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ERIC Number: ED475010
Record Type: Non-Journal
Publication Date: 2002-Oct-19
Pages: 9
Abstractor: N/A
Reference Count: N/A
Resource Allocation and Improved Student Performance: Teachers' Perspectives on School Finance Administration.
Rudo, Zena H.
As expectations rise for students to perform at higher levels, the question of how best to support student performance through resources becomes paramount. In determining new ways to better allocate resources, administrators must consider teacher input on what has/has not been effective in supporting increased student performance. Teachers (N=1,701) responded to a survey on effective resource-allocation practices and barriers to support student success in their schools and districts. Survey results imply that teachers are aware of how resources are allocated at both the school site and district level to improve student performance and appreciate opportunities to share their knowledge. Results also indicate that schools and districts implement innovative practices, such as increased technology, special instructional programs, and staff development, but not necessarily increased staffing allocations. Although reported innovations have been somewhat effective for all students, a number of barriers continue to limit how much improvement is achieved. The results help further the dialogue on how spending relates to student success and validate the use of a systemic approach to resource allocation. The study's focus on district and school resource-allocation practices within a state context provides a regional perspective pursued in relatively few studies on resource allocation. (Contains 6 tables.) (RT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas; Louisiana; New Mexico; Texas