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All teachers of mathematics aim to provide productive learning experiences that cater for students in their care. The planning of effective and engaging mathematics lessons is complex and requires expertise. In a larger study survey data, observations and interviews were used to investigate the ways in which School Mathematics Leaders supported teachers to learn. This paper reports results from case study research and focuses on the actions of one School Mathematics Leader during planning meetings. Findings highlight a range of supportive actions, which included developing constructive working relationships with teachers, fostering knowledge of mathematical content and curriculum and facilitating collaborative team planning.

The article describes modern development in education in the Russian Federation, tied to the development of professional standards. We will show that introduction of professional standards can not only start from a profession, but from an actively developing social practice. Using the example of alumni socio-educational support of all forms of care for orphans, (children left without parental care or in group homes), we will characterize a progression from the need in training such specialists to the formation of an educational environment. Peculiarities of the educational environment for specialists supporting alumni will be revealed, including the programs for professional training. [For the complete Volume 15 proceedings, see ED574185.]

The decision to migrate to a foreign country with an unfamiliar educational system to pursue higher education as a nontraditional adult learner is a decision that is not taken frivolously. Despite the motivation and excitement coupled with such a journey, there are numerous unforeseen accompanying challenges from a socio-cultural perspective that can influence this experience and hence have a rippling impact on the learning process. This qualitative study explored the experiences of seven nontraditional international students that travelled to the United States to pursue higher education. Data were collected through structured interviews using convenience sampling. The study revealed that the major challenges experienced by international students from a socio-cultural perspective were a) Language and communication barriers, b) Acceptance and assimilation to social-cultural differences, c) Racial identity and associated stereotypes, and d) Networking (making friends). With regards to socio-cultural influences that impacted the learning process, the following themes emerged: a) Language barriers, b) Difference in the learning environment, and c) Support from faculty and classmates. The study contributes greatly to the field of adult education and adult learning from an international perspective. [For the full proceedings, see ED581791.]

The mission of national colleges of technology (NCT's) in Japan and the universities of technology (UT's) in Taiwan is to pragmatically prepare quality engineers and technologists. In recent years, the partnership among NCT's and UT's is extended and expanded. This paper introduces the pragmatic and successful partnership between National United University (NUU), Miaoli, Taiwan and Kisarazu National College of Technology (KNCT), Chiba, Japan. The six key success factors are pointed out as follows: (1) Strong support from NUU's and KNCT's stakeholders, (2) Both NUU and KNCT focus on preparing quality engineers and technologists, (3) A shared focus is identified, (4) Good timing is selected for students' exchanges, (5) Multiple activities are arranged for students, and (6) Students are active partnership agents. Based on the past experiences, a checklist for pragmatic exchanges and cooperation to prepare quality engineers and technologists is suggested. It not only examines the current exchanges and cooperation but can also guide the future exchanges and cooperation.

One of the critical issues facing middle level educators is making sure we have the types of support in place for providing equitable learning environments for all students and helping them to feel that they belong in school. Literature suggests that a gender gap exists within middle level education today with respect to achievement scores and the degree to which females and males feel that they belong in school. This paper examined gender differences in school support, absenteeism, and achievement among African-American middle school students, using data collected in an urban, southeastern United States school system. Regression analysis resulted in significant gender differences in school support and achievement scores with females scoring higher than male students in all areas.

This research examined the impact of state policies regarding tuition rates and financial aid budgets on access to public higher education. The study addressed two specific issues: (1) whether undergraduate enrollment rates of students in different racial groups changed during the period 1976-94, and (2) the impact of increased tuition at public colleges and universities on students of different races. The study first analyzed trends in public higher education enrollment rates, and then applied a fixed-effects model utilizing cross-sectional and time-series data. The study's conclusions, consistent with those of earlier studies, included the following: (1) community college students seem to be more sensitive to changes in need-based state funding than are four-year students, but the impact of changing economic conditions varies depending on the type of institution and (2) in four-year institutions, enrollment appears to be inversely related to unemployment rates, with the opposite being true in community colleges. Enrollment trend data are summarized in text and 11 figures; additional tables and figures synthesize some of the model data. An appendix provides a list of Census Bureau regions. (Contains 48 references.) (CH)

New Mexico has a long history of funding public education through state revenues distributed by formula funding. K-12 education in New Mexico relies on central state funds rather than on local property taxes. This paper presents a history and overview of the current funding formulas for K-12 and higher education, as well as other funding sources for public education in the state. The paper compares the realities of formula funding for K-12 education and higher education. New Mexico's experience with formula funding for public education in the K-12 and higher education sectors suggests that varied outcomes may result from a combination of specifics related to the formula methodology, the complexity of the educational finance environment in which the formula is applied, and legislative and political action and interaction with funding formulas. The historical perspective on the K-12 and higher education formulas suggests that formula funding can be used to foster decision making about educational adequacy, as well as to address concerns for equity in the provision of educational services. It is desirable to pursue mechanisms in the K-12 sector that may achieve similar benefits for elementary and secondary students. Appendices contain direct-instruction elements of the New Mexico state-funding formula, as well as size adjustments and training and experience actions. (Contains 14 references.) (LMI)

New Mexico has a great sense of pride in its school funding formula as originally conceived. Over time, however, an increasingly politicized atmosphere led to changes in the formula. This paper incorporates input from school administrators and state policy makers to identify a variety of issues influencing the current status of school finance in New Mexico. Data were collected through face-to-face and telephone interviews with school district superintendents, school district financial officers, and members of New Mexico state and regional associations for district administrators and financial officers. The paper provides an overview of the state's financial environment during fiscal years 1996 and 1997, which were characterized by increasing public demand for accountability and uncertainty about federal funding. The paper also describes the funding-formula controversy, including revisions for costs associated with urban high-density environments and incremental costs associated with hiring educated and experienced teachers. A more critical issue for district administrators in New Mexico, aside from the funding-formula debate, is how to provide all students with a quality education in light of limited resources. (LMI)

Canadian education has traditionally been financed by two major sources: (1) transfer payments from the federal government to the provinces; and (2) residential and business property tax revenues levied by municipalities. The Canadian federal government has recently announced a planned cut of 750 million dollars a year for 3 years in transfer payments for education to the provinces. As a result, school board administrators must make stringent use of budgeting resources that have also recently been reduced at the provincial level. This paper examines the impact of incremental resource reductions on the Wentworth County Board of Education (Ontario), with a focus on maintaining teacher support and service quality in schools while retaining equity of educational provision. It is recommended that Ontario carefully restructure the way in which the resource interface is managed at provincial, school board, and school levels. Measures taken at the school board level will not deliver efficiency, effectiveness, economy, and equity. The continuation of existing administrative structures will result in an unraveling of educational provision, disparities in both the level and quality of services for students, and an inability to address a growing range of professional issues related to equity. The appendix contains the Wentworth County Board of Education budget for fall 1995. (LMI)

With regard to school finance legislation, 1994 was an active year with 13 cases decided and over 100 pieces of legislation passed. This paper provides a summary and analysis of state school-finance litigation and legislation for that calendar year. The first part summarizes and analyzes state school-finance court decisions; included is a table listing the state, date of the decision, court, case summary and reference, and the actions taken after the decision. Trends in court decisions are also described. The second section looks at state-school finance legislation; a series of tables in the summary list legislation by category, describe the content of the legislation, and provide the bill number. Most of the court cases centered on equity and adequacy of state funding, and state courts continued to differ on the acceptability of variations in expenditures based on wealth, primarily property wealth. A notable exception was the supreme court case in Arizona that overturned the funding system based on disparities in school facilities. School-finance legislation, of necessity, deals broadly with all aspects of state funding and so divides itself into many types of legislation. It appears that many of the legislative initiatives would necessitate increased levels of funding, and with states in better fiscal health in recent years, education advocates may feel optimistic. On the other hand, a number of states are considering tax rebates and/or tax cuts. Thirteen tables are included. Contains 11 references. (LMI)

By the late 1980s, 28 states in the United States had instituted lotteries as a supplemental means of financing public education. This paper presents findings of a study that examined the claim that state lotteries enhance spending for public education. Regression analysis, conducted on data for the year 1987, compared lottery and nonlottery jurisdictions among the 50 states. Four dependent measures--two indicating support for education and two indicating tax effort for education--were regressed on seven state socioeconomic and demographic variables. Two variables indicated the presence or absence of a state lottery and any earmarking legislation. In 1987, 18 states had adopted policies that established public education as a major recipient of lottery revenue. The findings reaffirm the importance of state wealth, as measured by per capita income, in determining support for education. The claim that lotteries influence state aid or school spending was not supported. When per capita income was controlled, the presence of a lottery did not account for a significant amount of interstate variation in school finance. Wealthy states adopted lotteries in advance of other states; lotteries did not make the states wealthy. Finally, the results show that lotteries indirectly reflect the public's perception of the tax burden. It is recommended that states renounce lottery profits altogether. (LMI)

By the late 1980s, fiscal crises, tax revolt measures, education reform, and other factors had prompted 28 states to institute state lotteries as a supplemental means of public finance. This paper presents findings of a study that examined whether or not lotteries enhance public education spending. Data for 1987 from all 50 states were compared and examined using regression analysis to answer the question: Is school finance enhanced in lottery versus nonlottery jurisdictions? The analysis included four dependent variables, two indicating "support for education" and two "tax effort for education" and two independent variables indicating the presence or absence of a state lottery. Findings showed that state lottery revenues did not help schools. State per-capita income was the most powerful environmental determinant of school support. Wealthy states that adopted lotteries in advance of other states provided higher levels of school support than nonlottery states; lotteries alone did not make states wealthy. It is recommended that states renounce lotteries altogether. Six tables are included. Contains 14 references. (LMI)

Are sectorial relations among nonprofit organizations, business, and government truly dependent, or are they instead a complex mix of dependent and independent actions? This working paper is based on a dissertation in progress, which is a comparative analysis of how private foundations influence the reform of urban public education. It compares the role of Chicago-based foundations during three phases of the 1988 Chicago School Reform Act--development (1986-88); passage (1988-89); and implementation (1989-93). Specifically, the research seeks to identify the nature and consequences of the behavior of 10 Chicago foundations regarding the development, passage, and implementation the Chicago Reform Act. The participant-observation study obtained data through interviews and document analysis. The Chicago case demonstrates that the true balance between sectorial independence and dependence lie somewhere in the middle. Four examples of foundation behavior are presented that illustrate how independence and dependence have coexisted in Chicago's scenario of sectorial relations. As with so many issues in complex, fast-moving public policy arenas, it may be that ambiguity and uncertainty are unavoidable. One figure is included. (LMI)

This paper explores the question of the use of public state funds to support Catholic or any other denominational, nonpublic school. Thomas Sobol, Commissioner of Education, asked the Blue Ribbon Panel to examine the following significant matters: (1) the stress on tradition and work-related economic values derived by graduates of Catholic schools; (2) a recognition that declining enrollments and the closing of Catholic schools constitutes a potentially serious economic problem for the public; and (3) the need for the Panel to formulate creative ways, as well as workable and timely strategies, to stabilize enrollments and reverse the trend to close Catholic schools. The Panel's primary recommendations called for the development of legislation which would provide parents income tax credit for tuition, for other education-related expenses, for donations to schools and their programs and for scholarship funds donated to benefit at-risk students of public or nonpublic schools. The controversies and rationales regarding the use of monies for nonpublic schools are analyzed. The case is made to exclude nonpublic schools from receiving public funds. (EH)

A recent court case, Sheff vs. O'Neill has centered Connecticut's attention on the fact that its public schools are largely segregated by race/ethnicity (80% of the state's minority student population are clustered in 18 of 166 school districts while 140 others are more than 90% white). This paper discusses financing the cost of higher standards for student achievement, with a focus on assessing student progress, implementing accountability models for schools and local education agencies, developing comprehensive preschool programs, reducing central bureaucratic controls, and shifting from categorical funding to block grant funding. A review of school finance history in Connecticut shows how the fragmentation of local governments led to concentrations of wealth and poverty within towns, and to substantial economic differences among them. Future directions for school finance are briefly examined with regard to school desegregation, early childhood education, and social services. (LMI)

This paper describes current school-funding policy issues in Washington State. The first part examines how Initiative 601, an initiative aimed at curbing state taxes and spending, will create fiscal instability for school districts. Difficulties include an expected growth in school enrollment exceeding population growth, an expected growth of other mandatory programs (such as welfare), and tight state revenues. The second part describes how fiscal instability will be created in school districts by declining voter support for school property tax levies, school levy lid changes, and high thresholds for passage of school levies. The third section discusses a pilot program to limit the labeling of special education students, called "less labeling," which allows increased flexibility in special-education funding while maintaining funding support. A brief history of Washington school finance is provided in the final section, which describes court decisions that led to the passage of two pieces of state legislation: The Washington Basic Education Act of 1977, and The Levy Lid and Salary Control Act. (LMI)

The High/Scope Perry Preschool study through age 27 found that high-quality, active learning preschool programs for impoverished African American children cut their crime rate in half, significantly affected their educational performance and level of schooling, increased their earnings and commitment to marriage, and returned $7.16 for every dollar invested. The High/Scope Perry program, however, affected males and females differently. This study reviews the design of the preschool study and summarizes its overall findings, examines the program's effects on males versus females, speculating on the implications of such findings, and considers the relevance of the preschool study to existing programs such as Head Start, stressing the importance of preschool program quality to obtaining long-term benefits. The most striking differences between male and female program participants occurred in education. For example, although males outscored females on some of the school abilities that they brought to school, females surpassed males in school achievement. The preschool program demonstrates what preschools for impoverished young African Americans can achieve if done correctly. Quality depends on the empowerment of children, parents, and teachers, but success in such programs as Head Start, which often uses elements of the High/Scope Perry curriculum, depends on full funding per child. (MSF)

The ways in which governments in different countries determine the amounts of money to be provided to individual institutions of higher education institutions vary considerably. This paper explains how government funds are allocated in Canada, focusing on grants in support of core operations to universities located in Nova Scotia. It examines how and why the current process emerged along with its particular strengths and weaknesses. The paper first provides the history of federal funding for Canadian postsecondary education, followed by specific discussions of funding as it involves Nova Scotia's institutions of higher education. Next, the use and history of formula funding, as developed by the Maritime Provinces Higher Education Commission in 1974, is examined covering both restricted and unrestricted operating grants, such as flat, enrollment, equalization, and supplementary grants. Finally, the paper discusses some of the problems experienced with the old funding formula and the eventual return to block funding encompassing the use of the Basic Operating Grant funding mechanism. (Contains five references.) (GLR)

The unsatisfactory status of higher education in the United States has many explanations, such as the declining value of scholarship and academic ethos and the neglect of teaching obligations in favor of research duties. This paper posits another theory for the skepticism toward academic institutions: the general loss of confidence of the American people toward their government. This general feeling of distrust is described in terms of a disease in which the most influential institution, the government, becomes infected first, followed by similar infections to the other institutions. The relationships between the federal government and the academic institutions, between the public and the learning establishments, and the effects of the mass media are discussed, including problems of the professorate and the tension that has developed between teaching and research obligations. The paper concludes with a call to faculty to take advantage of the current change in the political climate and act toward changing the general atmosphere surrounding academia. (Contains 41 references.) (GLR)

A study of 14 residential facilities operating schools for children with disabilities in Virginia gathered information on the following topics: (1) nature of operation, profit versus nonprofit, fund-raising activities, plans for future expansion, and affiliations with national chains; (2) student profiles including disabilities served, number of males, placements classified by placing agency, average stay, and average cost per year; (3) number of staff and staff/student ratio; (4) agencies involved in licensing/monitoring the facility; (5) perceptions of state's monitoring different aspects of the schools; (6) distinct programs offered, availability of group/individual counseling, vocational programming, parent involvement, student community involvement, work opportunities, and after-care follow up; and (7) strengths and weaknesses of programming. Findings indicated that a wide range of services was provided by residential facilities, that there was a trend toward more specialized treatment, and there was an emphasis on family involvement in treatment of the residents and after-care follow-up activities. The study concluded that community-based programming, parent involvement, and effective transitioning are being emphasized to enhance the lasting therapeutic effects of educational programs, and that residential facilities are likely to continue engaging in fund-raising activities for capital improvement and for meeting increasing costs, along with states' continuing efforts to expand interagency collaboration and explore more cost-efficient programming. (Contains 20 references.) (JDD)

State legislation that has contributed to the reduction of Arkansas' tax base is described in this paper. Amendment 59, adopted in 1980, has reduced the state tax base by millions of dollars. At the end of 1992, the majority of school districts have equalized their real, personal, and carrier and utility property. Act 34, the current foundation program, depletes wealth through its treatment of miscellaneous funds, of real property, and of personal, carrier, and utility property. Amendment 71, which removed all household goods from the personal-property-tax rolls and advanced the tax year for motor vehicles, will not compensate for lost revenue. Eight alternative sources of revenue are suggested. A conclusion is that Arkansas has been depleting its tax base, resulting in higher taxes on the remainder. Some adjustments must be made. (LMI)

This booklet highlights consultation on the community link to educational reform. Participants included 25 representatives from local education funds (LEFs) in the southeastern United States and 9 representatives of statewide and regional organizations. This booklet describes the role of LEFs, which are independent, nonprofit, community-based entities devoted to supporting public education in the community. The context of education in the southeastern United States is also described. As LEFs develop, they progress from communicating education needs to the public, to community building, to impacting policy, and to acting as advocates for public schools. Future LEF roles center around ongoing reform and advocacy. Barriers to LEFs include turf battles; lack of assistance in technical matters; a need for help in moving from high visibility, short-term activities to more strategic, change-oriented programs; and the maintenance of business-community involvement. In conclusion, LEFs provide special opportunities for creative approaches to philanthropy in the region, linking grassroots support of education with comprehensive efforts at school reform and systemic change. (LMI)

Although rural schools often are the center of community life, ownership of rural education is not necessarily vested in all elements of the community. Without diligent planning, many members of the rural community do not become stockholders in the community's largest enterprise, public education. The program approach to public education has resulted in isolated structures controlled from within. "Program" schools are input- and labor-intensive, tend to be isolated from the rest of society (thus necessitating cumbersome procedures for outside involvement), have a management orientation, and are not cost-effective. "Process" schools, on the other hand, are outcomes-intensive, use community networks in the daily performance of school functions, rely heavily on internal and external communication, disperse management functions to the lowest level possible, and are cost-effective. Making the transition from program to process requires identification of all shareholders in education, followed by development of a common, community-supported mission for local education. A functional procedure to ensure that the community (i.e., the shareholders) have been identified may be called the "spectral approach," since one can identify a particular member of the community by the location that member occupies on a spectrum, much as one identifies an element by the band of light it absorbs within the light spectrum. Thus, the spectral approach to community identification consists of placing community groups along the continuum of a single identifiable factor such as age. Superimposing an agency spectrum over the community spectrum provides a basis on which to build community networks and identify gaps in services. Another important feature of the process model is its ability to engage community members, particularly parents, in supportive and constructive roles. (SV)

Findings of a study that examined school-based management and shared decision-making processes (SBDM) in Chapter 1 and non-Chapter 1 elementary schools are presented in this paper. Methodology involved analysis of recent literature on SBDM, though Chapter 1 status as a variable was not specifically addressed. Three differences were found to distinguish Chapter 1-eligible schools and those that were ineligible. The Chapter 1 schools had more funds than they could work with, less risk-averse governance councils, and staff who were more experienced and comfortable with participative decision making. (LMI)

The role of Chicago foundations in school reform from 1987 to 1990 is examined in this paper, with a focus on the paradoxical relationship between the city's philanthropic community and the Chicago Reform Act of 1988. Data were derived from three surveys conducted since 1987 on the levels and targets of educational grantmaking by Chicago foundations; a summary of grantmaking by 10 Chicago foundations during 1987-90; and personal notes of foundations' interests and allocations of staff time. Following an explanation of the paper's personal and analytical qualifiers, the second section highlights recent commentary on the reform act's historical significance. The third section summarizes donors' grantmaking and nongrantmaking activities before and after the act's passage. A finding is that community foundations were not involved with the act's development and passage, but with implementation. The last section presents lessons that point to: (1) the convergence of forces that brought school reform; (2) the need for diverse policy advocates; (3) the theoretical dilemma posed by decentralization: and (4) the consequences of public policy as a change lever. Two figures and three graphs are included. Appendices include a history of the Reform Act and a list of Chicago grant recipients from 1987 to 1990. (28 references) (LMI)

This report describes inequities in the current school-funding process for the Auburn Enlarged City School District. Data were analyzed from two studies that compared the Auburn district to 10 other New York districts with similar enrollments or full value. Findings indicate that wide disparities exist among the districts with regard to teacher-student ratios and property taxes. These outcomes were caused by state formulas that produced greater reliance on local property tax as a source of revenue--freezing the operating-aid ceiling per pupil, restricting full-value growth, providing high tax aid to unqualified districts, and waiving the education law. Suggestions are made to start over, establish a commission to examine educational funding, revise the formulas, and implement radical ideas based on the Texas formula, i.e.: (1) collect $5 per thousand of full value at state level, place in an educational trust and redistribute according to formulas; (2) collect $5 per thousand of full value at BOCES level and redistribute according to formulas, Twenty-four exhibits are included. (LMI)

Research was conducted to investigate: (1) whether institutions with any formal campus-wide planning process are significantly more effective at fund raising than their counterparts which lack such a process; (2) whether institutions that engage in overall strategic planning are significantly more effective at raising funds than their peers which engage in other planning processes; and (3) whether institutions having both an overall strategic plan and a strategic plan for development/fund raising prove the most effective at raising funds. Data were analyzed from 107 of 127 campuses responding to a planning survey. Predicted fund raising ability was examined within those institutions having no formal planning process as well as those employing strategic planning, incrementalism, or some other form of planning methodology. Among the findings was that, while over 13% of the campuses with no formal planning process were still effective in raising funds, the percentage of institutions gaining effective support from foundations was lower among colleges with no formal planning process compared to those using strategic planning. Also, the effectiveness of raising funds from corporations proved lower from institutions with no planning process versus those employing incrementalism. The study concluded that there is a relationship between strategic planning and the effective cultivation of foundation support. Contains 47 references. (GLR)

The research needs for a cross-national study of public versus private school choice in Maine and Atlantic Canada are described in this paper. In the United States, the use of public funds to support private schools has historically been constrained by the separation of church and state doctrine and by the ideology of the public school as a common school. Recently, some educators have argued that using public funds to pay tuition for private school students will improve student outcomes. The town-tuitioning practices of Maine and Vermont, in which towns pay tuition for resident students to attend schools not directly managed by those towns, are described. Current enrollment patterns are also identified. A recommendation is made to conduct further studies that compare other market-oriented school systems, such as Canada's. Preliminary findings of a study being conducted at the University of Maine are inconclusive regarding the relationship between higher test scores and increased enrollment. Five figures and a map of town-tuitioning clusters in Maine are included. (Contains 34 references.) (LMI)

The meeting reported in this document was attended by 128 persons associated with Illinois public schools whose purpose was to collectively address restructuring the Illinois school aid formula and issues integral to an adequate school funding system and equitable educational opportunities for all children in Illinois. The overall goal was to bring participants from widely disparate school districts together and the agenda was planned to facilitate maximum participation from presenters and invited guests. Presenters provided participants with background information; eight working groups provided a setting for small group interaction; and a panel of experts reacted to the ideas developed at the working roundtables. The first speaker defined the problem in financing Illinois education as a question of equity. The next speaker made a comparison of position papers from key organizations concerning school funding. The state's grant-in-aid system of funding in theory and in practice was discussed by the third speaker. The fourth discussed how to fund school reform. A fifth speaker explored legal and political realities of reforming the state's finance system. A summary of the eight small group findings, their discussion with a reaction panel, and moderator's comments are included. A conference agenda, copies of position papers, several background readings and a list of suggested readings, and a full state funding proposal for elementary education are contained in the appendixes. (35 references) (EJS)

The Delaware Research for Better Schools Rural Assistance Council's (RAC) mission is to develop a rural assistance agenda for the state. The Council stated four objectives: (1) identifying the most pressing needs of Delaware's rural schools and school districts; (2) developing plans, in cooperation with appropriate state organizations, for attending to those needs; (3) outlining an operational agenda for carrying out the plan; and (4) establishing a network of Delaware organizations and associations and enlisting their assistance in carrying out the plan. The Council met with representatives from the rural school systems to identify the pressing needs. Next, a team visited various organizations (both education and noneducation) to gather responses to the identified issues. The RAC then developed a legislative agenda consisting of the following four items: (1) continued State promotion of the Division III funding process, which attempts to equalize current expense monies to school districts; (2) sufficient funding to fully implement the last restrictive environment initiative; (3) a reduction of the number of teacher units needed to qualify for a second principal from 55 to 50; and (4) the implementation of a formula to equalize major capital improvement funding for facilities. Political and business leaders from Delaware presented the RAC's issues at a banquet for over 300 educators, farmers, and small businessmen. Future plans include sponsoring conferences addressing higher order thinking skills, drugs, and technology. (KS)

The definition of coalition offered here is "a group of organizations or individuals, often with diverse interests, who come together to achieve a common purpose or deal with a common issue." The author begins by looking at some current coalitions with interests in education such as the Committee for Education Funding or the National Coalition for Public Education. He then suggests that educators ought to consider forming coalitions of community people to promote high quality education locally and in every state. Steps for forming a coalition are listed and discussed, including choosing specific issues to confront, identifying those affected by the issues, convening a meeting, and selecting a chairperson. Guidelines for successful coalitions are offered. Members must (1) be committed, (2) have knowledge of the subject, (3) be able to develop effective strategies, (4) develop a communications network, (5) be positive rather than defensive about the schools, (6) keep community, staff, and board informed, (7) achieve consensus, (8) allow some diversity of objectives among themselves, (9) use the art of negotiation, and (10) be willing to share the glory. Seven problems that may be encountered are listed, including domination by one member, jealousies between members, conflicting goals, and arguments over strategy. The author concludes that the right kind of coalitions can help educators find a common purpose for schools and communities. (JM)

In response to the funding crisis generated in part by the "Serrano vs. Priest" decision and by Proposition 13, parents and volunteers in over 100 California school districts have formed tax-exempt nonprofit corporations to improve the quality of education by raising supplementary funds, usually through donations from parents of children in school. These educational foundations generally follow one of three models for deciding how to spend foundation monies: by allowing the school board to decide how to spend funds raised; by awarding minigrants, usually in amounts of less than $3,000, directly to teachers for proposed projects; or by developing joint funding priorities from input by both school board and foundation. Successful educational foundations in San Francisco, Laguna Beach, and Hillsborough are described. While critics of educational foundations focus on their potential for interfering with equal funding measures, no one has yet challenged foundations legally or suggested reducing state aid to districts with successful foundations. Another concern is the possible participation of private interests, especially corporations, in school fund allocation. The paper concludes that educational foundations are an important means of regaining some local control of the schools and are likely to flourish. (MJL)

The Federal Government has a responsibility to help States and localities meet specific education needs that involve the national interest. It has a companion responsibility to provide such assistance with as much equity, simplicity, and stability as possible. For greater equity in the distribution of Federal funds, Congress should reform the ESEA, Title I, fund allocation formula to target the disadvantaged more precisely and to concentrate more directly on schools with the greatest proportion of students in need. For greater simplicity in the provision of Federal aid, several narrow-purpose categorical education programs should be consolidated into a form that will give State and local education agencies greater flexibility in meeting their own needs. Advanced funding of major elementary and secondary programs would provide greater stability and certainty of Federal programs. (Author/DN)

In this paper, the author examines the Federal role in the financing of schools given the facts of rising costs, pressure for greater equalization, court rulings that clearly place basic responsibility for financing of public education in the hands of the State, and given severe limitations on Federal funds. Matters considered include Federal short-term equalization aid; Federal impact aid funds and the adjustment of State aid payments to local districts; receipt of Federal funds by school districts because the parents of some pupils work for the Federal Government; reform of the ESEA, Title I, fund allocation formula to target the disadvantaged more precisely and to concentrate more directly on schools with the greatest proportion of students in need; the consolidation of many narrow-purpose categorical authorities into broader flexibility in meeting their educational needs; and forward funding. (Author/DN)

This paper gives an analysis of receipts and expenditures in a sample Kentucky school district and compares them with receipts and expenditures for the United States and for other school districts in Kentucky. Data have been obtained from the sample school district, the Kentucky Department of Education, and the January 1973 issue of "School Management." The information contained in this paper makes it possible to: compare on an average daily attendance (ADA) basis the receipts from the property tax in the sample Kentucky school district with the property tax receipts in the State of Kentucky; compare on a ADA basis the total local receipts in the sample district with the averages in the State of Kentucky; compare the sample district's overall costs with average costs in Kentucky and the United States; compare expenditures for such items as administration, instruction, pupil transportation, debt service, and capital outlay; and assess the ability of the sample district and the State of Kentucky to finance public elementary and secondary education. The document also describes the various classes of receipts and expenditures in a typical school budget. (Author/DN)

This paper reviews a financial management system developed to process accounts payable, general ledger, and budgeting for a large private school system. Tuition billing procedures as well as fund raising applications are also discussed and outlined. Strategies of reporting and systems are developed on the basis of fund accounting procedures. All financial recordkeeping and management reporting is handled by a centralized internally developed system designed to process a school system with a population of some 165,000 students. (Author)

This conference aimed at focusing the attention of educators, legislators, and interested citizens on the inadequacies of present methods used to finance public elementary and secondary schools in Massachusetts. The papers presented in this document give an overview of the present problems and provide direction for the actions required to develop a more equitable tax system. Specific topics addressed by the speeches include the needs of education; revenue needs, resources, and the possibilities of change; executive policy and the financing of public schools; political realism and the financing of public education; issues in the financing of schools in Massachusetts; and the need for reforming State aid to education in Massachusetts. (Author/DN)

One way in which the analysis of educational finance reform might be broadened to include an analysis of the fiscal effects of such reform is to show fiscal competition between large cities and their suburbs. It is not possible to say that "most central cities" or "most suburban areas" deserve a greater share of State educational aid. Rather, there appears to be significant variation among metropolitan areas in the relative fiscal position of the central city. School finance reform is not the only State policy that has potentially significant fiscal effects. For instance, the issuance of nonproperty taxes -- especially "commuter" taxes -- might play an equally important role. Evidence suggests that State aid to local education is already a pro-suburban program. A reform of school finance is likely to make the program even more pro-suburban. There is probably no one single optimal school fiance reform plan which can be applied uniformly everywhere. (Author/DN)

For various historical and social reasons, Canada's educational system tends to accept and reflect a greater divergence of philosophical backgrounds and ethnic origins than the American system does. In most provinces, the major church-related school systems receive financial support from the province. A second difference is that Canadian provincial authorities have guarded their autonomy jealously, which results in strong provincial departments of education, relatively weak local systems, and minimal federal influence on education. There is no Canadian equivalent of the U.S. Office of Education or the National Institute of Education. As in the United States, educational finance is a policy issue of considerable importance in Canada. With the exception of New Brunswick, all provinces rely on a combination of municipal and provincial fiscal support, though the relationship between these funding sources varies considerably from province to province. However, variability in school support within each province is considerably less than in most states in the United States. (Author/JG)

This paper discusses the merits of cost differentials and weighted-pupil formulas as vehicles for allocating State school support funds to local school districts. The research conducted by the National Educational Finance Project to identify educational program expenditures and to develop cost differentials for each educational program in a national sample of "best practice" school districts is described. In addition, the author briefly examines a number of similar projects conducted in Florida, Indiana, Texas, and Massachusetts. Tables tha summarize the cost differential indexes developed in each project are included. (JG)

Some predictions are offered about the future ability of public education to attract resources. First, measures of how well education has done in the past are reported, then education's performance is compared to that of other public functions, and, finally, an analysis of the values, economic conditions, and political alignments that were associated with these outcomes is presented. Using this information, the author attempts to look into the future of education. Major findings indicate that although education enjoyed remarkable growth from the early 1950s to the late 1960s it is now viewed by many as having declining national importance. This has been brought about by the decline in school enrollments and the growing public support for other public functions, the lack of relationship between expenditures for education and student achievement, and the economic problems and the decline in real growth that now afflict the country. The author suggests that judicial rather than legislative actions will cause any increase in funding for education beyond that suggested by his political analysis. In the future, education's political strength will be least effective at the federal and local levels and most effective at the State level. (Author/DN)

The purposes of this paper are to discuss the legal, economic and other implications of a 1971 landmark court ruling from a Black perspective; to advocate a position to which Black educators and others concerned with equity in educational opportunities of Black children might react; and to outline further needed research that ought to be undertaken in order to obtain better knowledge of the empirical bases for future positions on these and related issues. The California Supreme Court in Serrano v Priest declared wealth and expenditure disparities that favor the wealthy in violation of the equal protection provision of the U.S. and California constitutions. Legislatures have proposed a number of ways to satisfy the implied mandate and eventually attain quality of expenditures. This paper concludes that more equality of expenditures may well result in less equity of expenditures for Black children. Quality education for Black children cannot be bought in a system designed for white culture with equal dollars. One position advocated is that relevant educators demand equal funding for a Black perspective on all major research that threatened to have a major impact on the Black community. (Author/JM)

The purpose of this paper is to investigate the potential role of selected fiscal incentives in attempting to achieve greater racial and socioeconomic integration through open enrollment programs. Three premises underlie this paper: first, that past experience with district wide unrestricted (color-blind) open enrollment plans indicate that this approach has not generally resulted in increased integration in individual schools even though significant proportions of the total student population voluntarily transferred to nonneighborhood schools; second, that if school integration can be achieved through a program of voluntary compliance, that such a program is preferred to a nonvoluntary program which accomplishes the same objectives at a similar cost; and third, that our society has adopted the goal of integrating our public schools as a necessary condition for the achievement of an integrated society. The fiscal incentives discussed in this paper are of two major types: adjustments in the direct cost to the family of utilizing the transfer option through a system of transfer fees and bonuses, and adjustments in property tax bills for school purposes in integrating neighborhoods through adjustments in state aid formulas. In each case, the broad outline of a specific plan is presented and evaluated in terms of its probable effectiveness. (Author/JM)

This paper discusses the continuing need for additional educational funds and suggests that the only way to gain these funds is through concerted and persistent political efforts by supporters of education at both the federal and state levels. The author first points out that for many reasons declining enrollment may not decrease operating costs in a school district. This fact, plus the additional impact of inflation and new government-mandated requirements for schools, ensures that additional financial resources will be needed to support education even as enrollment declines. Declining enrollment, however, will make it increasingly difficult to win more money for education in the political arena. In the long run, the author argues, the federal government is the best source for additional funds, but in the short run most school support money will have to come from the state and local level. This will probably require new taxes, but the time to convince legislators of the need for increased educational funding is before a new tax is enacted; by the time a new tax is enacted, it is usually already committed. Long continuous education of legislators will not guarantee success, but lack of it will guarantee failure. (JG)

The goal of this panel was to generate scientific knowledge on how the organizational, administrative, physical, personal, and social aspects of the classroom, school, district, and community support instructional personnel in reaching educational goals. A matrix was developed using locational variables (within school and outside school) and operational variables (organizational/administrative, physical, and personal/social), to contain and display five "approaches" developed by the panel. The first approach dealt with the ways in which organizational and administrative aspects of the classroom and school can support instructional personnel in attaining educational goals. The second approach was concerned with the ways in which the organizational and administrative aspects of the school district and the community affect educational personnel in reaching educational goals. The third approach was concerned with the effects on staff functioning of the physical environment of the classroom and school. The fourth approach dealt with the ways in which personal and social aspects of the classroom and school aid staff in reaching educational goals. The fifth approach was concerned with similar informal social-personal influences outside the school or classroom context. Within these five approaches, 21 programs were formulated and rated as to their priority. (BD)

Problems encountered in vocational education mainstreaming and recommended improvements are presented in this paper. A brief history introduces the concept followed by specific definitions of "training,""education," and "mainstreaming," as applied to vocational schooling. Three general operational models are described and graphically presented. Model guidelines developed for the instructional system, the instructional team, and supportive services are listed and include the following: development of prescription teaching, the student-instructional study team, competency based evaluation, and open entry and exit (instructional system); the role of vocational teachers, special education teachers, remedial teachers, vocational students, and vocational resource persons (instructional team); and the role of the administration, community agencies, and parents (supportive services). Conclusions present a rationale for providing a vocational resource person for mainstreaming programs, and lists the required qualifications. Twelve recommendations for active steps to be taken at the local, state, and national levels are presented and include university development to orient special education teachers to the concept of vocational education, and education of the public about their responsibility for special needs students and the responsibilities of vocational education. (BL)

This document reproduces the presentations given in a 1979 professional development seminar conducted for state officials responsible for education. The focus of the seminar was how the states can respond to the educational problems of the 1980s. Topics addressed include the overall picture of education in the 1980s, the implications of Proposition 13 and declining funds and enrollment, the governance of education in the next two decades, educating exceptional children in an age of limited resources, unemployed youth in the 1980s, the future of public and private schools, productivity in education, educational technology in the next ten years, the Brown decision and cultural pluralism in the eighties, international education from kindergarten through the twelfth grade, and action priorities for meeting the needs of children in the eighties. (Author/JM)

The rejuvenation of sagging public confidence in education through better communication was the focus of the conference. Four specific objectives were outlined: (1) to improve the ability of educators to assess public attitudes toward and interest in public education; (2) to assess the impact of different media forms on public attitudes; (3) to improve educators' ability to communicate with the public through various media forms; (4) to improve the ability of educators and members of the media to work cooperatively to meet the education information needs of the public. A synopsis of each speaker's presentation is given. Hubbel indicated that the attitudes and beliefs of the public have changed. Banach offered tactics to use to win public confidence. Bagin stated that state education agencies must make effective communication a priority. Marx made the point that effective communication with the public begins with effective communication with district employees. Presentations were also made by the education writers' workshop and the National Association of State Education Department of Information Officers panel. Suggestions for talking to reporters and a list of the most common questions asked by reporters are included. (Author/JK)

These proceedings contain 11 papers that examine several diverse collaborative efforts designed to improve education and training programs through substantive involvement of the private sector. Authors and titles are as follows: "Public-Private Sector Collaboration in Education: Implications for Research, Policy, and the Education of Professional Educators" (Paul Thurston, L. A. Phelps); "The Developing Work-Related Education and Training 'System': Partnerships and Customized Training" (W. N. Grubb); "Relfections on Customized Training" (Richard Hofstrand); "A Reaction to 'The Developing Vocational Education and Training System': Partnerships and Customized Training" (Tim Wentling); "Promoting Technology Transfer in Community College Programs: The Michigan Experience" (James Jacobs); "Corridor Partnership for Excellence in Education" (Gail Digate, Marsha Bollendorf); "The California Partnership Academies" (Keith Bush); "Corporate Collaboration as a Catalyst for Teacher Education Development" (Robert Maloy et al.); "University-Corporate Collaborative Relationships in Continuing Engineering Education" (Anne Colgan); "Education-Business Partnerships: A Principal's Perspective" (Irene Diedrich-Reilly); and "Public-Private Sector Collaboration: Elements, Issues, and Implications" (L.A. Phelps, Paul Thurston). (YLB)

Preliminary results of two surveys of parents, students, and teachers in Catholic elementary schools in British Columbia indicate that public funding for private schools could cause deterioration in the schools' social climates. Data were collected both before and after British Columbia instituted its program of public aid to private schools in August, 1978. Over 20 private schools receiving public aid participated in the two surveys, taken in the spring of 1978 and the spring of 1980. Parents were asked in each survey to assess the schools' financial jeopardy, need of parental help, degree of social cohesion, level of teacher commitment, responsiveness to parents, and academic effectiveness. Differences between the responses to the two surveys indicated that parents felt the levels of all these factors had decreased. Teachers found increases in social cohesion and teacher commitment, a slight decline in teacher autonomy, and no significant change in parent commitment, parent involvement, special school mission, and teacher work rewards. Responses by students indicated shifts toward greater student engagement in work, and decreases in perceptions of school justice, the specialness of the school, student enthusiasm for school work, and the attractiveness of the teacher and the class. (PGD)