School Funding and Accountability in California
School Funding and Accountability in California

Author: Leilani Aguinaldo

Publisher:

Published: 2019-03-22

Total Pages: 181

ISBN-13: 9781090619426

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California public school finance started a new era with the introduction of the Local Control Funding Formula for the 2013-14 fiscal year, and everything we thought we knew about our old revenue limit and program-based funding model started to fade into obsolescence. The unfolding story of this transition is newly told in the new 2019 edition of the new book, School Funding and Accountability in California--A Guide to School Finance.For more than 30 years, School Services of California, Inc., (SSC) has published the definitive guide to California school finance, Revenues and Revenue Limits, and in that tradition SSC now offers a totally revised text incorporating complete information about California's new, ground-breaking funding formula and its companion accountability plan. The 2019 edition of School Funding and Accountability in California--A Guide to School Finance will be an indispensable for anyone needing to understand the way public schools receive their resources, how state support for schools is determined and the linage of that funding with accountability for new and improved services.Since 1981, SSC's books on school finance have helped tens of thousands of people understand everything from the basics to the intricacies of California's unique school finance system. Detailed enough to be of use to the most experienced readers, yet clear enough for the newcomers to the field, the 2019 edition of School Funding and Accountability in California--A Guide to School Finance will be invaluable to everyone interested in California school finance.

Curriculum 21
Curriculum 21

Author: Heidi Hayes Jacobs

Publisher: ASCD

Published: 2010-01-05

Total Pages: 267

ISBN-13: 1416612246

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"What year are you preparing your students for? 1973? 1995? Can you honestly say that your school's curriculum and the program you use are preparing your students for 2015 or 2020? Are you even preparing them for today?" With those provocative questions, author and educator Heidi Hayes Jacobs launches a powerful case for overhauling, updating, and injecting life into the K-12 curriculum. Sharing her expertise as a world-renowned curriculum designer and calling upon the collective wisdom of 10 education thought leaders, Jacobs provides insight and inspiration in the following key areas: * Content and assessment: How to identify what to keep, what to cut, and what to create, and where portfolios and other new kinds of assessment fit into the picture. * Program structures: How to improve our use of time and space and groupings of students and staff. * Technology: How it's transforming teaching, and how to take advantage of students' natural facility with technology. * Media literacy: The essential issues to address, and the best resources for helping students become informed users of multiple forms of media. * Globalization: What steps to take to help students gain a global perspective. * Sustainability: How to instill enduring values and beliefs that will lead to healthier local, national, and global communities. * Habits of mind: The thinking habits that students, teachers, and administrators need to develop and practice to succeed in school, work, and life. The answers to these questions and many more make Curriculum 21 the ideal guide for transforming our schools into what they must become: learning organizations that match the times in which we live.

Social Justice and Parent Partnerships in Multicultural Education Contexts
Social Justice and Parent Partnerships in Multicultural Education Contexts

Author: Norris, Katherine E.L.

Publisher: IGI Global

Published: 2018-02-09

Total Pages: 360

ISBN-13: 1522539441

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Despite the ever-changing demographics of the United States and decisions made by the Supreme Court, racial tensions and turmoil continue to affect daily life in a multitude of environments. In educational environments, advancements in teaching technologies, in conjunction with these tensions, require a cooperation between parents and school personnel to promote student success. Social Justice and Parent Partnerships in Multicultural Education Contexts is a critical scholarly resource that explores the importance of cooperation between parents, teachers, and administrators to create valuable support systems that will promote student success through strategies using social justice. Featuring coverage on a wide range of topics, such as parent collaboration, bilingualism, and community-based partnerships, this book is geared toward academicians, researchers, and teachers seeking current research on the importance of cooperation between parents and education professionals in encouraging positive student outcomes in multicultural learning environments.

School Funding and Accountability in California
School Funding and Accountability in California

Author: Sheila Vickers

Publisher:

Published: 2018-05-14

Total Pages:

ISBN-13: 9780984803132

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The only book devoted to California's unique public school finance system is now completely updated to reflect the new funding model for K-12 education as well as other new and modified major programs. This edition explains the new Local Control Funding Formula for school districts, charter schools, and county offices of education, which replaces the revenue limit and approximately 40 specially funded programs of the past. This edition also explains how the new formula ties to the new educational planning document--the Local Control and Accountability Plan--in addition to providing a general history of school finance in California and explanations of Proposition 98, funding of special education programs, charter schools, federal programs, and other major state programs.

Schoolhouses, Courthouses, and Statehouses
Schoolhouses, Courthouses, and Statehouses

Author: Eric A. Hanushek

Publisher: Princeton University Press

Published: 2009-04-27

Total Pages: 432

ISBN-13: 1400830257

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Improving public schools through performance-based funding Spurred by court rulings requiring states to increase public-school funding, the United States now spends more per student on K-12 education than almost any other country. Yet American students still achieve less than their foreign counterparts, their performance has been flat for decades, millions of them are failing, and poor and minority students remain far behind their more advantaged peers. In this book, Eric Hanushek and Alfred Lindseth trace the history of reform efforts and conclude that the principal focus of both courts and legislatures on ever-increasing funding has done little to improve student achievement. Instead, Hanushek and Lindseth propose a new approach: a performance-based system that directly links funding to success in raising student achievement. This system would empower and motivate educators to make better, more cost-effective decisions about how to run their schools, ultimately leading to improved student performance. Hanushek and Lindseth have been important participants in the school funding debate for three decades. Here, they draw on their experience, as well as the best available research and data, to show why improving schools will require overhauling the way financing, incentives, and accountability work in public education.

Incentives and Test-Based Accountability in Education
Incentives and Test-Based Accountability in Education

Author: National Research Council

Publisher: National Academies Press

Published: 2011-10-18

Total Pages: 111

ISBN-13: 0309225078

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In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.

New Directions in Education Policy Implementation
New Directions in Education Policy Implementation

Author: Meredith I. Honig

Publisher: State University of New York Press

Published: 2006-07-13

Total Pages: 302

ISBN-13: 0791481433

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Provides the most up-to-date and comprehensive review of contemporary research in education policy implementation. A companion to Allan R. Odden’s Education Policy Implementation, also published by SUNY Press, this book presents original work by a new generation of scholars contributing to education policy implementation research. The contributors define education policy implementation as the product of the interaction among particular policies, people, and places. Their analyses of previous generations of implementation research reveal that contemporary findings not only build directly on lessons learned from the past, but also seek to deepen past findings. These contemporary researchers also break from the past by seeking a more nuanced, contingent, and rigorous theory-based explication of how implementation unfolds. They argue that researchers and practitioners can help improve education policy implementation by not asking simply what works, but rather focusing their attention on what works, for whom, where, when, and why. Meredith I. Honig is Assistant Professor of Educational Leadership and Policy Studies at the University of Washington at Seattle.

No Child Left Behind?
No Child Left Behind?

Author: Paul E. Peterson

Publisher: Rowman & Littlefield

Published: 2003-11-18

Total Pages: 364

ISBN-13: 9780815796206

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The 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.

School Accountability
School Accountability

Author: Williamson M. Evers

Publisher: Hoover Inst Press Publication

Published: 2002

Total Pages: 216

ISBN-13:

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Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).