Resource Allocation and Productivity in Education: Theory and Practice

Resource Allocation and Productivity in Education: Theory and Practice

Resource Allocation and Productivity in Education: Theory and Practice

Resource Allocation and Productivity in Education: Theory and Practice

Synopsis

While much of the research on resource allocation in the past has been concerned with state and national decisions, this book focuses on resource allocation decisions at the micro-level in education. Decisions made at the district, school, and classroom levels determine the adequacy and equity of resources actually made available to educational programs and individual students. This book shows how and why these decisions are made and their impact on schools and students.

Excerpt

William T. Hartman

The literature on effective schooling suggests that the most-effective schools operate in a rational, purposive manner (Murphy,Hallinger, & Mesa, 1985). They engage in a deliberate, schoolwide effort to improve student achievement, the most common measure of their success being student test scores. the leaders in the school are supposed to identify which pedagogical, organizational, and social arrangements are the most beneficial for student learning and to implement them. All school resources--teachers, administrators, other staff, facilities, supplies, equipment--are focused on improving student outcomes. "The effective schools research lays out an action plan for enhancing achievement in schools. the plan is rational in that it deliberately expects and designs outcomes," (Thompson,Wood, &Honeyman, 1994, p. 40). This is both a description of the best schools and a normative prescription for other, less-effective schools to follow.

In spite of the national prominence and most-favored status given to this view of how education should operate, there are competing, and possibly more accurate, interpretations of the objectives, decision-mak-

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