Source: Mary H. Harris, Vincent G. Munley, Education Finance and Policy, Vol. 6, No. 4, Fall 2011
From the abstract:
One distinction between the markets for corporate and municipal bonds involves institutional constraints that apply to some municipal bond issues. This research focuses on how public finance institutions, in particular explicit debt limits and referenda requirements, affect the borrowing cost of individual school district bond issues. The empirical model specifies as the dependent variable the true interest cost of issuing debt. The results suggest that the presence of referenda requirements for the approval of annual school district budgets imposes an additional cost for borrowing funds.
Source: Data.gov, 2012
This web site serves as a central guide for education data resources including high-value data sets, data visualization tools, resources for the classroom, applications created from open data and more. These datasets have been gathered from various agencies to provide detailed information on the state of education on all levels, from cradle to career and beyond. Check back frequently because the site will be updated as more datasets and tools become available.
Source: Barbara A. Patrick and P. Edward French, Public Performance & Management Review, Vol. 35 no. 2, December 2011
From the abstract:
New Public Management, with its emphasis on debureaucratization, decentralization, and accountability, has attempted to make public sector organizations function in the same way as those in the private sector. Its implications for traditional government entities, including the public school system, are yet to be fully determined. The No Child Left Behind Act (NCLB) of 2001 was intended to decrease achievement gaps caused by race, class, first language, and learning abilities. The act’s foci of accountability, testing, sanctions, and rewards in the educational process are central to the federal government’s framework for shaping the goals and outcomes of educational policy across the United States. The present research indicates that the development and use of performance measures to hold educators accountable and improve performance is limited by organized employee groups and enhanced by minority student populations. At this, time, significant increases in student performance as a result of NCLB efforts are not evidenced.
Source: Florida Legislature, Office of Program Policy Analysis and Government Accountability, Report No. 11-24, December 2011
From the summary:
Some states allow school districts to raise additional revenues to supplement the funds they receive from traditional state and local student transportation sources. For example, 12 states allow and 1 state mandates districts to charge parents fees to transport their children to and from school. In addition, 13 states allow school districts to advertise on the inside and/or outside of school buses. In general, states give school districts considerable decision-making authority to determine how to implement such policies.
Source: Brian Sigritz, National Association of State Budget Officers, December 2011
From the summary:
This annual report examines spending in the functional areas of state budgets: elementary and secondary education, higher education, public assistance, Medicaid, corrections, transportation, and all other. It also includes data on the State Children’s Health Insurance Program and on revenue sources in state general funds.
State expenditures have been severely impacted by the national recession and downturn that began in December 2007. The economic downturn created a unique and in some ways unprecedented fiscal situation for states. Spending from state funds (general funds and other state funds combined) declined in both fiscal 2009 and in fiscal 2010, marking the first occurrences of outright spending declines in the 24-year history of the State Expenditure Report. The reduction in spending from state funds was due to a rapid decline in state revenue. During the two-year period from fiscal 2008-2010 state general fund revenues decreased nearly 12 percent, or by $78 billion.
Not all components of state expenditures declined during the recent downturn. Spending from federal funds increased sharply in both fiscal 2009 and fiscal 2010. Due to the influx of these additional federal dollars, total state expenditures grew modestly in both fiscal 2009 and fiscal 2010. It is estimated that in fiscal 2011 total state expenditures will once again experience moderate growth. In addition to continued growth in federal funds, both general funds and state revenue are estimated to have increased in fiscal 2011 for the first time since fiscal 2008. However, even after this growth, general funds and state revenue remain well below prerecession levels.
Source: Emily Workman, Education Commission of the States, Teaching Quality/ Employment, Unions/ Collective Bargaining, December 2011
Collective bargaining, if a state allows it, always occurs at the school district level. State policy, however, influences the process in a number of ways, from prohibiting strikes to dictating the terms of arbitration. This ECS StateNote addresses the fol lowing areas of collective bargaining state policy:
• State Policy
• Scope Of Bargaining
• Right To Work
• Bargaining Impasse Procedures
Source: Barry Bluestone, Thomas A. Kochan, The Boston Foundation, October 2011
In the face of continuing fiscal crisis, the governors of some states including Wisconsin, Ohio, and New Jersey have taken to attacking public sector unions using new legislation to undermine the collective bargaining rights of state and municipal employees. The reaction has been widespread protest and a growing rift between political leaders and civil servants. We believe this painful struggle can not only be avoided in Massachusetts, but that the continuing fiscal crisis facing the Commonwealth and its municipalities can provide the motivation for forging a fundamental change in public sector labor relations that not only could lead to more efficient and effective government service, but in the case of our teachers’ unions, could play a critical role in improving public education and closing the achievement gap.
The approach we put forward in this report is developed on the basis of “interest-based collective bargaining” plus the empowerment of teachers, staff, and principals in the schools where they work. Instead of seeing unions as a barrier to fiscal prudence and better schools, we believe a new collective bargaining framework in the Commonwealth can lead to a “win-win-win” outcome for teachers, students, and taxpayers. The same approach generally can be used for all public sector labor-management relations.
Source: Center for Governmental Research, 2011
Govistics is your one-stop source for spending, revenue, employment and crime data for governments across the nation. Plus, spending and revenues for school districts.
Source: Stephen Q. Cornman, Amber M. Noel, U.S. Department of Education, National Center for Education Statistics, NCES 2012313, November 2011
From the summary:
This brief publication contains basic revenue and expenditure data, by district, for public elementary and secondary education for school year 2008-2009. It contains district-level data on revenues by source and expenditures by function, including expenditures per pupil.
Source: Children’s Defense Fund, July 18, 2011
From the abstract:
CDF’s new report The State of America’s Children 2011 finds children have fallen further behind in many of the leading indicators over the past year as the country slowly climbs out of the recession. This is a comprehensive compilation and analysis of the most recent and reliable national and state-by-state data on population, poverty, family structure, family income, health, nutrition, early childhood development, education, child welfare, juvenile justice, and gun violence. The report provides key child data showing alarming numbers of children at risk: children are the poorest age group with 15.5 million children–one in every five children in America–living in poverty, and more than 60 percent of fourth, eighth and 12th grade public school students are reading or doing math below grade level.