ERIC Number: EJ902819
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: N/A
"Modern" Education Finance: How It Differs from the "Old" and the Analytic and Data Collection Changes It Implies
Guthrie, James W.
Education Finance and Policy, v1 n1 p3-16 Win 2006
This article contends that a new concept of education finance has emerged in response to substantial alterations in the U.S. education policy environment. The major distinction between modern and old is that the latter was principally concerned with arrangements of inputs in K-12 schooling. The former, modern-era education finance, is concerned with relationships of inputs to schooling outcomes. This modern education finance paradigm provokes a need for (1) research and data extending into the operations of education itself, not just financing; (2) far more fine-grained information than now exists regarding education inputs, throughputs, and outputs; (3) cohesive concepts for linking these data elements with one another to better understand their interactions; (4) an expanded set of outcome measures; (5) information about how previously public sector, dominant-education offerings interact with expanded private market conditions; and (6) better linkage between K-12 and postsecondary data and analyses.
Descriptors: Higher Education, Elementary Secondary Education, Public Sector, Data Analysis, Outcomes of Education, Research Methodology, Private Sector, Educational Finance, Resource Allocation, Public Schools, Educational Trends, Finance Reform, Financial Policy, Educational Policy, Policy Analysis, Economics, Comparative Analysis, Measurement Techniques, Input Output Analysis
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A