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Resource allocation in Maine's more ...

Dolloff, Andrew R.

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Resource allocation in Maine's more efficient public high schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Resource allocation in Maine's more efficient public high schools./
Author:	Dolloff, Andrew R.
Description:	164 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Education finance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688012
ISBN:	9781321661286

Resource allocation in Maine's more efficient public high schools.
Dolloff, Andrew R.

Resource allocation in Maine's more efficient public high schools. - 164 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of Southern Maine, 2015.

This item must not be sold to any third party vendors.

This mixed-methods study compared three-year average operating expenditures and resource allocation practices and policies of nine Maine high schools that had been identified in a previous study as being "more efficient" with those of nine "typical" Maine high schools. The study attempted to determine if more efficient schools allocate resources differently than typical schools.

ISBN: 9781321661286Subjects--Topical Terms:

3172165
Education finance.

Resource allocation in Maine's more efficient public high schools.
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245 1 0 $a Resource allocation in Maine's more efficient public high schools.
300 $a 164 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: David Silvernail.
502 $a Thesis (Ph.D.)--University of Southern Maine, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This mixed-methods study compared three-year average operating expenditures and resource allocation practices and policies of nine Maine high schools that had been identified in a previous study as being "more efficient" with those of nine "typical" Maine high schools. The study attempted to determine if more efficient schools allocate resources differently than typical schools.
520 $a The quantitative portion of the study considered expenditures of 18 Maine high schools over a three-year period using three resource models: The Maine Department of Education (MDOE) warrant article model; the National Center for Education Statistics (NCES) account code model; and ( the Roza and Swartz (RS) School Spending Profile. Expenditures were sorted by object type, and the average percent of total per-pupil expenditures was determined. Comparisons among the three resource models were made through the use of descriptive and inferential statistical procedures, and the calculation of effect sizes.
520 $a The qualitative portion of the study consisted of interviews with six school administrators representing three more efficient high schools and three typical high schools. Additional qualitative analysis was conducted through a document review of fiscal policies for each of the schools. Through the qualitative study, the researcher sought to determine if more efficient high schools followed different practices in allocating expenditures than did typical high schools.
520 $a The quantitative analysis revealed that more efficient schools did allocate fiscal resources differently than typical schools, and that different resource allocation models showed differences in expenditures between the two types of schools to varying degrees. The findings revealed that greater efficiency is not a product of student demographics, faculty salaries, or operational expenditures. The study also showed that more efficient schools do not spend less than typical schools in every expenditure category: they spend more on regular instruction, and a greater percentage of expenditures on special education instruction, and co-curricular activities.
520 $a The qualitative analysis revealed no differences between the ways in which more efficient schools and typical schools identify budget priorities, and develop resource allocation plans, known as annual operating budgets.
520 $a The study findings indicate that more efficient schools focus more resources on instruction than do typical schools. The study findings also suggest that local policymakers may find using resource allocation models such as the NCES model and the RS model, and more aggressive budget development processes such as zero-based budgeting, to be beneficial in studying their own expenditure practices and priorities.
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650 4 $a Education policy. $3 2191387
650 4 $a Educational administration. $3 2122799
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710 2 $a University of Southern Maine. $b Muskie School of Public Service. $3 1677741
773 0 $t Dissertation Abstracts International $g 76-08A(E).
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791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3688012