ERIC Number: ED468292
Record Type: Non-Journal
Publication Date: 2002-Apr-2
Reference Count: N/A
An Implementation Study of Performance Driven Budgeting in the New York City Public Schools.
Siegel, Dorothy E.; Fruchter, Norm
School-based planning for instructional improvement has been a major national education reform focus for over 2 decades. However, many efforts proposed to put schools in charge of their own instructional operations delivered only increased discretion rather than real autonomy over internal operations, such as budgeting. In 1997, New York City introduced the Performance-Driven Budgeting (PDB) initiative to link school-based budgeting with efforts to improve student and school performance. This paper is a condensation of the final report on the PDB implementation study. Data were collected from (1) interviews with senior staff at the central administration, the school district, and the case-study schools; (2) document reviews; and (3) surveys of school-planning team members. After 3 years of study, it was concluded that the central administration transferred primary authority for planning and budgeting to the schools. The initiative produced a new budgeting system in which school-level decision-making is driving change upward through district and central-administration levels. The impact of PDB included a small but significant increase in elementary student test scores compared with non-PDB schools. Current economic problems and political hostility are factors that can affect PDB adversely, especially in low-performing schools. (RT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Policymakers
Authoring Institution: New York Univ., NY. Inst. for Education and Social Policy.