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ERIC Number: ED492605
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 110
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Developments in School Finance: 2004. Fiscal Proceedings from the Annual State Data Conference of July 2004. NCES 2005-865
Fowler, William J., Jr., Ed.
National Center for Education Statistics
This report contains papers presented at the 2004 annual NCES Summer Data Conference. Discussions and presentations dealt with such topics as measuring school efficiency, analyzing the return on education investment, calculating education costs per student, and assessing the financial condition of school districts. The following papers are included in this report: (1) Expenditures Versus Expenses: Which Should You Use to Calculate Cost Per Student? (Dean Michael Mead); (2) Avoiding Fiscal Stress: The Use of Expert Systems to Assess School District Financial Condition (Salwa Ammar, William Duncombe, Bernard Jump, and Ronald Wright); (3) Fiscal Stress and Voluntary Contributions to Public Schools (Eric J. Brunner and Jennifer Imazeki); (4) Measuring Educational Productivity in Standards-Based Accountability Systems: Introducing the SES Return on Spending Index (RoSI) (Martin Hampel); (5) A Cost Allocation Model for Shared District Resources: A Means for Comparing Spending Across Schools (Lawrence J. Miller, Marguerite Roza, and Claudine Swartz); and (6) Best Schools, Worst Schools, and School Efficiency: A Reconciliation and Assessment of Alternative Classification Systems (Leanna Stiefel, Hella Bel Hadj Amor, and Amy Ellen Schwartz). Abstracts and references are included for each individual paper. [For "Developments in School Finance, 2003. Fiscal Proceedings from the Annual State Data Conference of July 2003. NCES 2004-325," see ED483071.]
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.edpubs.org.
Publication Type: Collected Works - Proceedings
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
IES Funded: Yes