ERIC Number: ED227592
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
How the Financing of the Public Schools Affects Their Ability to Educate. Final Report of Research Project.
Murnane, Richard J.; Pauly, Edward W.
This research report is comprised of a series of 14 papers, each accompanied by a bibliography. Murnane's nine self-contained articles are grouped into four projects. The first consists of three papers that interpret the results of quantitative research on school effectiveness in a manner that highlights the active behaviors of participants and demonstrates that school policies influence school outcomes through the behavioral responses of participants. The second project applies the behavioral response idea in exploring why it has been difficult to build a powerful research program in education, and why seniority rules for teachers are more productive than many analysts have believed. The third project applies the behavioral response idea to the debate over the relative quality of the education provided by public and private schools. The fourth project consists of an empirical study establishing that there is a selective teacher attrition, during the first years on the job, of those perceived to be unproductive. Pauly's five essays provide the basis for a considerably revised conception of how teaching and learning are embedded in a system of school policies, institutions, and independent behavior. (MLF)
Descriptors: Academic Achievement, Behavioral Science Research, Comparative Analysis, Educational Environment, Educational Finance, Educational Policy, Elementary Secondary Education, Equal Education, Input Output Analysis, Outcomes of Education, Politics of Education, Private Schools, Productivity, Public Schools, Research Problems, School Effectiveness, Seniority, Student Teacher Relationship, Tax Credits, Teacher Supply and Demand, Tuition
Publication Type: Reports - Research; Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Yale Univ., New Haven, CT. Inst. for Social and Policy Studies.
Identifiers: Public and Private Schools (Coleman et al)