ERIC Number: ED271838
Record Type: RIE
Publication Date: 1986-Feb
Reference Count: 0
Centralization, Fragmentation, and School District Complexity.
Meyer, John W.; And Others
This report investigates how administrative complexity in funding and personnel of American public school districts varies depending on local, state, and federal funding environments. The analyses are based on a data set integrated from several national data sources describing school districts in the 1970s. As hypothesized in the study, dependence on federal funding, which takes the form of complex and fragmented programs, generates more administrative positions and expenditures than do the other levels. State funding, which reflects legitimated and integrated state control over public education, creates the least administrative intensity. High levels of local funding, reflecting dependence on an environment that is complex but not highly formally organized, generates intermediate levels of administrative staffing and funding. Twenty-one references, an "Overview of Categorical Educational Programs" chart and five tables are appended. (21 (Author/CJH)
Descriptors: Administrative Change, Administrator Role, Educational Finance, Elementary Secondary Education, Federal Aid, Federal State Relationship, Financial Policy, Government Role, Government School Relationship, Policy Formation, Public Schools, School District Autonomy, School District Spending, School Districts, School Funds, School Personnel, School Support, Staff Utilization, State Aid
Publication Sales, Stanford Education Policy Institute, CERAS Building 402S, Stanford University, Stanford, CA 94305 ($2.00).
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Education Policy Inst.