ERN: Government Expenditures & Education (Topic)最新文献

{"title":"Development of a Method for Selected Financing of Scientific and Educational Institutions Through Targeted Capital Investment in the Development of Innovative Technologies","authors":"I. Levchenko, O. Dmytriieva, I. Shevchenko, Ihor Britchenko, V. Kruhlov, N. Avanesova, O. Kudriavtseva, O. Solodovnik","doi":"10.15587/1729-4061.2021.235930","DOIUrl":"https://doi.org/10.15587/1729-4061.2021.235930","url":null,"abstract":"The problem of supporting scientific and educational institutions is considered. A method of selective financing of scientific and educational institutions that create innovative technologies taking into account their investment in innovative developments is proposed. On the basis of statistical data on the indicators for assessing the activities of scientific and educational institutions and the indicator of the innovative potential of a scientific and educational institution from the production of innovations (PNn), their rating was calculated. The essence of PNn is to compare the indicators of the volumes of income of the special fund Dsfn and the volume of expenditures of the scientific and educational institution Vn. In order to stimulate scientific and educational institutions to create innovative technologies, it was proposed to introduce targeted investments. The problem of quantifying the rate of premium on the basis of an integrated approach in terms of indicators of innovative potential from the production of innovations and the rating of a scientific and educational institution for 2 institutions (namely: K and H) has been solved. Institution K will receive a large increase, and institution N will receive a smaller increase, the value of which will be 56.23 % and 43.76 %, respectively. The results showed the independence of the indicator of the innovative potential of a scientific and educational institution from the production of innovations from the previous rating of a scientific and educational institution, or vice versa. The proposed methodology has been tested by an experimental method, targeted investments have been determined based on an integrated approach in terms of indicators of innovative potential and the rating of a scientific and educational institution. This study is of practical interest to government authorities and grantors when allocating funds according to the vector of selective financing of scientific and educational institutions through targeted investments in the development of innovative technologies, and theoretically – to researchers dealing with issues of financial security, protectionism and public administration.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131704621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Necessity of Changes in the Higher Education in Bulgaria","authors":"V. Terziev, M. Lyubcheva, Katia Mihailova","doi":"10.2139/ssrn.3770236","DOIUrl":"https://doi.org/10.2139/ssrn.3770236","url":null,"abstract":"This work is an attempt for a brief analysis of the new „Strategy for the development of higher education in the Republic of Bulgaria for 2021 – 2030“ and is searching for an answer to the new challenges facing the education system. Searching and finding the right solutions in this direction does not only require specific skills and competencies, but also sufficient experience, information and knowledge in this direction. This challenge cannot and should not be the action of just one person, but of a group of scientists, researchers and politicians with a sufficiently high level of expertise that would contribute to the development of an objective and accurate action plan.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126688692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Формирование модели научно-образовательной экосистемы: опыт Беларуси (Formation of a Scientific and Educational Ecosystem Model: The Experience of Belarus)","authors":"Venelin Terziev, V. Klimuk","doi":"10.2139/ssrn.3763136","DOIUrl":"https://doi.org/10.2139/ssrn.3763136","url":null,"abstract":"<b>Russian abstract:</b> Сфера образования, наряду с другими отраслями экономики, испытывает потребность в поиске актуальных подходов к управлению, организации и реализации образовательного процесса на основе развивающихся цифровых технологий.<br><br><b>English abstract:</b> The education sector, along with other sectors of economy, is in need of finding relevant approaches to the management, organization and implementation of the educational process based on developing digital technologies.<br>","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130185200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Free Senior High School Policy on the Lives of Parents and Wards in Ghana","authors":"Juabin Matey","doi":"10.2139/ssrn.3737153","DOIUrl":"https://doi.org/10.2139/ssrn.3737153","url":null,"abstract":"The free senior high school policy is one of best social and economic intervention policies that openly affect both parents and senior high school students. Parents and guardians especially, have been left off the hook of their economic and financial burden. This study therefore looks at the effect of introducing the free senior high school policy on the economic and social lives of parents and students respectively. Data were obtained from three hundred and thirty six (336) participants. A correlational cross-sectional descriptive design was used. Questionnaires were administered onto parents of wards in three senior high schools in the North East and Upper East Regions of Ghana. The study finds the introduction of the free senior high school policy to be a relief to the financial burden of parents, especially guardians from rural settlements. Besides, there was lack of adequate stakeholder consultation, hence saddled with implementation challenges. Delay in disbursement of funds for feeding and learning materials presented yet another problem. It is important that governments find sustainable sources of funding the educational system and also to ensure the double-track system is regularised into a single-track by expanding academic user facilities and employing additional tutors.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125362192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Financial Mechanisms of the Economic Component of Forecasting and Development of General Secondary Education in Ukraine","authors":"I. Klymchuk","doi":"10.15587/2519-4984.2020.213238","DOIUrl":"https://doi.org/10.15587/2519-4984.2020.213238","url":null,"abstract":"The inefficiency of the current system of financing education in Ukraine in the conditions of budget deficit necessitates the search for / implementation of mechanisms that promote the development of economic independence of general education institutions to increase the efficiency of financial resources. The article presents an analysis and definition of regulatory costs of educational services in Ukraine, in particular: presents the calculation of regulatory costs of educational services in Ukraine and substantiates the need to develop stages of implementation of the program of transition of general secondary education to regulatory funding. Introduction of regulatory funding, development and coordination of the main stages of financing of educational institutions, taking into account regulatory funding, will lead to increase of quality of education, level of motivation and efficiency of work of school. In this regard, the application of foreign experience in reforming financial relations between the state and educational institutions, defining and developing the sequence of measures / stages of implementation of the program of transition to regulatory funding will help improve the mechanism of using budget funds. Determination of regulatory costs is based on the calculation of: the cost of providing educational services in the current and planning period / year. Accordingly, it should be an incentive for high performance of the school, based on the calculation of the integrated performance of educational institutions. The introduction of the normative principle of financing educational institutions requires the development of stages of transition to new principles of financing. In this regard, the sequence of measures / stages for the implementation of the program of transition of educational institutions to regulatory funding is defined and presented. The introduction of the main stages and measures of financing of general educational institutions will lead to the improvement of the quality of work of educational institutions","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116461062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bricks and Mortar vs. Computers and Modems: The Impacts of Enrollment in K-12 Virtual Schools","authors":"Carycruz Bueno","doi":"10.2139/ssrn.3642969","DOIUrl":"https://doi.org/10.2139/ssrn.3642969","url":null,"abstract":"The COVID-19 pandemic has put virtual schooling at the forefront of policy concerns, as millions of children worldwide shift to virtual schooling with hopes of \"slowing the spread''. Given the emergency shift to online education coupled with the large increase in demand for virtual education over the last decade it is imperative to explore the impacts of virtual education on student outcomes. This paper estimates the causal effect of full-time virtual school attendance on student outcomes with important implications for school choice, online education, and education policy. Despite the increasing demand for K-12 virtual schools over the past decade little is known about the impact of full-time virtual schools on students’ cognitive and behavioral outcomes. The existing evidence on the impact of online education on students’ outcomes is mixed. I use a longitudinal data set composed of individual-level information on all public-school students and teachers throughout Georgia from 2007 to 2016 to investigate how attending virtual schools influences student outcomes. I implement a variety of econometric specifications to account for the issue of potential self-selection into full-time virtual schools. I find that attending a virtual school leads to a reduction of 0.1 to 0.4 standard deviations in English Language Arts, Mathematics, Science, and Social Studies achievement test scores for students in elementary and middle school. I also find that ever attending a virtual school is associated with a 10-percentage point reduction in the probability of ever graduating from high school. This is early evidence that full-time virtual schools as a type of school choice could be harmful to students' learning and future economic opportunities, as well as a sub-optimal use of taxpayer money.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"12 30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114907179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19","authors":"Jonathan Butcher","doi":"10.2139/ssrn.3564504","DOIUrl":"https://doi.org/10.2139/ssrn.3564504","url":null,"abstract":"The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K–12 pupils have become home school or virtual-school students for the foreseeable future.<br><br>Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively, public and private educators can expand virtual instruction—which may change the way society considers all of education in the future.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114197515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crowdfunding the Front Lines: An Empirical Study of Teacher-Driven School Improvement","authors":"S. Keppler, Jun Li, Di Wu","doi":"10.2139/ssrn.3556208","DOIUrl":"https://doi.org/10.2139/ssrn.3556208","url":null,"abstract":"The U.S. K–12 public education system has been notoriously hard to improve. Some argue new education technologies (EdTech) can help transform schools for the better. Yet, as large-scale policy reforms have had only limited success, it seems unlikely that small changes from EdTech could have any measurable impact. In this paper, we study DonorsChoose, a nonprofit that operates a teacher crowdfunding platform. We ask whether DonorsChoose improves educational outcomes, specifically at low-income schools. Combining DonorsChoose data with data on student test scores in Pennsylvania from 2012–2013 to 2017–2018, we find that an increase in the number of DonorsChoose projects funded at a school leads to higher student performance, after controlling for selection biases. For a school with zero funded projects, one funded project—of about $400 in value—translates to between two to nine more students scoring basic and above in all subjects in high school and science and language arts in primary and middle school. We find this effect is driven mostly by low-income schools, indicating funded projects help close the gap in educational outcomes between students at low- versus high-income schools. Based on a textual analysis of 20,000 statements from all funded teachers describing how project resources are used, we find two channels of improvement most effective in the lowest income schools. We demonstrate that, although DonorsChoose projects are small, they improve outcomes and reduce inequality because they come directly from frontline workers—teachers—who know most intimately the obstacles their students face and how to help. This paper was accepted by Charles Corbett, operations management.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130577075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maryland's Boost is Promising, But More Work is Needed","authors":"Russell M. Rhine","doi":"10.2139/ssrn.3567180","DOIUrl":"https://doi.org/10.2139/ssrn.3567180","url":null,"abstract":"In 2016, Maryland’s educational freedom ranking rose to 46th place—above New York, Hawaii, California, and New Jersey—from 50th in the Cato Institute’s Freedom in the 50 States index. The improvement was due to the state’s adoption of the Broadening Options and Opportunities for Students Today (BOOST) voucher program that helps pay K–12 private school expenses for low‐income households. Since Maryland does not offer interdistrict or intradistrict school choice, the addition of vouchers has significantly improved its level of educational freedom.<br><br>Private school vouchers remain controversial. Voucher supporters argue that more school choice increases the likelihood of finding a school that best accommodates children’s individual educational needs, whereas opponents suggest that vouchers redirect public school money and subsidize private school tuition for well‐off families. Opponents further claim that students do not benefit academically.<br><br>BOOST was designed to address many of those concerns. Because the voucher’s cost is less than the marginal cost of educating a student in a public school, the voucher program actually strengthens public school finances; from 2016 to 2019, BOOST netted nearly $6 million in budgetary savings. Because eligibility is dependent on the student qualifying for free or reduced‐price meals, vouchers are only available to low‐income families. And although more than half of voucher recipients were already attending private school, most of the funding went to transferring public school students, who qualify for much larger awards.<br><br>Families’ educational preferences and children’s needs vary, and one‐size‐fits‐all government institutions often fail to provide the desired education in the most appropriate setting. Empowering parents and children to choose private options over their neighborhood public schools lets them decide what they value in education.<br><br>Compared to other states’ voucher programs, Maryland’s is on the lower end of student participation and budgetary savings, but it is not at the bottom. Average BOOST spending, excluding the budgetary savings from reduced public school enrollment, amounts to less than one‐tenth of 1 percent of Maryland’s elementary‐ and secondary‐school budget. BOOST clearly has room to grow. With three years of program experience and applying lessons learned, expanding BOOST would better serve Maryland taxpayers and children.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133377795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preferences, Selection, and the Structure of Teacher Pay","authors":"Andrew C. Johnston","doi":"10.2139/ssrn.3532779","DOIUrl":"https://doi.org/10.2139/ssrn.3532779","url":null,"abstract":"Human-capital formation in school depends largely on the selection and retention of teachers. I use a discrete-choice experiment to examine teacher preferences for compensation structure and working conditions, and I link responses to administrative records on teachers and student achievement. I calculate willingness-to-pay for a rich set of work attributes. High-performing teachers have similar preferences to other teachers, but they have stronger preferences for performance pay. Taking the preference estimates at face value in a model of teacher behavior, I explore how schools would structure compensation to meet various objectives. Under each objective, schools appear to underpay in salary and performance pay while overpaying in retirement. Restructuring compensation can increase both teacher welfare and student achievement.","PeriodicalId":269992,"journal":{"name":"ERN: Government Expenditures & Education (Topic)","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114012860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}