ERIC Number: ED465203
Record Type: RIE
Publication Date: 2002-Mar
Reference Count: N/A
Resource Allocation: Targeting Funding for Maximum Impact. Policy Brief.
Researchers have questioned whether additional resources impact student achievement--essentially, whether money matters. This policy brief examines the connections between student achievement and resource allocation with the aim of providing policymakers with guidance in this area. Key points are that targeted resource allocation especially benefits disadvantaged children, that improving the classroom environment for current teachers may be more cost-effective and yield greater gains than just raising teacher salaries, and that family variables are among the strongest indicators of student achievement. Differences in NAEP scores between states with students who have similar family characteristics suggest that resource allocation does matter and that states and policymakers may benefit from a closer examination of where their resources are being spent. Early intervention, whether in small- or large-scale programs, appears to reduce placement in special-education classes, increase graduation rates, and decrease the likelihood that students will engage in criminal activity. Policy issues and objectives include class-size reduction, offering prekindergarten programs, and exploring methods of improving teacher quality. By considering the costs and returns on this country's investment in education, policymakers can ensure that education dollars are spent most effectively and help the children who need it most. (Contains 17 references.) (RT)
Descriptors: Academic Achievement, Educational Finance, Elementary Secondary Education, Money Management, Resource Allocation
Mid-Continent Research for Education and Learning, 2550 S. Parker Rd., Suite 500, Aurora, CO 80015. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: email@example.com; Web site: http://www.mcrel.org.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.
Note: This policy brief is based on a presentation given by David Grissmer, Senior Management Scientist at RAND, to McREL staff and board members on January 3, 2002.