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Статті в журналах з теми "School of Economics and Finance"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

Matoušková, Eleonóra. "The Position of Heterodox Economics in Economic Science." Pénzügyi Szemle = Public Finance Quarterly 66, no. 2 (2021): 275–90. http://dx.doi.org/10.35551/pfq_2021_2_6.

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In economic science dominate orthodox economics (mainstream economics respectively neoclassical economics). Despite its numerous intellectual failures, orthodox economics continue to prevail in teaching at universities. A certain alternative to orthodox economics is heterodox economics, which consists of three groups of theoretical approaches, represented by the Left-wing heterodoxy and Neo-Austrian school (we include them together in the Old heterodoxy) and the New heterodoxy. The objective of this article is to define the differences between orthodox economics and heterodox economics, to find common features of individual heterodox approaches and identify substantial differences between them and also highlight the relevance of these heterodox approaches from the point of view of the challenges we are facing today. A common characteristic of heterodoxy is the rejection of orthodoxy, especially its research methods. Heterodox economists reject the axiom that individuals are always rational, the concept of ‘homo economicus’, the application of a formal-deductive approach, the use of mathematical methods in cases that are not appropriate for this, and access from a closed system position. Heterodoxy is a very diverse theoretical tradition, and there are differences not only between the Left-wing heterodoxy, Neo-Austrian school and New heterodoxy, but also within these heterodox groups. They differ on specific topics they deal with and proposed solutions to socio-economic problems.

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13

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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14

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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15

Lahno, Bernd. "Bachelorstudiengang Management, Philosophy & Economics – Frankfurt School of Finance & Management." Zeitschrift für Wirtschafts- und Unternehmensethik 8, no. 3 (2007): 357–58. http://dx.doi.org/10.5771/1439-880x-2007-3-357.

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16

Bartlett, Jennifer A. "Book Review: Encyclopedia of Education Economics & Finance." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 73. http://dx.doi.org/10.5860/rusq.55n1.73a.

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Comprehensive studies of educational systems in an economic and social sciences context are relatively recent. The 1966 Equality of Educational Opportunity report (also known as the Coleman Report) addressed the availability of equal educational opportunities to children of different races, religions, and national origins in response to the Civil Rights Act of 1964. This was an early example of social science research being used to influence national policy. Since then, educational finance research has blossomed into an area of study that influences decision makers at the national, state and local levels in resource allocation, assessment, and school organizational and restructuring policies.

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17

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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18

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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19

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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20

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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21

Fox, James N. "School Finance and the Economics of Education: An Essay Review of Major Works." Educational Evaluation and Policy Analysis 11, no. 1 (March 1989): 69–83. http://dx.doi.org/10.3102/01623737011001069.

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This essay reviews major publications from the field of school finance. It also covers prominent studies from aspects of the economics of education that are closely related to the field of education finance. The paper includes reviews of articles, research studies, and textbooks, focusing primarily on work published in the 1980s. Issues discussed include the theoretical concepts that undergird the field of school finance, practical alternatives for raising and distributing education funds, and allocation of resources to enhance equity and efficiency in education. Specific topics covered include teacher compensation, measuring equity, inputs and outputs in education, cost of education indices, municipal overburden, education decision making, the importance of time in learning, and school productivity. The essay closes by noting the increasing sophistication of both education policy makers and researchers. The author argues that more penetrating questions by policy makers are stimulating more enlightened and enlightening studies by researchers. The insights from these studies, he suggests, are likely to help improve the American education enterprise.

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22

Niederjohn, Scott. "Assessing an Online Personal Finance Video Game." Social Studies Research and Practice 7, no. 1 (March 1, 2012): 66–81. http://dx.doi.org/10.1108/ssrp-01-2012-b0008.

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This paper describes a pre- and post-test design, with control group, used to evaluate the educational effectiveness of Gen I Revolution (LEI The Game), a 15-missionvideo game developed by the Council for Economic Education (CEE) in 2009. This video game is based upon the CEE’s print curriculum: Learning, Earning and Investing. Using a random sample of 555 high school students enrolled in economics or personal finance courses throughout the United States, the study finds generally positive and statistically significant effects on a 35-question test of student learning regarding personal finance and economics. It also finds positive results on both a comfort survey and an attitude survey about personal finance given before and after exposure to Gen I Revolution. On each of these measures, gains made by students that were exposed to the game exceeded those in the control group.

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23

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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24

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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25

Lafortune, Julien, Jesse Rothstein, and Diane Whitmore Schanzenbach. "School Finance Reform and the Distribution of Student Achievement." American Economic Journal: Applied Economics 10, no. 2 (April 1, 2018): 1–26. http://dx.doi.org/10.1257/app.20160567.

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We study the impact of post-1990 school finance reforms, during the so-called “adequacy” era, on absolute and relative spending and achievement in low-income school districts. Using an event study research design that exploits the apparent randomness of reform timing, we show that reforms lead to sharp, immediate, and sustained increases in spending in low-income school districts. Using representative samples from the National Assessment of Educational Progress, we find that reforms cause increases in the achievement of students in these districts, phasing in gradually over the years following the reform. The implied effect of school resources on educational achievement is large. (JEL H75, I21, I22, I24, I28)

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26

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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27

Fahmy, Hany. "Testing the Empirical Validity of the Adaptive Markets Hypothesis." Review of Economic Analysis 9, no. 2 (September 17, 2017): 169–84. http://dx.doi.org/10.15353/rea.v9i2.1440.

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The issue of market e¢ ciency attracted the attention of academicians since the existence of financial markets. Over time, two schools of thoughts were established: the efficient markets school and the behavioral finance school. Proponents of the former believed in the Efficient Markets Hypothesis whereas the latter brought evidence from behavioral finance and psychology to demonstrate that financial markets are inefficient and this inefficiency is attributed to the irrational behavior of investors in making financial choices regarding asset allocation and portfolio construction. Recently, an adaptive reconciliation was suggested, which posits that investors'adaptability is what brings back inefficient markets to efficiency. The purpose of this paper is to test empirically the validity of the Adaptive Markets Hypothesis via a smooth transition regression model with exogenous threshold variable. The results support the reconciliation and show that markets are indeed efficient sometimes and inefficient most of the time.

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28

Aaronson, Daniel. "The Effect of School Finance Reform on Population Heterogeneity." National Tax Journal 52, no. 1 (March 1, 1999): 5–29. http://dx.doi.org/10.1086/ntj41789373.

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29

Hall, Joshua. "Local School Finance and Productive Efficiency: Evidence from Ohio." Atlantic Economic Journal 35, no. 3 (June 21, 2007): 289–301. http://dx.doi.org/10.1007/s11293-007-9077-7.

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30

Jandl, Gerhard. "Economic vs. juristic thinking in Carl Menger’s principles of economics." Ekonomski anali 50, no. 166 (2005): 59–79. http://dx.doi.org/10.2298/eka0566059j.

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Austrian Economic School is increasingly being treated as one of the most significant and ever more influential bodies of ideas affecting the contemporary economic science. It is well known that Carl Menger, the founder of the Austrian School, was a lawyer by education. The paper is devoted to the degree to which his legal education influenced his economic theorizing. After a close examination of the Menger?s conceptual apparatus and the epistemological ramifications of the key notions underlying his thinking, the paper concludes that the juristic background of the far-reaching theoretical contributions contained in Menger?s Principles was truly decisive. That holds true despite the fact that Menger only exceptionally utilized the juristic vocabulary. The key ingredients of his theoretical creation? such as the individual autonomy, the coincidence of the wills in concluding a contract the effective protection of property and making transactions based on the individual motivation to further one?s own interests to the utmost? are clearly inspired and in many ways influenced by private law, particularly the doctrines underlying the Roman Law and the Austrian Civil Code.

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31

Klein, Peter G. "The Mundane Economics of the Austrian School." Quarterly Journal of Austrian Economics 11, no. 3-4 (November 25, 2008): 165–87. http://dx.doi.org/10.1007/s12113-008-9045-3.

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32

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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33

Chaudhary, Latika. "Education inputs, student performance and school finance reform in Michigan." Economics of Education Review 28, no. 1 (February 2009): 90–98. http://dx.doi.org/10.1016/j.econedurev.2007.11.004.

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34

Michelman, Valerie, Joseph Price, and Seth D. Zimmerman. "Old Boys’ Clubs and Upward Mobility Among the Educational Elite." Quarterly Journal of Economics 137, no. 2 (December 3, 2021): 845–909. http://dx.doi.org/10.1093/qje/qjab047.

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Abstract This article studies how exclusive social groups shape upward mobility and whether interactions between low- and high-status peers can integrate the top rungs of the economic and social ladders. Our setting is Harvard University in the 1920s and 1930s, where new groups of students arriving on campus encountered a social system centered on exclusive old boys’ clubs. Combining archival and census records, we first show that students from prestigious private feeder schools are overrepresented in old boys’ clubs, while academic high achievers and ethnic minorities are almost completely absent. Club members earn $32\%$ more than other students and are more likely to work in finance and join country clubs, both characteristic of the era’s elite. We use random variation in room assignment to show that exposure to high-status peers expands gaps in college club membership, adult social club membership, and finance careers by high school type, with large positive effects for private school students and zero or negative effects for others. To conclude, we turn to more recent cohorts. We show that the link between exclusive college clubs and finance careers persists across the twentieth century even as Harvard diversifies, and that elite university students from the highest-income families continue to outearn their peers.

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35

Papke, Leslie E. "The Effects of Changes in Michigan's School Finance System." Public Finance Review 36, no. 4 (July 2008): 456–74. http://dx.doi.org/10.1177/1091142107306287.

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36

Kokoreva, Maria, and Maria Ivanova. "The Puzzle of Zero Debt Capital Structure in Emerging Capital Markets." Journal of Corporate Finance Research / Корпоративные Финансы | ISSN: 2073-0438 10, no. 4 (January 31, 2017): 9–27. http://dx.doi.org/10.17323/j.jcfr.2073-0438.10.4.2016.9-27.

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Kokoreva Maria Sergeevna - assistant professor, lecturer, HSE Higher School of Economics, deputy head of the school of finance, researcher of the scientific and educational laboratory of corporate finance, director of the joint educational program for the preparation of bachelors in the direction of "Economics" USU and HSE. E-mail: maria_kokoreva@mail.ru This study investigates the puzzle of zero-debt on in developing markets using a sample of firms from Eastern Europe during 2000-2013. The results of this paper are in line with the previous research of firms from developed markets. Firms that are financially constrained do not use debt as a result of credit rationing w. While financially unconstrained firms intentionally eschew debt to maintain financial flexibility and avoid underinvestment incentives. Furthermore, this study provides new insights on into unconstrained firms’ performance during different economic situations. Firms that strategically avoid debt show better financial results than levered firms.

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37

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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38

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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39

Qomaro, Galuh Widitya, and Aldila Septiana. "TINJAUAN LITERASI KEUANGAN BAGI SANTRI PONDOK PESANTREN MADURA: STUDI KASUS PONDOK PESANTREN SYAICHONA KHOLIL KABUPATEN BANGKALAN." JES (Jurnal Ekonomi Syariah) 2, no. 1 (September 4, 2017): 39–49. http://dx.doi.org/10.30736/jes.v2i1.26.

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Need priority scale arrangement is done to avoid the behavior of irrational consumption. It also must pay attention to the financial capabilities to avoid greater expenditure than income. Therefore, to make the right economic decisions in consuming and avoid luxurious lifestyle, it is necessary for us understanding financial literacy. Financial Literacy is knowledge to manage finance. One of the intelligences that must be possessed by modern men is financial intelligence, namely the intelligence in managing personal assets, especially in managing personal financial assets. The object of research in this paper is students at traditional Muslim School at traditional Muslim at school of Syaichona Kholil Bangkalan District, where students at traditional Muslim School are students who live far apart from parents equipped with knowledge in managing finances and allowance. Are the students at traditional Muslim School able to coordinate his finances in traditional Muslim School? Based on the result of the research, it can be described as follows: the concept of someone's financial literacy can be seen from the his/her cognitive process or knowledge which he has in managing finance, and his/her attitudes toward personal finance that will affect his financial behavior or decision in managing finance. From the existing theory, it is adapted based on basic knowledge as well as financial attitudes for teenagers with age of 13-18 years. A review of financial literacy for students at traditional Muslim School of Syaichona Kholil Bangkalan District is appraised by simplicity and mutual sharing among fellow who is able to maintain an individual life as a social creature in the environmental diversity of the community. This sense of solidarity and kinship is needed to bring students at traditional Muslim School into real life after they no longer live in traditional Muslim School of Syaichona Kholil Bangkalan Regency

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40

Martínez Hernández, Francisco A., and Víctor M. Isidro Luna. "CAPITALISM: COMPETITION, CONFLICT, CRISES, ANWAR SHAIKH." Investigación Económica 79, no. 311 (December 10, 2019): 137. http://dx.doi.org/10.22201/fe.01851667p.2020.311.72441.

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<p>In 1,024 pages, seventeen chapters, and divided in three books, plus seventeen appendixes, Anwar Shaikh, one of the leading scholars and a distinguished Professor of Economics at the New School for Social Research, presents a path breaking and monumental book which main objective is the unified study of the logic, history, dynamics, and crises of the capitalist system. Throughout this book, the author confronts his own perspective and method of the classical political economy with major schools of economic thought such as neoclassical, monetarist, and different branches of the post-Keynesian school...</p>

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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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Cohn, Elchanan. "Revenue and formula effects of school finance reform of wealth neutrality." Applied Economics 19, no. 12 (December 1987): 1685–95. http://dx.doi.org/10.1080/00036848700000091.

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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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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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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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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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Leet, Don R., and Jane S. Lopus. "Ten Observations on High School Economics Textbooks." Citizenship, Social and Economics Education 7, no. 3 (September 2007): 201–14. http://dx.doi.org/10.2304/csee.2007.7.3.201.

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This study focuses on the content of eleven high school economics textbooks currently being used throughout the United States. We reviewed them with regard to their attention to the Voluntary National Standards in Economics developed under the auspices of the National Council on Economic Education. In the process of our analysis we made ten observations about these texts, including the statement that these books fall into one of two categories: large, encyclopedic volumes which we label as ‘Comprehensive’ or shorter books aimed at a specific audience which we label as ‘Specialty’ textbooks. While many of the texts have specific shortcomings, we see that the majority of them include more material than the national standards require. Overall there is less variation in the quality of high school textbooks today than was seen in earlier generations of texts; and we argue that the majority of the current crop of comprehensive high school economics texts provides a solid introduction to the economics discipline.

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Hye-Won Shin and Kyungho Jang. "An Analysis on the Contents of Finance Chapter in High School ‘Economics’ Textbooks." Theory and Research in Citizenship Education 46, no. 4 (December 2014): 1–29. http://dx.doi.org/10.35557/trce.46.4.201412.001.

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Wassmer, Robert W. "School Finance Reform: an Empirical Test of the Economics of Public Opinion Formation." Public Finance Review 25, no. 4 (July 1997): 393–425. http://dx.doi.org/10.1177/109114219702500403.

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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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