Impact of school funding on student achievement

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Difficult decisions are being made by governments in many countries with the end of rationalizing the allocation of resources especially in the education sector. To enable them to meet the broad social demands of education without especially incurring serious disruptions and dysfunctions, some measures must be taken (


In fact, more than $66 billion is said to have been invested in school technology (QED, 2004). This unprecedented level of investment in educational technology has raised expectations of legislators and the public who have been looking for returns on this investment (Benton, 2002; CEO Forum, 1999, 2000), and therefore are calling for evidence regarding the efficacy and cost-effectiveness of technology especially in K-12 schools (Ringstaff & Kelley, 2002; Panel on Educational Technology, 1997; Melmed, 1995).
No child left behind (NCLB) requires states to demonstrate that "every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability" (U.S. Department of Education, 2001). While NCLB has established an eighth-grade technology literacy requirement, the requirement is not a full statement of knowledge and skills students need nor does it include a mechanism for ensuring accountability (Kay & Honey, in press).
Educational funding has been found to be associated with student achievement (Lance (2001), Miller (2002), Siminitus (2002), and Whitington (2002). ...
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