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Academic literature on the topic 'Schools Division Finance'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Schools Division Finance"

1

Knight, Melinda. "Writing and Other Communication Standards in Undergraduate Business Education: A Study of Current Program Requirements, Practices, and Trends." Business Communication Quarterly 62, no. 1 (March 1999): 10–28. http://dx.doi.org/10.1177/108056999906200102.

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A survey of 52 top-ranked undergraduate business schools suggests that profi ciency in written and oral communication is considered an important requirement for an undergraduate business degree. This conclusion derives from a study of offi cial Web sites, with follow-up verification by e-mail. All schools have writing and other communication ( primarily oral) standnrds in place; 50 have lower-division writing requirements, and 17 schools have other lower-division communication requirements ( primarily oral). A total of 36 schools have upper-division writing requirements, and 25 of those schools offer business communication courses through the business schools, and not through liberal arts divisions.
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Bradbury, John Charles, and Joshua D. Pitts. "Full Cost-of-Attendance Scholarships and College Choice." Journal of Sports Economics 19, no. 7 (March 17, 2017): 977–89. http://dx.doi.org/10.1177/1527002517696958.

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In 2015, the National Collegiate Athletic Association Division I schools were permitted to cover the “full cost of attendance” as a part of athletic scholarships for the first time, which allowed schools to provide modest living stipends to its athletes. Differences in cost-of-attendance allotments across schools have the potential to affect the allocation of talent, with higher stipends attracting better student-athletes. Using recently published cost-of-attendance data, we estimate the impact of cost-of-attendance allowances on college football recruiting. Estimates reveal that cost-of-attendance scholarship allowances were positively associated with football recruiting quality immediately following their implementation, indicating that the modest differences in stipends swayed student-athletes’ college choice.
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Jewell, R. Todd. "NCAA Expenditure and Efficiency: Analyzing Generated and Allocated Revenue in the Football Bowl Subdivision." Journal of Sports Economics 21, no. 4 (March 3, 2020): 363–90. http://dx.doi.org/10.1177/1527002520906530.

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Using a stochastic production function approach and a dynamic panel data estimator, this study creates estimates of time-varying efficiency in the production of generated revenues for NCAA Division I football bowl subdivision athletic programs. These efficiency estimates are then compared to the use of allocated revenues—fees from students and direct payments from the university budget—by college athletic departments. While all schools that are less efficient in the production of generated revenue are shown to use allocated revenue more intensively, a major finding is power-conference schools that are less efficient in their use of expenditure inputs tend to rely more heavily on allocated revenue in the form of student fees to support the activities of the program.
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Leeds, Michael A., and Ngoc Tram Nguyen Pham. "Productivity, Rents, and the Salaries of Group of Five Football Coaches." Journal of Sports Economics 21, no. 1 (August 22, 2019): 3–19. http://dx.doi.org/10.1177/1527002519867384.

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Standard labor market theory says that workers are paid their marginal revenue product (MRP). However, firm revenue is sometimes independent of the productivity of individual workers. This often occurs in professional sports, as the bulk of a team’s revenue comes from league-wide TV contracts negotiated years in advance. This is also true for head coaches at “Group of Five” schools, which form the second tier of college football programs. We show that a coach’s performance affects both his MRP and his bargaining power over the division of exogenous rents that accrue to his program.
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Segura, Jerome, and Jonathan Willner. "The Game Is Good at the Top." Journal of Sports Economics 19, no. 5 (October 13, 2016): 645–76. http://dx.doi.org/10.1177/1527002516673407.

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Collegiate football may provide advertising for universities, attracting larger pools of applicants and leading to more academically qualified student bodies. Football may also build school spirit, reducing attrition and improving long-run graduation rates. This analysis uses data from 2001 to 2004 for available National Collegiate Athletic Association Division-1 institutions to examine the advertising and effectiveness effects of football. Using both general linear model and linear-in-means model estimation procedures, we find strong advertising and effectiveness effects for football in the full sample. Among schools fielding a football team, the impact of Football Bowl Subdivision and winning percentage is muddy; however, the advertising effect of bowl appearances is strong.
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Summer, Charles E., Richard A. Bettis, Irene H. Duhaime, John H. Grant, Donald C. Hambrick, Charles C. Snow, and Carl P. Zeithaml. "Doctoral Education in the Field of Business Policy and Strategy." Journal of Management 16, no. 2 (June 1990): 361–98. http://dx.doi.org/10.1177/014920639001600207.

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This report was originally commissioned in 1988 by the Executive Committee of the Business Policy and Planning Division of the Academy of Management. At that time, the Executive Committee, concerned about a number of issues connected with doctoral education, appointed The Committee on the Future of Doctoral Education to study these issues. There had been, in the last 15 years, a veritable explosion of literature in the field of Business Policy and Strategy. This trend was accompanied by a growth in the number of doctoral programs being established in American universities. As with any evolving field, questions were being raised not only by "outsiders" (faculty in other departments of a business school, curriculum and administrative officers in business schools) but also by "insiders" (professors, students, prospective students in the field itself). What is the nature of the field? What are its boundaries? What are the major streams of literature in the field? What kind of research is most promising?
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Watson, Judith, and Andrew Church. "The Social Effects of Travel to Learn Patterns - A Case Study of 16-19 Year Olds in London." Local Economy: The Journal of the Local Economy Policy Unit 24, no. 5 (August 2009): 389–414. http://dx.doi.org/10.1080/02690940903166971.

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Previous research into education and student geographies has usually focussed on either compulsory schooling or university education. This paper, using London as a case study, is an innovative attempt to understand the geographies of non-compulsory, non-university education (‘further education’, FE) which plays a crucial role in a world city labour market that requires a wide range of skills. Original analysis is provided using findings from a questionnaire, interviews with students and senior college managers and the analysis of individual student records, the Individualised Student Record (ISR) and Pupil-Level School Census (PLASC). The education geography of 16-19 year olds in FE involves selection by institutions alongside choice by learners resulting in complex patterns of social segregation and travel to learn. The division between post 16 colleges and sixth forms attached to schools is crucial with the latter, wherever they are located, taking a less deprived section of the cohort.
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Ujang, Yusak, M. Syukri, and Sukmawati Sukmawati. "Management of Filial School Development (Case Study on Management Standards on Singkawang 11 State Junior High School)." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 15, 2018): 166. http://dx.doi.org/10.26737/jetl.v3i1.742.

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<p>The filial school is one of the model of school development where learners study and learn various skills as the basic capital to continue to higher education level. The responsibility of the school's management is fully filial by the parent school in accordance with the quality standards of education services. This research aims to reveal the management of philial school development on the standard of management at Singkawang 11 State Junior High School (SMP Negeri 11 Singkawang ) with the focus of: 1) development planning of filial school in management standard, 2) organizing the development of filial school in management standard, 3) implementation of filial school development on management standard, 4) supervision of filial school development on management standards, 5) constraints faced in the development of filial schools on management standards, and 6) efforts undertaken in the development of filial schools on management standards. The research method used descriptive research with qualitative approach. Data collected by in-depth interviews, participant observation, documentation and analyzed by data reduction, data presentation, conclusion or verification. Testing of data reliability is done by extending the observation period, and triangulation and member checking. The results of the study conclude: 1) Filial School Development Planning in Management Standards, has been done by Singkawang 11 State Junior High School by making the vision and mission is implied that support the implementation of philial school development and has been socialized and arranged based on consultation with certain teachers by considering the needs of the school as a basis making, 2) organizing the development of filial schools on the standard of management, that the head of Singkawang 11 State Junior High School has arranged the organizational structure in connection with the division of main tasks and functions of the teacher and socialized. 3) Implementing the development of filial schools on the standard of management that Singkawang 11 State Junior High School refers to document I which includes all aspects of school management including philial schools covering curriculum aspects, student aspects, educator aspect and educational staff, aspects of facilities and infrastructure, finance and financing , school culture and school areas, school committees and partnerships, and school management information systems, 4) supervision of filial school development on process standards, that Singkawang 11 State Junior High School has conducted School Self Evaluation (EDS) conducted annually as a basis for preparation of the Plan School Work (RKS) and principals have conducted classroom supervision activities on teachers. For managerial supervision of the eight national standards of education by school supervisors has been undertaken but not scheduled, 5) The barriers faced in the development of filial schools in management standards consist of internal (internal) and external (external) barriers. obstacles from within include the limitations of learning facilities and infrastructure of students in the form of limited learning buildings, laboratories, libraries, canteen, prayer room, learning books and desks and student learning seats. External obstacles in the form of poor, perforated, and muddy access roads make it difficult for teachers to carry out teaching duties at the filial schools. 6) The efforts made in the development of filial schools in the management standards include the proposal for the rehabilitation of the 2017 study by the principal to the education and cultural offices of Singkawang city, the cooperation of the principal of Singkawang 11 State Junior High School with Singkawang 3 State Junior High School in a grant program of learning facilities in the form of help desk and desk study as well as reference books for studying students in filial schools. </p>
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ROMANOVA, Svetlana A., Tatyana M. GULAYA, and Tatyana L. GERASIMENKO. "Legal Regulation of Educational Activities in Public Schools." Journal of Advanced Research in Law and Economics 9, no. 1 (September 25, 2018): 265. http://dx.doi.org/10.14505//jarle.v9.1(31).32.

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In the paper it notes: the quality of education is a series of systemic-social qualities and characteristics that define the system of education adopted requirements, social norms, the state educational standards. The authors believe that quality education depends on the quality of requirements (goals, standards and norms), quality resources (programs, personnel potential, contingent of entrants, logistics, Finance, etc.) and the quality of the educational process (scientific and educational activities, management, educational technology), which directly provide the training. The novelty of this work is that the country's accession to the Bologna process has resulted in the need for corresponding harmonization of the current quality assurance system of higher education to the commitments made. Quality assurance of higher education at the state level is achieved by development of normative-legal, organizational, methodological and other documents regulating the system of state quality control of education. The authors note that in the implementation of many activities that should contribute to quality assurance in higher education. The subject of the study is that the current quality assurance system (external expert evaluation of activities of higher education institutions) is now at the stage adaptation of the national system of quality assurance standards and guide lines for quality assurance in the European higher educatio narea. In particular, the formation of the monitoring system and definition of rating of higher educational institutions, which in the assessment activities of the University focuses on international indicators (indicators). Even today, some universities are turning to international accreditation agencies. The study's findings is that the system of legal acts regulating the functioning of higher education, while maintaining a certain level of state regulation of activities in the field of higher education, provides an opportunity to ensure greater compliance with the professional qualification level of training of specialists for the requirements of the social division of labor and mobility system of training of specialists on the labor market. At the same time, the analysis of normative-legal acts on higher education shows that, despite the progressive legal instruments adopted in recent years aimed at the development of the education system, they still characterized by inconsistency, ambiguity, and the impossibility of monitoring the implementation of certain provisions. For the solution of problems a rising in the process of quality management of higher education, the need for further improvement and development framework. Important measure to improve the quality of education and management is the implementation of quality management systems in higher education institutions.
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Teketel, Seleshi Zeleke. "Analysis of Mathematical Errors Committed by Grade Six Children with Mathematics Difficulties: Implications for Classroom Instruction." Journal of Research in Didactical Sciences 1, no. 1 (October 1, 2022): 1–11. http://dx.doi.org/10.51853/jorids/12500.

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A growing body of research has shown that children with mathematics difficulties (MD) encounter problems in a range of mathematical tasks including mathematical computations, mathematical concepts and word problems. However, limited work has been accomplished to date that documented the children’s specific difficulties or problems in each category of mathematical tasks. The present study examined whether or not children with MD face more difficulties with some operations in each category than other operations. The study selected 13 grade six children with MD from two primary schools in Addis Ababa, Ethiopia. Examination of the students’ performance on a 50-item curriculum-based mathematics test showed that (i) on the computation subtest, the children performed significantly poorly on items with multiplication, division and mixed operations as compared to computation items that require addition and subtraction; (ii) on mathematical concepts, the children performed significantly worse on all items but they performed slightly better on principles and rules; and (iii) on word problems, the children performed significantly poorly on all five types of items (addition, subtraction, multiplication, division and mixed operations). Overall, the findings show that children with MD face difficulties with several types of mathematical (computation, concepts and word problem) tasks except computation items that require the application of addition and subtraction.
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Dissertations / Theses on the topic "Schools Division Finance"

1

Cowden, Robert Allan. "Cooperative purchasing practices and procedures in the public school divisions of Virginia and their relationship to the Virginia Public Procurement Act." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/76094.

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The purpose of this study was to provide a descriptive analysis of cooperative purchasing in the public schools in the Commonwealth of Virginia with attention to any effects brought about by enactment of the Virginia Public Procurement Act. Questionnaires were sent to each division superintendent of public schools in Virginia with follow up done on those public school divisions who have or are utilizing cooperative purchasing. The majority (63 percent) of public school divisions in the Commonwealth of Virginia do not utilize cooperative purchasing. Public school divisions utilizing cooperative purchasing are almost universally involved with their local governmental body rather than other school divisions. Saving money is the rationale given for utilizing cooperative purchasing and it is the factor most often named as the major success attained in such an agreement. The bidding requirements and attendant need for specifications enumerated in the Virginia Public Procurement Act resulted in a minority of school divisions electing to employ cooperative purchasing and utilize the State Department of Purchasing and Supply as two means of ensuring compliance with the law. Enactment of the Virginia Public Procurement Act has had a marginal effect on procurement practices by public school divisions in Virginia. Public school superintendents reported that a concern about a potential loss in autonomy was the major reason for not purchasing cooperatively. This was consistent with other studies done on this topic. School divisions most likely to utilize cooperative purchasing are characterized by large enrollments and budgets, the employment of professional full-time purchasing agents, and a superintendent who has had prior experience with cooperative purchasing agreements as well as perceiving enactment of the Virginia Public Procurement Act as a concern. School divisions are utilizing cooperative purchasing despite the absence of the above characteristics cited in the literature as standard requirements.
Ed. D.
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Books on the topic "Schools Division Finance"

1

Finance, Virginia Secretary of. School efficiency review: City of Richmond Public School Division. [Richmond, Va.]: Commonwealth of Virginia, 2004.

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2

Steinhoff, Jeffrey C. District of Columbia: Information on the District's financial crisis : statement for the record of Jeffrey C. Steinhoff, Director, Planning and Reporting, Accounting and Information Management Division, before the Subcommittee on Surface Transportation, Transportation and Infrastructure Committee, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1995.

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Steinhoff, Jeffrey C. District of Columbia: Improved financial information and controls are essential to address the financial crisis : statement of Jeffrey C. Steinhoff, Director, Planning and Reporting, Accounting and Information Management Division, before the Subcommittee on the District of Columbia, Committee on Appropriations, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1995.

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Steinhoff, Jeffrey C. District of Columbia: Status of sports arena and convention center projects : statement of Jeffrey C. Steinhoff, Director, Planning and Reporting, Accounting and Information Management Division, before the Subcommittee on the District of Columbia, Committee on Government Reform and Oversight, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1995.

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Blanchette, Cornelia M. Charter schools: Recent experiences in accessing federal funds : statement of Cornelia M. Blanchette, Associate Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Committee on Labor and Human Resources, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1998.

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England-Joseph, Judy A. Schools and Libraries Corporation: Actions needed to strengthen program integrity operations before committing funds : statement by Judy A. England-Joseph, Director, Housing and Community Development Issues, Resources, Community, and Economic Development Division, before the Committee on Commerce, Science, and Transportation, U.S. Senate. Washington, D.C: The Office, 1998.

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Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Charter schools need improved academic accountability and financial management. Tallahassee, FL (111 W. Madison St., Tallahassee 32399-1475): The Office, 2000.

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Virginia. General Assembly. Joint Legislative Audit & Review Commission. Use of cooperative procurement by Virginia school divisions. Richmond: Commonwealth of Virginia, 2011.

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Scanlon, William. Medicaid, questionable practices boost federal payments for school-based services: Statement of William J. Scanlon, Director, Health Financing and Public Health Issues, Health, Education, and Human Services Division, before the Committee on Finance, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1999.

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Accountability, Florida Office of Program Policy Analysis and Government. OPPAGA program review: Workforce Development Education Program, Florida Department of Education. Tallahassee, Fla: The Office, 2001.

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Book chapters on the topic "Schools Division Finance"

1

James, Estelle. "Public Subsidies for Private and Public Education: The Dutch Case." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0012.

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The possibility of “privatizing” education and other quasi-public services has been widely discussed in the United States today, and in other chapters of this volume. Policies such as a voucher or tax credit system, which would give public subsidies to private schools, are examples of privatization proposals. Many people feel that such policies would bring variety, choice, consumer responsiveness, and greater efficiency to our schools. Others fear that they would increase social segmentation, damage the public schools, and enable wealthy people to receive a better education for their children privately, but (partially) at the public expense. To expore these issues, this chapter examines the experience of the Netherlands, a country which, in effect, has had a voucher system in education for many years. In Holland, education and most health and social services are financed by the government but delivered by private nonprofit organizations, often religious in nature. As shall become evident below, the Dutch educational system avoids many of the possible pitfalls of privatization. This is due partially to particular mechanisms the Dutch have adopted to avoid these problems, which could conceivably be replicated here, and partially to broader structural features of the Dutch educational system and its role within society, which could not readily be replicated. The chapter proceeds as follows: The first section summarizes the historical background of the public-private division of responsibility for education in the Netherlands. The policy of privatization is seen as a response to diverse tastes about education, stemming from basic cultural (religious) differences, in a political setting where no one group was in a position to impose its preferred product variety on the others. This is consistent with a hypothesis I am testing in a multicountry study: that degree of reliance on private provision of quasi-public goods is positively related to cultural (particularly religious and linguistic) heterogeneity in democratic societies. It also is relevant to the discussions, found in several previous chapters, of why families choose private schooling.
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Baker, Malcolm, Richard S. Ruback, and Jeffrey Wurgler. "Behavioral Corporate Finance**The authors are grateful to Heitor Almeida, Nick Barberis, Zahi Ben-David, Espen Eckbo, Xavier Gabaix, Dirk Hackbarth, Dirk Jenter, Augustin Landier, Alexander Ljungqvist, Ulrike Malmendier, Jay Ritter, David Robinson, Hersh Shefrin, Andrei Shleifer, Meir Statman, Theo Vermaelen, Ivo Welch, and Jeffrey Zweibel for helpful comments. Baker and Ruback gratefully acknowledge financial support from the Division of Research of the Harvard Business School." In Handbook of Empirical Corporate Finance, 145–86. Elsevier, 2007. http://dx.doi.org/10.1016/b978-0-444-53265-7.50018-4.

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