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5 results on '"Orland, Martin"'

1. Evaluation of the Comprehensive School Reform Program Implementation and Outcomes. Fifth-Year Report

Author

Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service, Orland, Martin, Hoffman, Amanda, and Vaughn, E. Sidney, III

Abstract

This "Fifth-Year Report" from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) is the final report on the outcomes of the federally funded Comprehensive School Reform (CSR) program. It presents findings about the relationship between participation in the U.S. Department of Education's Comprehensive School Reform program in 2002 and subsequent student achievement five years later. This report follows the study's "Third-Year Report" (ED504179) which presented findings as of 2005 and was published in 2008. The "Fifth-Year Report" examines the CSR program throughout the country and its relationship with gains in student achievement as of 2007. The CSR program was established as a demonstration program in 1998 and authorized as a full program in 2002 as part of the "No Child Left Behind Act" ("NCLB"). It is one approach to help low-performing K-12 public schools meet state performance standards. The CSR program emphasizes two major concepts. First, the approach mandates that school reform should be comprehensive in nature, strengthening all aspects of school operations--curriculum, instruction, professional development, parental involvement and school organization. Second, the CSR approach should involve the use of "scientifically based research models"--that is, models with evidence of effectiveness in multiple settings. In 2001, the U.S. Department of Education contracted with WestEd and COSMOS Corporation to conduct a five-year study of the CSR program; ECSRIO, which involved a survey of 500 CSR schools and 500 comparison schools; case studies of 30 sites; and analyses of student achievement in all schools receiving CSR funding in 2002. This report presents the fifth-year findings of this study.

Published
2010

2. Creating More Comprehensive, Community-Based Support Systems: The Critical Role of Finance.

Author

Finance Project, Washington, DC. and Orland, Martin E.

Abstract

Programs serving children and families are funded through countless federal, state, and local governmental channels, as well as through private sources. Every one of these programs contains a unique set of standard rules and requirements about how funds may be used and who is eligible to receive them. Increasingly, policymakers, educators, professional service providers, and advocates have begun to recognize the limitations of such fragmented approaches to the delivery of children's services and have begun to outline new systems of children's support that integrate programs across service sectors into comprehensive, community-based support systems (CCBSS) characterized by a focus on prevention-oriented services and supports, flexibility in supporting the needs of children within the context of their families and communities, a strong community role in program design, implementation, and governance, and a focus on accountability for outcomes. This report is made up of three sections. The first section provides background on the current financing of children's services and supports, discussing the magnitude of public expenditures and public funding mechanisms. The second section, which discusses innovations in financing integrated services, includes private expenditures public financing strategies, decategorization methods, refinancing, fund redeployment, and investments in inter-professional development. The final section discusses the challenges ahead in the areas of management systems, external grant mechanism, and professional development activities. (Contains 25 references.) (ET)

Published
1995

3. State Investments in Education and Other Children's Services: The Fiscal Challenges Ahead.

Author

Finance Project, Washington, DC., Orland, Martin, and Cohen, Carol E.

Abstract

The impending devolution of program responsibility from the federal government to states and localities will probably increase their responsibility for designing and funding strategies for services to children and families. This paper presents state-by-state profiles of patterns of spending for education and other key health, welfare, and social services. The paper identifies factors that appear to drive spending costs: the need for education and other children's services in the state; the ability to pay (fiscal capacity); and the willingness to pay (fiscal effort). This context is then used to draw implications with regard to state spending for education and non-education children's services in the near future and beyond. The report looks at changes in state spending over time, as well as recent cross-sectional state data. In summary, the salience of indicators of need and ability to pay indicates that most states will be greatly challenged in financing these programs in the years ahead. Furthermore, the strong negative relationship between willingness to pay and noneducation children's spending--especially among the low-spending states--implies that finding the funds to support noneducation children's services in the absence of federal fiscal incentives and service mandates may prove especially difficult in these states. In general, a combination of increased needs, slower growth in fiscal capacity, and a reduced federal role in setting standards and providing financial support will make it extremely unlikely that the vast majority of states can sustain the per-child spending patterns of the previous two decades. Three figures and 16 tables are included. Information on the Finance Project and its available resources is included. (LMI)

Published
1995

4. Relating School District Resource Needs and Capacities to Chapter 1 Allocations: Implications for More Effective Service Targeting.

Author

Orland, Martin E.

Abstract

Recent national information is presented on the relationships among school district poverty, local fiscal needs and capacities, and Chapter 1 allocation levels. Focus is on assessing how the relationship between poverty and local fiscal capacity affects a school district's state/local revenue base. Targeting federal compensatory aid correctly is discussed. (SLD)

Published
1988

5. Redistribution and the Education Bloc Grant: An Analysis of State Chapter 2 Allocation Formulas.

Author

Orland, Martin E. and Tillander, Staffan

Abstract

The extent to which state allocation formulas under the Education Consolidation and Improvement Act Chapter Two bloc grant promotes traditional equity or redistribution objectives is examined. Factors associated with the variation among states in the redistributive nature of their Chapter Two formulas are explained. (SLD)

Published
1987

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