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Summary MD1Assignment.doc EDPD 8041 Assignment: U.S. Education Finance and Data Doctor of Education, Walden University Course EDPD 8041: The Economics of Education U.S. Education Finance and Data Introduction In an age of heightened standards, public schoo
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MD1A EDPD 8041 Assignment: U.S. Education Finance and Data Doctor of Education, Walden University Course EDPD 8041: The Economics of Education U.S. Education Finance and Data Introduction In an age of heightened standards, public schools in America are functioning. In order to meet the deman...
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EDPD 8041
Assignment: U.S. Education Finance and Data
Doctor of Education, Walden University Course
EDPD 8041: The Economics of Education
U.S. Education Finance and Data
Introduction
In an age of heightened standards, public schools in America are functioning. In order to
meet the demands of an economy that is increasingly geared towards knowledge and information
skills, schools are challenged. At both the state and federal level, recent policy initiatives have
established new assessment and performance standards frameworks that will keep schools and
teachers responsible for student achievement. In view of these ongoing shifts, many
policymakers have recognized the value of developing financial structures that provide adequate
public-school resources to meet the demand for better education.
It can be challenging to establish an alignment between funding and obligation. The
public policy concerns affecting public K-12 education funding are notoriously complex.
Although quality education is commonly understood as an essential component of child growth
and social mobility, particular policies related to the distribution of school district resources are
often complicated and opaque, based on formulas understood only by a limited community of
experts. It is possible to leave people concerned with improving children's public care with the
general impression that more should be done to strengthen public education, but without the
means to participate meaningfully in the policy debate.
Section 1: U. S. Education Finance Policy Structure Summary
A trend similar to one of the specific systems is adopted by schooling in the United
States. Primary school (called elementary school in the United States), middle school, secondary
school (called high school in the United States), and then postsecondary (tertiary) schooling was
, followed by early childhood education. Non-degree programs leading to certificates and
diplomas plus six-degree stages provide postsecondary education: associate, bachelor, first
technical, master, specialized intermediate, and research doctorate. The U.S. system does not
offer a second or higher doctorate, but it does offer research services for postdoctoral research.
Adult education and continuing education, plus special education, were cut through all levels of
education.
In the United States, public education financing comes from federal, state, and local
sources. However, since all of those funds originate from local property taxes, the system creates
significant funding gaps between advantaged and disadvantaged areas. Most generally, the
federal government pays approximately 7% of the overall education budget. The rest is
somewhat equally distributed between local funds (primarily by local property taxes) and state
contributions (primarily raised through state income taxes and sales taxes).
These funds are spent on infrastructure, textbooks, instructional resources, and
compensation for teachers and staff. Although the costs vary widely depending on the particular
school, some of the necessary costs that virtually all schools tend to pay for their funding include
teachers.
The money expended on curriculum, NCES explained in an email, is included in the
"instruction" column as it is bought curriculum. However, the program will be classified under
another segment, "instructional staff services," funded at $514 per pupil, if the statistical body
says that it is part of the assistance provided to staff creating lessons. Instructional resources for
school personnel can provide instruction for staff and resources for libraries and media and
computer centers.
It is impossible to gauge district expenditures in another category, technology, since that
spending is counted across various categories.
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