Search

Your search keyword '"Garms, Walter I."' showing total 25 results
Start Over Author "Garms, Walter I."
25 results on '"Garms, Walter I."'

1. Use of the Lorenz Curve and Gini Index in School Finance Research.

Author

Garms, Walter I.

Abstract

This paper proposes two modifications of the Lorenz technique for measuring inequalities in financing education. One is to order expenditures (and tax rates) by district fiscal ability before calculating the cumulative percentages. It is possible, as a result, to get a Lorenz curve that crosses the diagonal line, which gives some useful insights. The other is to calculate Gini coefficients for both expenditures and tax rates and to consider the sum of the two coefficients to be a measure of the total inequality in the system. (Author)

Published
1975

2. The Demographic, Fiscal, and Political Environment of Public School Finance in the 1980's. Policy Paper No. 80-C1.

Author

Stanford Univ., CA. Inst. for Research on Educational Finance and Governance., Kirst, Michael W., and Garms, Walter I.

Abstract

This paper explores the future of school finance through an examination of the size and distribution of future populations, the future of the economy and its effect on money available for schools, and the political context within which decisions will be made. It projects this knowledge over the decade of the 1980s and makes future predictions about the financial outlook for education. Some of the specific topics explored include enrollment projections, the impact of demographic changes, the impending shortage of quality teachers, societal forces competing with education for funds, and political strategies to increase expenditures for education. (Author/LD)

Published
1980

3. Development of a Measure of Educational Need and Its Use in a State School Support Formula. Report on Study of the New York State School Support Formula.

Author

New York State Educational Conference Board, Albany., Garms, Walter I., and Smith, Mark C.

Abstract

This study concerns the development of a measure of educational need and its use in a State school support formula in New York. The study assumes that public schools should operate positively to further equality of opportunity and that schools are able to affect achievement levels and rates of learning. The present State-aid formula is not sufficient because it recognizes differences in fiscal need but not in educational need. Noting that educational costs for children with special needs are relatively high compared with costs for normal children, the present formula discriminates against districts having a high proportion of special problem students. The research in this study, based on a sample of 45 school districts, suggests using the following variables: (1) The ratio of Negro and Puerto Rican students in the school, (2) the percentage of children from broken homes, (3) the average number of different schools the students have attended in the past 3 years, and (4) the average number of years of schooling the parents have completed. These measures predict 71% of the variation in educational achievement in both reading and arithmetic and, therefore, can establish educational need consistent with the stated assumptions. [Table XI on page 66 may reproduce poorly due to small print.] (LN)

Published
1969

9. Financing Community Colleges.

Author

Garms, Walter I. and Garms, Walter I.

Abstract

This book addresses the issues surrounding the financing of community colleges. The first two chapters deal with the development of American community colleges and the functions and finances of these institutions. Chapter three explores the benefits and disadvantages that would accrue to parties involved in higher education if any of several outlined free-market models for financing community colleges were implemented. Chapter four presents a consideration of community college financing in a planned economy as compared to a free-market operation, then analyzes the effects of several "mixed-economy" models. Chapter five briefly outlines the effects of tuition in public and private colleges, in vocational education, and on students in general. Chapter six presents, explains, and defends nine criteria to be used in evaluating models for financing community colleges. Two alternative models for financing community colleges are offered: one for those states preferring a state system of colleges, and one for those states preferring a system of public colleges in which there is a partnership between localities and states. Appendices related to present and proposed systems of community college financing and a bibliography are included. (JDS)

Published
1977

10. Measuring the Equity of School Finance Systems.

Author

Rochester Univ., NY. and Garms, Walter I.

Abstract

This study reports on a method of measuring the equity of state school finance systems. This method attempts to determine the extent to which the system makes adequate provision for education, treats equals equally, and treats unequals equitably. It presents a multiple regression approach to the problem, which allows each goal of school finance to be examined separately. Four indicators were developed: (1) measures of the extent to which variation in revenue or expenditure per pupil is related to variations in wealth, tax rate, or special needs and costs or is unexplained; (2) measures of operating revenue or expenditure per pupil for all purposes; (3) a measure of average revenue or expenditure per pupil for normal pupils; (4) the weightings implied by additional expenditures for pupils with special needs or in districts with high costs. The measures thus developed are then tried on actual data from four states (Connecticut, Illinois, New Jersey, and New Mexico) and comparisons made. The problem of explaining the statistical procedure to a layperson is addressed in a chapter that presents the measures in simple and understandable terms. A lengthy appendix contains the measures for the four states, correlation matrices, and univariate and bivariate measures for the four states. (Author/JM)

Published
1978

11. The Three Basic Questions of School Finance: Who Should Pay? Who Should Benefit? Who Should Govern?

Author

Urban League of Rochester, Inc., NY., Rochester Univ., NY. Coll. of Education., and Garms, Walter I.

Abstract

This paper attempts both to provide a way of looking at school finance in order to make wiser decisions about it and to discuss some alternative ways to finance the public schools of New York State. The New York school finance system is examined in terms of equity, efficiency, and responsiveness, as are some of the characteristics of the educational finance system in the states of Florida, Michigan, and Washington. An alternative system is proposed that would guarantee basic education on an equal basis to every child, with money provided entirely by the state. Basic education is defined as those things necessary for minimally effective functioning in a democracy. These include the ability to read, write, and do basic arithmetic, and knowledge of how our democratic government works. Educational coupons could be used to purchase additional educational services. Cost of the coupons would vary according to family income and number of school-age children. In addition, a portable grant entitling an individual to a maximum of six additional years of education at any school, public or private, could be used at any time during the individual's life. Individuals could continue to buy educational coupons throughout their lives, to be used for learning enrichment activities of various sorts. (Author/MLF)

Published
1977

12. On Measuring the Equity of Community College Finance.

Author

Garms, Walter I.

Abstract

This three-part report examines various measures of the equity of educational provision at the elementary-secondary and university levels and explores the applicability of these measures to an evaluation of community college finance. Part I defines educational equity, examines the differences in its measurement on the elementary-secondary and university levels, and discusses the unique character of the community college which makes a transfer of these measurement techniques problematic. This section notes that while equity at the elementary-secondary level is usually effected by state efforts to equalize educational finance and/or opportunity between various school districts, equity at the university level is usually effected by equalizing the costs of education among individual students at different income levels. Part II argues that although the provision of community college education may not seem as vital as the maintenance of elementary-secondary education, the continued societal debate over equal provision of all public services mandates that the equity of community college finance also be examined. Part III investigates how criteria for the measurement of equity at the elementary-secondary and university levels could be modified to apply to the community college. (JP)

Published
1980

13. Re: Whither School Finance in New York? Occasional Paper #5.

Author

Garms, Walter I.

Abstract

Historically, school finance has been concerned with three things: adequate provision, equity, and efficiency. While the first of these has been substantially achieved with free public education and a stabilizing student population, recent court cases remind us that the term "adequate educational program" has never been conclusively defined, particularly in relation to inflating educational costs. Concerns involving equity have centered on attempts to equalize wealth, special needs, and educational costs among the districts of a state. Wealth equalization proposals in particular have been resisted in the courts. Lack of agreement on educational goals and technology has limited attempts at efficiency to restrictions on revenues and expenditures, often through the inadequate device of budget elections. This document, directed toward those already familiar with the basic concepts of school finance, briefly discusses these issues as they apply to the situation in New York, referring to court cases and examples from other states. The author concludes that it would be wiser to consider fundamental changes in New York's school finance system than to tinker with present formulas. (Author/PGD)

Published
1978

14. School Finance: The Economics and Politics of Public Education.

Author

Garms, Walter I. and Garms, Walter I.

Abstract

Designed for use by students, policy-makers, educational administrators, social scientists, and lay citizens, this book analyzes three basic educational issues: the economics of education, the politics of educational finance, and the "new political economy" of education, which employs economic methods to study those governmental institutions responsible for educational policy. The book is in four parts. The first part, comprising three chapters, discusses the relationship between public policy, the government, and education. The next five chapters, the second section, describe the current organization and patterns of public educational finance in the U.S., including such factors as school organization, teacher associations, tax structures, and federal and state aid systems. The third section, also made up of five chapters, describes proposals for reforming school governance and finance. Of particular importance are schemes calling for state-supported basic education and school site management. The book's fourth section analyzes three special topics: management of capital, urban schools, and higher education. (PGD)

Published
1978

15. The Financial Dimensions of Recent School Finance Reforms

Author

Garms, Walter I.

Abstract

Discusses four categories of problems getting the greatest attention among those interested in reforming school finance: fiscal neutrality, cost differentials, individual needs, and municipal overburden. (Author/DN)

Published
1974

16. Measuring the Equity of School Finance Systems.

Author

Garms, Walter I.

Abstract

Presents a new method of measuring the adequacy and equity of school finance systems using the multiple regression technique. It enables the separation of provisions for differences in district wealth from differences in tax rate, and of both of these from the differences in provision for needs and costs. (Author/IRT)

Published
1979

19. Public school finance in the 1980s

Author

Kirst, Michael W. and Garms, Walter I.

Subjects
Public schools, Federal aid to education, Education -- Finance
Published
1980

21. The Financial Characteristics and Problems of Large City School Districts'.

Author

Garms, Walter I.

Abstract

This article reports findings in the latest of a series of investigations at Stanford University under the direction of H. Thomas James focusing upon the financing of American public education. This particular study sought to determine what impact variables representative of key governmental arrangements have upon school expenditures in large cities. From the data collected, the author concludes that govern mental considerations have a minimal effect on expenditures, the pri mary determinants being ability to pay for education and demand for education. Mr. Garms is administrative officer of the Stanford Center for Research and Development in Teaching. [ABSTRACT FROM PUBLISHER]

Published
1967
Full Text
View/download PDF

25. Fifteen Thousand Hours: Secondary Schools and Their Effects on Children

Author

GARMS, WALTER I.

Abstract

We have come a long way from the heady days of the Great Society, when most people seemed to believe that education would solve all of our problems, both intellectual and social. The Coleman Report in 1966 cast the first doubts, and Jencks (Inequality) and Averch (How Effective is Schooling?) in 1972 seemed to make it official: nothing that schools do really makes any difference. Considering that we spend more on schools than most other state and local governmental functions combined, this is indeed a dreary state of affairs.Fifteen Thousand Hours has the temerity to question our present conventional wisdom. It is a study of what things do make a difference in pupil outputs in 12 London inner-city secondary schools. In many ways, it is a substantial improvement, methodologically, over previous studies. First, it studies not just one output (which has usually been the score on some standardized test),

Published
1980
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results