Place and Purpose in Public Education: School District Mission Statements and Educational (Dis)Embeddedness

2013 ◽  
Vol 120 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Kai A. Schafft ◽  
Catharine Biddle
Keyword(s):  
Public Education ◽  
School District ◽  
Mission Statements ◽  
Education School

scholarly journals Introducing a Market Element into the Funding Mechanism of Public Education in British Columbia: A critical policy analysis of the School Amendment Act, 2002

2010 ◽  
Vol 44 (2) ◽  
pp. 143-162 ◽  
Author(s):  
Gerald Fallon ◽  
Jerald Paquette
Keyword(s):  
British Columbia ◽  
Public Education ◽  
School District ◽  
School Districts ◽  
Public School Districts ◽  
Policy Study ◽  
Critical Policy Analysis ◽  
For Profit ◽  
Funding Mechanism ◽  
Critical Policy

Abstract This policy study explores origins of part 6.1 of Bill 34 (School Amendment Act, 2002) and its impacts on the institutional behaviour of two public school districts in British Columbia. Part 6.1 permits school districts to raise funds through for-profit school district business companies (SDBC). The analysis found several consequences of the policy: lack of accountability of SDBCs, increased fiscal inequity among school districts, and greater responsiveness of school districts to the needs of a globally rather than locally situated community of students.

Mental Health Services, Free Appropriate Public Education, and Students With Disabilities: Legal Considerations in Identifying, Evaluating, and Providing Services

2017 ◽  
Vol 20 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Mitchell Yell ◽  
Carl Smith ◽  
Antonis Katsiyannis ◽  
Mickey Losinski
Keyword(s):  
Mental Health ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Mental Health Services ◽  
Health Services ◽  
Students With Disabilities ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Education Act

In the past few years, the provision of mental health services in public schools has received considerable attention. When students with disabilities are eligible for special education and related services under the Individuals With Disabilities Education Act (IDEA), mental health services are required if such services are needed to provide students with a free appropriate public education (FAPE). That is, when a student’s individualized education program (IEP) team determines that he or she needs mental health services to receive a FAPE, a school district is required to provide these services. Our purpose is to discuss when school district personnel should identify, evaluate, and serve students with disabilities who may have mental health needs.

scholarly journals Fundraising for Government: Unpacking the Structure and Relationship of Government-Supporting Nonprofit Partnerships

2021 ◽  
pp. 1-28
Keyword(s):  
Public Education ◽  
School District ◽  
Structural Models ◽  
Government Agency ◽  
Future Research ◽  
Government Agencies ◽  
Community Based ◽  
Education Foundations ◽  
Separate Identity ◽  
Relationship Of

Government-supporting nonprofits (GSNs) are 501(c)(3) organizations established in connection with a government agency to fundraise and support their mission. To date, little is known about the structural and substantive relationships that occur in this exclusive partnership. Applying the GSN model to public education in Florida, this study looks at data collected from 18 local education foundations (LEFs) and their school district partners. Interviews suggest that different structural models influence the relationships between the two organizations along the following dimensions: attention, successive engagement, resource infusion, and organizational identity. Even though LEFs exist to support their school district, they also aim to establish a separate identity to be able to fundraise and carry out a more community-based role. Through this research, a framework is proposed for studying the structural and partnership dimensions of government-supporting nonprofits. We conclude with a discussion on future research and relevant considerations for government agencies with a supporting nonprofit.

scholarly journals La Caracterización de las TIC como Competencia Transversal en el Instituto Tecnológico de Altamira / The Characterization of the C&I Techologies as Tranversal Capability or Skill in the Altamira Tecnology Institute

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Olimpia Danae Arellano Briones ◽  
Blanca Patricia Santos Carrasco ◽  
Jaime Ricardo Valenzuela González ◽  
Nuria Isthar Arellano Briones
Keyword(s):  
Information Technology ◽  
Public Education ◽  
Mixed Method ◽  
Theoretical Perspective ◽  
Structured Interview ◽  
Technology In The Classroom ◽  
Problematic Situation ◽  
Education School ◽  
Qualitative Part

ABSTRACTThe present work, was realized for the characterization of the persons able in the use of the Communications and Information Technology, in a Higher Public Education School, the first step showed the problematic situation to avoid and stablishing the methodology of the task (with an mixed method), under theoretical perspective of innovation and inclusion of technology in the classroom. The results were sustained, with the participation of 63 people, 6 of them were in the qualitative part, using semi – structured interview, as a tools of recovering data, and a 57 people, in the quantitative phase, using a test with 30 questions of multiple choice, equally as a tool for recovering data.RESUMENEl presente trabajo, se realizó para caracterizar a las personas competentes en el uso de las TIC dentro de una Institución Educación de Educación Superior, se procedió a plantear la problemática y establecer la meto-dología de trabajo (con enfoque mixto), bajo la perspectiva teórica de la innovación y de la inclusión de tecno-logía en el aula. Los resultados se sustentan, en la participación total de 63 personas, seis de las cuales estuvieron en la parte cualitativa del estudio, con recolección de datos por medio de entrevista semi - estructurada, y las 57 restantes, en la parte cuantitativa, con la recolección de datos por medio de instrumento con 30 reactivos. Se encontró, que los participantes, se consideran a sí mismos competentes, pero están conscientes que no es suficiente y que deben estar más y mejor preparados para afrontar los retos y compromisos de las demandas actuales de la educación.

School District Budgeting and Financial Management in the United States

Education ◽  
2020 ◽  
Author(s):  
Vincent Reitano
Keyword(s):  
United States ◽  
Public Education ◽  
School District ◽  
School Districts ◽  
Financial Management ◽  
The United States ◽  
General Purpose ◽  
Debt Management ◽  
Budget Process ◽  
Financial Condition

In the United States, school districts operate as a type of special purpose local government. Similar to general purpose governments, school districts are funded by own-source and intergovernmental revenues, although there is considerable variation in their revenue mix, contingent in part upon state-funding formulas. Unlike general purpose governments, school districts focus on the provision of public education to facilitate student learning, and therefore, expenditures are primarily relegated to teacher, support staff, and administrator salaries and benefits. Ensuring the provision of public education begins in part with the budget process. The school district budget process can assume different forms from incremental to rational and may involve a range of stakeholders, including elected officials and members of the public. Incremental budgeting begins with the prior-year budget and small upward increments, while alternatives can be based on rational decision-making theories, such as performance budgeting or zero-based budgeting. Despite these different potential budgeting methods, systematic evidence of their implantation in school districts is generally unavailable. As a complement to the budget process, school districts are also involved in financial management, which involves the strategic analysis of financial condition in the pursuit of financial resiliency and sustainability. In particular, school district budgeting and financial management involves strategically planning for and responding to internal and external trends to ensure continued public service provision in the form of public education. As a growing area of research, school district budgeting and financial management encompasses topics such as budget forecasting, financial condition analysis, optimization of fiscal reserves over the business cycle, and debt management, among other topics.

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