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Article
Publication date: 1 May 1999

Robert Berne, Michele Moser and Leanna Stiefel

For well over three decades, the concepts of equity and efficiency have been used by policy analysts and elected officials to frame the debate about the formulation and evaluation…

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Abstract

For well over three decades, the concepts of equity and efficiency have been used by policy analysts and elected officials to frame the debate about the formulation and evaluation of public policies and programs. In this paper we use these ideas to organize an historical analysis of policies and research strategies in K‐12 education finance from the 1960s through the 1990s. In each decade we stress the dominant themes, major events, and research strategies regarding equity and efficiency, knowing that themes and research strategies span many decades but are sometimes in the foreground and other times in the background. We conclude with an assessment of how these two concepts can be compatible and how current policies are increasingly “win‐win” ones that are proposed to make progress on both goals.

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Journal of Management History, vol. 5 no. 3
Type: Research Article
ISSN: 1355-252X

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Book part
Publication date: 25 August 2006

Hella Bel Hadj Amor, Amy Ellen Schwartz and Leanna Stiefel

We examine variation in high school and college outcomes across New York City public high schools. Using data on 80,000 students who entered high school in 1998 and following them…

Abstract

We examine variation in high school and college outcomes across New York City public high schools. Using data on 80,000 students who entered high school in 1998 and following them into the City University of New York, we investigate whether schools that produce successful high school students also produce successful college students. We also explore differences in performance across sex, race, and immigration, and we briefly explore selection issues. Specifically, we estimate student-level regressions with school fixed effects, controlling for student characteristics, to identify better and worse performing schools based on state mandated exams, graduation, and college performance.

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Improving School Accountability
Type: Book
ISBN: 978-1-84950-446-1

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Book part
Publication date: 25 August 2006

Abstract

Details

Improving School Accountability
Type: Book
ISBN: 978-1-84950-446-1

Book part
Publication date: 25 August 2006

The existing state of K-12 public education in the United States is perceived as unacceptable by a large number and a wide variety of critics. How to improve upon this state is…

Abstract

The existing state of K-12 public education in the United States is perceived as unacceptable by a large number and a wide variety of critics. How to improve upon this state is the subject of much disagreement. The public discussion is heated, and even the academic debate is often sharp. One common thread of argument stresses the need to increase accountability as a strategy for improving the quality of public schools. There are two broad classes of mechanisms for increasing accountability. If the current outcomes are too low, then setting acceptable performance standards is one approach to generating quality improvements. The task becomes one of defining appropriate accountability standards and then establishing a system of incentives to implement those standards. Alternatively, the low current performance may reflect weak productivity incentives traceable to the limited competition, which many school operators face. The suggested remedy is a dose of increased choice either increased public sector offerings, such as charter schools, or increased private sector choice via voucher-type programs.

Details

Improving School Accountability
Type: Book
ISBN: 978-1-84950-446-1

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