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ERIC Number: ED433613
Record Type: Non-Journal
Publication Date: 1999-Jun
Pages: 166
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Measuring Resources in Education: From Accounting to the Resource Cost Model Approach. Working Paper Series.
Chambers, Jay G.
This report describes two alternative approaches to measuring resources in K-12 education. One approach relies heavily on traditional accounting data, whereas the other draws on detailed information about the jobs and assignments of individual school personnel. It outlines the differences between accounting and economics and discusses how each approach will influence the level of analysis. The report illustrates what kinds of information can be ascertained from each of these approaches to measurement and describes the advantages and disadvantages of each. The document describes the uses of accounting data, such as uses of central-office expenditures, to develop common measures of resources. It addresses conceptual issues and illustrates how various kinds of resources data may be used to answer specific questions about the patterns of resource allocation. It outlines the Resource Cost Model and applies it to personnel expenditure by position and explores the patterns of variation in resources and the costs of service delivery. The report is intended to provide information to the National Center for Education Statistics in considering its role in organizing and collecting information about resource allocation in K-12 public and private schools in the U.S. (18 tables provide further information. Contains 20 references.) (RJM)
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Ave. NW, Room 400, Washington, DC 20208-5654. Tel: 202-219-1762; e-mail: angela_miles@ed.gov.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: American Institutes for Research (CRESS), Kensington, MD.