Accounting for the effects of increased high school graduation expectations on pupil performance and resource allocation: Results from New York State

Economics of Education Review

Volumn 19, Issue 4, 2000, Pages 319-331

  Monk, David H ^a   Hussain, Samid ^b   Miles, William ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b Cornell University ^*  (United States)

^c Otsego N Catskills Bd Coop E   (United States)

Author keywords

Education productivity; I21; I22; Performance based reform; Student performance

Indexed keywords

EID: 0040182868     PISSN: 02727757     EISSN: None     Source Type: Journal    
DOI: 10.1016/s0272-7757(00)00008-x     Document Type: Article

References (5)

1. Education Week (1997a). Mills outlines proposals for stricter standards, September 24.
2. Education Week (1997b). Quality counts. A report card on the condition of public education in the 50 states, vol XVI.
3. Lankford H., Wyckoff J. Where has the money gone? An analysis of school district spending in New York. Educational Evaluation and Policy Analysis. 17(2):1995;195-218.
4. Miles K.H. Freeing resources for improving schools: a case study of teacher allocation in Boston public schools. Educational Evaluation and Policy Analysis. 17(4):1995;476-493.
5. Monk, D.H., Roellke, C.F., & Brent, B.O. (1996). What education dollars buy: an examination of resource allocation patterns in New York State public school systems. Final report for the Consortium for Policy Research in Education (CPRE). Department of Education, Cornell University, Ithaca, New York. Eric Document No. ED 399-664.