zheng, Angela. "The Valuation of Local School Quality under School Choice." American Economic Journal: Economic Policy 14, no. 2 (May 1, 2022): 509–37. http://dx.doi.org/10.1257/pol.20200678.

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School choice programs break the link between residential location and school attendance, and should weaken the capitalization of school quality into house prices. For the first time, I quantify the effect of one such program—charter school expansions—across several states using a dataset covering charter entries and house prices. I embed an event study of charter entry into a boundary discontinuity design and find that, on average, school choice decreases the valuation of traditional schools by four percentage points. Suggestive evidence shows school choice can lead to neighborhood change through resorting as school boundaries become less important. (JEL H75, I21, I24, I28, R23, R31)

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Angrist, Joshua D., Parag A. Pathak, and Christopher R. Walters. "Explaining Charter School Effectiveness." American Economic Journal: Applied Economics 5, no. 4 (October 1, 2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)

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Monarrez, Tomás, Brian Kisida, and Matthew Chingos. "The Effect of Charter Schools on School Segregation." American Economic Journal: Economic Policy 14, no. 1 (February 1, 2022): 301–40. http://dx.doi.org/10.1257/pol.20190682.

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We examine the impact of the expansion of charter schools on racial segregation in public schools, defined using multiple measures of racial sorting and isolation. Our research design utilizes between-grade differences in charter expansion within school systems and an instrumental variables approach leveraging charter school openings. Charter schools modestly increase school segregation for Black, Hispanic, Asian, and White students. On average, charters have caused a 6 percent decrease in the relative likelihood of Black and Hispanic students being exposed to schoolmates of other racial or ethnic groups. For metropolitan areas, our analysis reveals countervailing forces, as charters reduce segregation between districts. (JEL I21, I24, J15)

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Allen, Rebecca, and Simon Burgess. "Can School League Tables Help Parents Choose Schools?*." Fiscal Studies 32, no. 2 (June 2011): 245–61. http://dx.doi.org/10.1111/j.1475-5890.2011.00135.x.

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Barseghyan, Levon, Damon Clark, and Stephen Coate. "Peer Preferences, School Competition, and the Effects of Public School Choice." American Economic Journal: Economic Policy 11, no. 4 (November 1, 2019): 124–58. http://dx.doi.org/10.1257/pol.20170484.

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This paper develops a new economic model of public school choice. The key innovation is to model competition between schools in an environment in which parents have peer preferences. The analysis yields three main findings. First, peer preferences dampen schools’ incentives to exert effort in response to competitive pressure. Second, when peer preferences are sufficiently strong, choice can reduce social welfare. This is because choice is costly to exercise but aggregate peer quality is fixed. Third, given strong peer preferences, choice can reduce school quality in more affluent neighborhoods. We conclude that peer preferences weaken the case for choice. (JEL H73, H75, I21, I28, R23)

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Brunner, Eric, Joshua Hyman, and Andrew Ju. "School Finance Reforms, Teachers' Unions, and the Allocation of School Resources." Review of Economics and Statistics 102, no. 3 (June 2020): 473–89. http://dx.doi.org/10.1162/rest_a_00828.

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School finance reforms caused some of the most dramatic increases in intergovernmental aid from states to local governments in U.S. history. We examine whether teachers' unions affected the fraction of reform-induced state aid that passed through to local spending and the allocation of these funds. Districts with strong teachers' unions increased spending nearly dollar-for-dollar with state aid and spent the funds primarily on teacher compensation. Districts with weak unions used aid primarily for property tax relief and spent remaining funds on hiring new teachers. The greater expenditure increases in strong union districts led to larger increases in student achievement.

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Yuhelmi, Yuhelmi, Ratna Sari Dewi Pohan, and Mezia Kemala Sari. "Implementation of School Culture Management in State Elementary School in the District of Aur Birugo Tigobaleh." International Journal for Educational and Vocational Studies 1, no. 8 (February 5, 2020): 37. http://dx.doi.org/10.29103/ijevs.v2i1.1926.

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The formation development and maintenance of school cultural values is very important in order to create honesty, mutual trust, discipline, neat, clean, beautiful and create a harmonious atmosphere so that the formation of student character is good. This study aims to describe the school's cultural planning and implementation. The subjects of this study were principals of primary schools, teachers and students in primary schools in the Aur Birugo Tigobaleh district. Data collection techniques in this study were carried out by means of observation, interviews and documentation. Data analysis techniques use techniques developed by Miles and Huberman (1996). The findings of this study include: (1) school cultural planning is not planned according to MoNE standards; (2) the implementation of school culture is implemented by every school member but it does not yet refer to the correct guidelines. For this reason, it is recommended that schools make plans and implement correctly according to applicable guidelines.

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Arik, Soner. "The predictive powers of organizational trust and justice on enabling school structure: A structural equation modelling approach." African Educational Research Journal 9, no. 2 (May 14, 2021): 449–60. http://dx.doi.org/10.30918/aerj.92.21.044.

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Organizational structures are an important organizational variable affecting organizational behaviours and individuals' relationships with each other. The structural dimension of schools in terms of educational management is evaluated under two groups in the literature, namely, enabling and hindering school structures. Enabling school structures provide a healthy school climate and help schools be more effective. Individuals' perceptions of organizational trust and justice are also effective in ensuring a healthy school climate and school effectiveness. The aim of this study is to examine the predictive power of teachers' perceptions of organizational trust and justice on their perceptions of the enabling school structure. The structural equation model was used in the study, which is designed in the descriptive survey method. The study group is composed of 1187 teachers working at primary, secondary and high schools. Data were collected through Enabling School Structure Scale (Form-ESS), Organizational Justice Scale, Organizational Trust Scale and a Personal Information Form. The findings revealed that teachers' perceptions of organizational justice and organizational trust predict their perceptions about enabling school structure.

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Wilkinson, David, Alex Bryson, and Lucy Stokes. "Assessing the Variance in Pupil Attainment: How Important is the School Attended?" National Institute Economic Review 243 (February 2018): R4—R16. http://dx.doi.org/10.1177/002795011824300110.

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We explore the variation in pupil attainment at the end of secondary schooling in England. The paper links data on all schools and all pupils within these schools to analyse the role of the school in accounting for this variation. We analyse a number of different indicators of pupil attainment including value added between the end of primary and secondary schooling and attainment levels at the end of secondary schooling. We examine indicators that were the focus of the school accounting framework as well as other indicators that were not directly part of how schools were assessed. We show that schools account for a minority of the variance in pupil attainment, and the extent of the variation accounted for by the school is sensitive to the measure of pupil attainment used. In addition, we find that the majority of the explained school-level variance in attainment is related to school composition. However, most of the variance in attainment remains unexplained, raising questions about what other factors contribute to the variation in school performance.

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Leathers, C. G. "Gladstonian Finance and the Virginia School of Public Finance: Comment." History of Political Economy 18, no. 3 (September 1, 1986): 515–21. http://dx.doi.org/10.1215/00182702-18-3-515.

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Pradhan, Menno, Daniel Suryadarma, Amanda Beatty, Maisy Wong, Arya Gaduh, Armida Alisjahbana, and Rima Prama Artha. "Improving Educational Quality through Enhancing Community Participation: Results from a Randomized Field Experiment in Indonesia." American Economic Journal: Applied Economics 6, no. 2 (April 1, 2014): 105–26. http://dx.doi.org/10.1257/app.6.2.105.

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Education ministries worldwide have promoted community engagement through school committees. This paper presents results from a large field experiment testing alternative approaches to strengthen school committees in public schools in Indonesia. Two novel treatments focus on institutional reforms. First, some schools were randomly assigned to implement elections of school committee members. Another treatment facilitated joint planning meetings between the school committee and the village council (linkage). Two more common treatments, grants and training, provided resources to existing school committees. We find that institutional reforms, in particular linkage and elections combined with linkage, are most cost-effective at improving learning. (JEL H52, I21, I25, I28, O15)

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Glen, John, and Joseph Nellis. ""The price you pay": The impact of state-funded secondary school performance on residential property values in England." Panoeconomicus 57, no. 4 (2010): 405–28. http://dx.doi.org/10.2298/pan1004405g.

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This paper examines the relationship between state-funded secondary school performance and local residential property values in seven major English cities. When choosing which secondary school they wish their children to attend, parents will be aware of the school?s performance in Key Stage 3, GCSE and A- level examinations. We suggest that GCSE examination results will be the measure of school performance that parental choice will be most closely correlated with. Therefore, secondary schools with good GCSE examination results will be ?oversubscribed? in that more students will wish to attend these schools than there are places available. Schools will then have to develop mechanisms for rationing the available places - central to rationing strategies in English schools at the moment is geographical proximity of the family home to the school of choice. Parents will thus have a strong incentive to purchase houses in the ?catchment? area of high performing schools. Our results suggest that this is the case, with high performing schools stimulating a price premium in local residential property markets of between 1% and 3% for each additional 10% point improvement in the pass rate in GCSE examinations.

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Card, David, Martin D. Dooley, and A. Abigail Payne. "School Competition and Efficiency with Publicly Funded Catholic Schools." American Economic Journal: Applied Economics 2, no. 4 (October 1, 2010): 150–76. http://dx.doi.org/10.1257/app.2.4.150.

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We study competition between two publicly funded school systems in Ontario, Canada: one that is open to all students, and one that is restricted to children of Catholic backgrounds. A simple model of competition between the competing systems predicts greater effort by school managers in areas with more Catholic families who are willing to switch systems. Consistent with this insight, we find significant effects of competitive pressure on test score gains between third and sixth grade. Our estimates imply that extending competition to all students would raise average test scores in sixth grade by 6 percent to 8 percent of a standard deviation. (JEL I21, I22, H75, Z12)

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Epple, Dennis, and Maria Marta Ferreyra. "School finance reform: Assessing general equilibrium effects." Journal of Public Economics 92, no. 5-6 (June 2008): 1326–51. http://dx.doi.org/10.1016/j.jpubeco.2007.11.005.

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Ahearn, Mary Clare, Maureen Kilkenny, and Sarah A. Low. "Trends and Volatility in School Finance." American Journal of Agricultural Economics 91, no. 5 (December 2009): 1201–8. http://dx.doi.org/10.1111/j.1467-8276.2009.01284.x.

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Figlio, David, and Cassandra M. D. Hart. "Competitive Effects of Means-Tested School Vouchers." American Economic Journal: Applied Economics 6, no. 1 (January 1, 2014): 133–56. http://dx.doi.org/10.1257/app.6.1.133.

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We use the introduction of a means-tested voucher program in Florida to examine whether increased competitive pressure on public schools affects students’ test scores. We find greater score improvements in the wake of the program introduction for students attending schools that faced more competitive private school markets prior to the policy announcement, especially those that faced the greatest financial incentives to retain students. These effects suggest modest benefits for public school students from increased competition. The effects are consistent across several geocoded measures of competition and isolate competitive effects from changes in student composition or resource levels in public schools. (JEL H75, I21, I22, I28)

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Mulyani, Hanif R., S. Su’ad, M. Widjanarko, and A. T. Sabaz. "INFLUENCE OF SCHOOL CULTURE AND WORK MOTIVATION ON PERFORMANCE OF ELEMENTARY SCHOOL TEACHERS." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 155–68. http://dx.doi.org/10.47526/2022-2/2664-0686.13.

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The purpose of this study was (1) to find the influence of school culture on performance, (2) to find the effect of work motivation on teacher performance, (3) to analyze the influence of school culture and work motivation together on the performance of elementary school teachers in the Wonosalam District Wonosalam Regency. This study uses quantitative research methods with the type of ex-post-facto research. Data collection techniques using a questionnaire. The total population was 103 people and 82 elementary school teachers were taken as respondents spread over 10 elementary schools in the Teuku Umar Cluster, Wonosalam District, Demak Regency. The results of this study are: (1) There is an influence of school culture on teacher performance by 38,1%; (2) There is an effect of work motivation on teacher performance by 84,5%; (3) There is an influence of school culture and work motivation on teacher performance in the Wonosalam District Demak Regency by 85,3%. This shows that school culture and work motivation are very influential on teacher performance. However, work motivation has a greater influence on teacher performance than school culture.

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Kabataş, Mustafa. "A study on healthy eating children's music lessons and school performance." African Educational Research Journal 9, no. 1 (January 28, 2021): 112–20. http://dx.doi.org/10.30918/aerj.91.20.226.

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Healthy nutrition is the main factor affecting the adaptation process of children to school regardless of their education level. Nutrition becomes more important in performance-based lessons such as music lessons. Studies conducted to improve education emphasize the importance of a healthy diet for students to improve school performance. Given that the human environment affects the health of individuals and communities in terms of their performance, discussions on nutrition and health constitute debates involving various aspects of the political, social, economic and cultural developments of societies. It is the health status of individuals that has long-term effects on the well-being of society members and the well-being of the society as a whole. Societies that guarantee good health and nutrition for their citizens can boast of higher outcomes, including high performance in school. The importance of good nutrition increases even more in performance lessons such as music lessons. This healthy eating in Kastamonu province in Turkey's perspective, we did a study on music lessons and school performance. It was held in four different regional schools in Kastamonu province. The selection of these schools assumes that the distribution of schools in the city differs socioeconomically. While interviews were held with 18 teachers in 4 schools in each neighborhood, 42 students were interviewed in the last year for each school. The school categories evaluated were: private, mission schools, and state-owned schools. Two types of research tools were applied to the universe of the study as follows: interviews for both teachers and parents through questionnaires and interview guides were applied to primary school students. In addition, we made some observations in different schools that allow us to see the different health and nutrition opportunities available in these schools. Therefore, data collection for this study is both quantitative and qualitative using the tools mentioned above. The aim of the research is to determine how healthy students are eating in schools; to develop ideas for a healthier diet for students and to present them to managers. Research is important in that it benefits field experts and similar studies. According to the results of the research, both school success and music lesson success increase with a healthy diet. This reveals the importance of healthy nutrition, especially in school children in their developmental age.

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Eyles, Andrew, and Stephen Machin. "The Introduction of Academy Schools to England's Education." Journal of the European Economic Association 17, no. 4 (August 1, 2019): 1107–46. http://dx.doi.org/10.1093/jeea/jvy021.

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Abstract This paper studies the origins of what has become one of the most radical and encompassing programmes of school reform seen in the recent past in advanced countries—the introduction of academy schools to English education. Academies are independent state funded schools that are allowed to run in an autonomous manner outside of local authority control. Almost all academies are conversions from already existent state schools and so are school takeovers that enable more autonomy in operation than was permitted in their predecessor state. Studying the first round of conversions that took place in the 2000s, where poorly performing schools were converted to academies, a focus is placed on legacy enrolled pupils who were already attending the school prior to conversion. The impact on end of secondary school pupil performance is shown to be positive and significant. Performance improvements are stronger for pupils in urban academies and for those converting from schools that gained relatively more autonomy as a result of conversion.

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Dibete, Kgabo Johannes, and Onoriode Collins Potokri. "Policy compliance of SGB members on their financial management roles in selected no-fee schools in Limpopo province of South Africa." International Journal of Educational Management 32, no. 5 (June 11, 2018): 799–812. http://dx.doi.org/10.1108/ijem-03-2017-0058.

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Purpose The purpose of this paper is to investigate the perceptions of school governing bodies (SGBs) members’ role in financial management in no-fee schools so as to understand their compliance with policy frameworks when managing school finances. No-fee schools are schools in which the learners cannot be levied fees because of the poor socio-economic background of their parents, and are located in Quintiles 1-3 according to National Norms and Standards for School Funding Policy. Design/methodology/approach A qualitative research design/approach within the interpretive paradigm was adopted for the study. A sample of 22 participants from six selected no-fee schools was purposefully selected to participate in the study. The participants were principals, SGB chairpersons, SGB treasurers and finance officers. Data were collected through interviews and document analyses and were qualitatively analysed through coding and categorisation. Findings The findings reveal that the perceptions, experience and understanding of SGB members on their financial management roles differ. They lacked the proper knowledge to manage their funds effectively. This lack of knowledge is mainly because of the members’ literacy level and limited training. Originality/value This study offers a novel empirical and theoretical perspective on finance of no-fee schools and SGBs. This research subsequently recommends that rigorous training of chairpersons and treasurers should be done by department officials located in the finance section. Further, training should be conducted in a language that would be understood by the intended recipients.

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Radjak, Lukfiah Irwan, and Yustina Hiola. "Accounting Guidelines Implementation: A Study on Economic Development of Islamic Boarding Schools." Journal of Asian Multicultural Research for Economy and Management Study 1, no. 2 (December 12, 2020): 54–60. http://dx.doi.org/10.47616/jamrems.v1i2.63.

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The development of Islamic boarding schools is one of the targets for sharia economic development which is based on the understanding of the halal value chain where the development of Islamic economics and finance summarizes various initiative programs including the development of Islamic boarding schools. The purpose of this study is to describe how the implementation of the Islamic Boarding School Accounting Guidelines at Al Huda Islamic Boarding School which is more focused on the readiness of HR at Al Huda Islamic Boarding School in applying the Islamic Boarding School Accounting Guidelines. The Al Huda Islamic boarding school was chosen as the research locus because the Al Huda Islamic Boarding School was appointed by Bank Indonesia Gorontalo Representative Office as a pilot project for the Pesantren (Islamic Boarding School) which applies the Islamic Boarding School Accounting Guidelines. The stages of the research method began with observations and results of interviews with informants from the board of the Al-Huda Islamic Boarding School. The results showed that there was a desire to apply these guidelines in the Al-Huda Islamic boarding school. Even though treasurers, secretaries and operators do not have a basic knowledge of the Economics of Accounting, the existing human resources are ready to apply the Pesantren accounting guidelines, of course, adjusting to the needs of the Al-Huda Islamic boarding school. The author sees that there is no urgency in implementing Islamic boarding school accounting guidelines at the Al-Huda Islamic boarding school because the reporting entity is the foundation that houses the Al-Huda Islamic boarding school, the Al Huda Islamic Education and Da'wah Foundation, Gorontalo. The foundation is fully responsible for the donors or the community.

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Gallego, Francisco. "When Does Inter-School Competition Matter? Evidence from the Chilean “Voucher” System." B.E. Journal of Economic Analysis & Policy 13, no. 2 (August 1, 2013): 525–62. http://dx.doi.org/10.1515/bejeap-2012-0032.

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Abstract I investigate the effects of voucher-school competition on educational outcomes. I test whether voucher-school competition (1) improves student outcomes and (2) has stronger effects when public schools face a hard-budget constraint. Since both voucher-school competition and the degree of hardness of the budget constraint for public schools are endogenous to public school quality, I exploit (i) the interaction of the number of Catholic priests in 1950 and the institution of the voucher system in Chile in 1981 as a potentially exogenous determinant of the supply of voucher schools and (ii) a particular feature of the electoral system that affects the identity of the mayors of different counties (who manage public schools) as a source of exogenous variation in the degree of hardness of the public schools’ budget constraints. Using this information, I find that (1) an increase of one standard deviation of the ratio of voucher-to-public schools increases test scores by just around 0.10 standard deviations; and (2) the effects are significantly bigger for public schools facing more binding minimum enrollment levels.

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Cohodes, Sarah R., Elizabeth M. Setren, and Christopher R. Walters. "Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector." American Economic Journal: Economic Policy 13, no. 1 (February 1, 2021): 138–67. http://dx.doi.org/10.1257/pol.20190259.

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Can schools that boost student outcomes reproduce their success at new campuses? We study a policy reform that allowed effective charter schools in Boston, Massachusetts to replicate their school models at new locations. Estimates based on randomized admission lotteries show that replication charter schools generate large achievement gains on par with those produced by their parent campuses. The average effectiveness of Boston’s charter middle school sector increased after the reform despite a doubling of charter market share. An exploration of mechanisms shows that Boston charter schools compress the distribution of teacher effectiveness and may reduce the returns to teacher experience, suggesting the highly standardized practices in place at charter schools may facilitate replicability. (JEL H75, I21, I28)

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Hoxby, C. M. "All School Finance Equalizations are Not Created Equal." Quarterly Journal of Economics 116, no. 4 (November 1, 2001): 1189–231. http://dx.doi.org/10.1162/003355301753265552.

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Abdulkadiroğlu, Atila, Parag A. Pathak, and Christopher R. Walters. "Free to Choose: Can School Choice Reduce Student Achievement?" American Economic Journal: Applied Economics 10, no. 1 (January 1, 2018): 175–206. http://dx.doi.org/10.1257/app.20160634.

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A central argument for school choice is that parents can choose schools wisely. This principle may underlie why lottery-based school evaluations have almost always reported positive or zero achievement effects. This paper reports on a striking counterexample to these results. We use randomized lotteries to evaluate the Louisiana Scholarship Program, a voucher plan that provides public funds for disadvantaged students to attend private schools. LSP participation lowers math scores by 0.4 standard deviations and also reduces achievement in reading, science, and social studies. These effects may be due in part to selection of low-quality private schools into the program. (JEL H75, I21, I22, I28)

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Dur, Umut, Thayer Morrill, and William Phan. "Family ties: School assignment with siblings." Theoretical Economics 17, no. 1 (2022): 89–120. http://dx.doi.org/10.3982/te4086.

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We introduce a generalization of the school choice problem motivated by the following observations: students are assigned to grades within schools, many students have siblings who are applying as well, and school districts commonly guarantee that siblings will attend the same school. This last condition disqualifies the standard approach of considering grades independently as it may separate siblings. We argue that the central criterion in school choice—elimination of justified envy—is now inadequate as it does not consider siblings. We propose a new solution concept, suitability, that addresses this concern, and we introduce a new family of strategy‐proof mechanisms where each satisfies it. Using data from the Wake County magnet school assignment, we demonstrate the impact on families of our proposed mechanism versus the “naive” assignment where sibling constraints are not taken into account.

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Klijn, Flip, Joana Pais, and Marc Vorsatz. "Improving schools through school choice: An experimental study of deferred acceptance." Economics Letters 186 (January 2020): 108853. http://dx.doi.org/10.1016/j.econlet.2019.108853.

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Istijarti, Atiek, Yatim Riyanto, and Sri Setyowati. "Implementation of Management Based School in Improving The Quality Of Secondary Education." International Journal for Educational and Vocational Studies 1, no. 8 (December 30, 2019): 904. http://dx.doi.org/10.29103/ijevs.v1i8.2255.

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The implementation of school-based management in Indonesia itself is contained in the Act National Education System Number 20 of 2003 which reads "management of education units early childhood, basic education and secondary education are implemented based on standards minimal service with the principle of school-based management. education Department National Republic of Indonesia calls SBM with School-Based Quality Improvement Management which is defined as "a management model that gives school more autonomy and encourage participatory decision making that directly involves school members to improve the quality of schools based on national education policies.

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Sandberg, Lars G., and Lars Jonung. "The Stockholm School of Economics Revisited." Journal of Money, Credit and Banking 24, no. 2 (May 1992): 273. http://dx.doi.org/10.2307/1992741.

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Lucas, Adrienne M., and Isaac M. Mbiti. "Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya." American Economic Journal: Applied Economics 6, no. 3 (July 1, 2014): 234–63. http://dx.doi.org/10.1257/app.6.3.234.

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The most desirable Kenyan secondary schools are elite government schools that admit the best students from across the country. We exploit the random variation generated by the centralized school admissions process in a regression discontinuity design to obtain causal estimates of the effects of attending one of these elite public schools on student progression and test scores in secondary school. Despite their reputations, we find little evidence of positive impacts on learning outcomes for students who attended these schools, suggesting that their sterling reputations reflect the selection of students rather than their ability to generate value-added test score gains. ( JEL H52, I21, I28, O15)

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Cho, Seung Mo. "A Critical Suggestion on Finance for High School 〈Mathematical Economics〉." School Mathematics 23, no. 4 (December 31, 2021): 565–91. http://dx.doi.org/10.29275/sm.2021.12.23.4.565.

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Barnett, W. Steven. "Obstacles and Opportunities: Some Simple Economics of School Finance Reform." Educational Policy 8, no. 4 (December 1994): 436–52. http://dx.doi.org/10.1177/0895904894008004007.

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Mabid Ali Mohamed Mahmoud Al-Jarhi, Mabid Ali Mohamed Mahmoud Al-Jarhi. "Islamic Economics: An Agenda for Intellectual and Institutional Reform." journal of king Abdulaziz University Islamic Economics 32, no. 2 (July 7, 2019): 99–108. http://dx.doi.org/10.4197/islec.32-2.7.

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This article agrees with Reardon (2019), that economics finds itself in a predicament caused by the neoclassical school. The dominance of neoclassical economics and its lack of response to calls for reform has been endemic. Reform must include both the neoclassical analysis as well as the system of market capitalism it strives to defend. This paper briefly discusses both aspects of reform. It introduces the new school of analytical Islamic economics and its agenda to reform both the discipline and the economic system. The paper enumerates several advantages of Islamic economics to the economics discipline itself as well as the economy, in addition to bringing together intellectuals and scholars of economics, both from East and West, in a more communicative and inclusive group. In addition, the article makes some proposals towards opening the doors in-between the different schools of thought for positive as well as enriching intellectual interactions.

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Hyman, Joshua. "Does Money Matter in the Long Run? Effects of School Spending on Educational Attainment." American Economic Journal: Economic Policy 9, no. 4 (November 1, 2017): 256–80. http://dx.doi.org/10.1257/pol.20150249.

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This paper measures the effect of increased primary school spending on students' college enrollment and completion. Using student-level panel administrative data, I exploit variation in the school funding formula imposed by Michigan's 1994 school finance reform, Proposal A. Students exposed to $1,000 (10 percent) more spending were 3 percentage points (7 percent) more likely to enroll in college and 2.3 percentage points (11 percent) more likely to earn a postsecondary degree. The effects were concentrated among districts that were urban and suburban, lower poverty, and higher achieving at baseline. Districts targeted the marginal dollar toward schools serving less-poor populations within the district. (JEL H75, I21, I22, I28)

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Hoxby, Caroline Minter. "Are Efficiency and Equity in School Finance Substitutes or Complements?" Journal of Economic Perspectives 10, no. 4 (November 1, 1996): 51–72. http://dx.doi.org/10.1257/jep.10.4.51.

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This paper analyzes cases made for local and centralized school finance and policies such as vouchers, categorical aid, and equalization aid. An ideal system of school finance would achieve efficiency and equity by ensuring every person invests in the amount of schooling that is socially optimal for him. The author evaluates the empirical evidence for, and the merit and importance of, arguments for each policy. She concludes that the theoretical arguments for centralized finance not only exaggerate the efficiency-equity tradeoff but actually make better arguments for a system combining local school finance with categorical aid and means-tested vouchers.

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Caldwell, Phillip, Rajah E. Smart, and Jed T. Richardson. "An Investigation to Explain Structural Racism Associated with Michigan Public Charter Districts Funding Effort." Journal of Education Human Resources 39, no. 2 (April 2021): 165–83. http://dx.doi.org/10.3138/jehr-2020-0033.

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The research objective is to explain evidence of structural racism, inequity, and inadequacy in the Michigan public school finance system related to the education of Black students or Black descendants of captive and enslaved Africans. This analysis stems from ongoing research that integrates transformative paradigms, critical race theory, and school funding fairness to explain systemic racism associated with public school funding policy, practice, and educational disparities. The Constitution of the State of Michigan of 1963, Article 9, Sections 3, 5, 8, 11, and 36 (commonly known as Public Act 145 of 1993 or Proposal A), Michigan’s school funding policy, sought to decrease local property taxes and rid the system of funding inequalities across school districts. The legislation’s intention was to achieve four basic goals: (1) reduce property tax burdens; (2) reduce per pupil funding disparities; (3) limit annual increases in property tax assessments and (4) increase site control over local school district finances. As a result, Proposal A (1993) eliminated local school property taxes due to public outcry regarding increasing rates, resulting in a reduction of nearly $7 billion in funding for Michigan’s public schools, beginning in the 1994–95 school year. Proposal A sought to improve the equalization and equity in funding across school districts. This examination uses the lens of critical race theory (CRT) to analyze Michigan’s Proposal A to understand better the unique interplay among the political, economic, and ideological forces influencing public school finance. CRT explains the inherent inequities due to racial, ethnic, and class lines deeply inserted in U.S. society and the public school system. This investigation presents quantitative evidence from Michigan public school data showing that Black students who receive free and reduced lunch (FRL) are overrepresented in charter districts in Michigan. Although students in these schools require greater resources than their peers to achieve similar academic outcomes, Michigan’s charter districts receive less revenue from state and local sources. As a result, Michigan’s charter financing system reinforces racial and socioeconomic inequality by providing less per-pupil funding to Black and FRL students.

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Javdani, Mohsen. "Noise or News? Learning about the Content of Test-Based School Achievement Measures." B.E. Journal of Economic Analysis & Policy 15, no. 3 (July 1, 2015): 1417–53. http://dx.doi.org/10.1515/bejeap-2014-0052.

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Abstract Test-based measures of school performance are increasingly used to inform both education policy and families’ school choice decisions. There are, however, concerns about the reliability of these measures. This paper assesses the extent to which cross-sectional differences in schools’ average achievement on standardized tests reflect transitory factors, using data from a 1999–2006 panel of public and private schools in British Columbia, Canada. Sampling variation and one-time mean reverting shocks are shown to be significant sources of cross-sectional variation in schools’ mean test scores. The results therefore suggest that public dissemination of information about schools’ average achievement on standardized tests could potentially mislead or confuse parents. These results should also encourage caution in the design of policies that attach monetary or nonmonetary rewards or sanctions to schools on the basis of test-based achievement and suggest a need for more sophisticated measures of school performance.

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Das, Jishnu, Stefan Dercon, James Habyarimana, Pramila Krishnan, Karthik Muralidharan, and Venkatesh Sundararaman. "School Inputs, Household Substitution, and Test Scores." American Economic Journal: Applied Economics 5, no. 2 (January 1, 2013): 29–57. http://dx.doi.org/10.1257/app.5.2.29.

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Empirical studies of the relationship between school inputs and test scores typically do not account for household responses to changes in school inputs. Evidence from India and Zambia shows that student test scores are higher when schools receive unanticipated grants, but there is no impact of grants that are anticipated. We show that the most likely mechanism for this result is that households offset their own spending in response to anticipated grants. Our results confirm the importance of optimal household responses and suggest caution when interpreting estimates of school inputs on learning outcomes as parameters of an education production function. (JEL D12, H52, I21, O15)

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Dobbie, Will, and Roland G. Fryer. "Getting Beneath the Veil of Effective Schools: Evidence From New York City." American Economic Journal: Applied Economics 5, no. 4 (October 1, 2013): 28–60. http://dx.doi.org/10.1257/app.5.4.28.

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In this paper, we collect data on the inner-workings of 39 charter schools and correlate these data with school effectiveness. We find that traditionally collected input measures—class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that an index of five policies suggested by qualitative research—frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness. The same index provides similar results in a separate sample of charter schools. (JEL H75, I21, I28)

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Nechyba, Thomas J. "School Finance Induced Migration and Stratification Patterns: The Impact of Private School Vouchers." Journal of Public Economic Theory 1, no. 1 (January 1999): 5–50. http://dx.doi.org/10.1111/1097-3923.00002.

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Vega-Bayo, Ainhoa, and Petr Mariel. "School Choice across Different Regions of Spain." Revista Hacienda Pública Española 227, no. 4 (December 2018): 11–36. http://dx.doi.org/10.7866/hpe-rpe.18.4.1.

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Rockoff, Jonah, and Lesley J. Turner. "Short-Run Impacts of Accountability on School Quality." American Economic Journal: Economic Policy 2, no. 4 (November 1, 2010): 119–47. http://dx.doi.org/10.1257/pol.2.4.119.

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In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality. (JEL H75, I21, I28, J45)

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CAMPBELL, COLIN D., and WILLIAM A. FISCHEL. "PREFERENCES FOR SCHOOL FINANCE SYSTEMS: VOTERS VERSUS JUDGES." National Tax Journal 49, no. 1 (March 1, 1996): 1–15. http://dx.doi.org/10.1086/ntj41789182.

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DUNCOMBE, WILLIAM, and JOHN YINGER. "SCHOOL FINANCE REFORM: AID FORMULAS AND EQUITY OBJECTIVES." National Tax Journal 51, no. 2 (June 1, 1998): 239–62. http://dx.doi.org/10.1086/ntj41789325.

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Journal articles on the topic 'School: School of Economics and Finance'

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