The author reviews five cost-effectiveness basic models including log-log correlational, general utility theory, simultaneous equations, nonlinear theoretical, and feedback. Several suggestions are made to improve the models and increase the domain of problems that can be considered by the models. In the second part of the paper, the author…

This report examines the geographical distribution of expenditures within Eugene (Oregon) School District 4J during the 1974-75 fiscal year and compares these expenditure data with figures on average daily pupil membership for each of the district's four regions. Data for the study were taken from a report prepared by the district's accounting…

The proposed methodology was designed to implement the Board of Governor's January 9, 1973, motion regarding the translation of the university's 1973-74 operating budgeting into a program budget showing the resources required by the various university programs and outputs. The methodology defines the main functions of the university in terms of…

In 1968 Congress amended the Vocational Education Act of 1963. The amendments expanded the definition of vocational education and removed some of the narrowing strictures which had sharply differentiated vocational education from academic education, insisted upon state planning, and sought to strengthen the federal leadership role. Perhaps most…

Among the positions advocated here is that relevant educators demand the funding of a black dimension of all basic research that threatens to have a major impact on the black community, and in particular on school finance research. (Author/AM)

Describes the basic concepts and suggested procedures for introducing zero base budgeting. (Author/MLF)

The activities of faculty and their availability to provide direct contact teaching are key determinants of resource allocation and cost analysis. Problems caused by the diversification of allied health professions education programs are addressed and suggestions for using faculty activity analysis in determining cost per student are offered. (LBH)

The ability to analyze and construct the cost of existing or developing programs is a powerful tool for planning the allocation of scarce resources. Implications for health professions education programs are discussed and the major elements affecting the cost per student are described. (Author/LBH)

Analyzes resource allocations in institutions of higher education to undergraduate costs, graduate costs, and faculty research and teaching time in order to determine educational "productivity." Although real undergraduate costs were found to be much lower than previously assumed, cost-based subsidies and the redistributive effects of higher…

Notes that inequality in the distribution of educational resources may not be a result of racial or income discrimination alone. It may be due to political pressures, administrative presumption, or teacher contracts which allow tenured teachers to choose the school in which they work. Data from the San Jose Unified School District were analyzed to…

Since computerized information systems have not been able to satisfy the growing need for management information by higher education administrators, an alternative approach is described. It places the needs of decision-makers before those of systems developers and outlines a process for the collection, evaluation, analysis, and interpretation of…

When current fiscal data of New York State school districts are analyzed with information on pupil characteristics and staffing patterns, some policy issues are raised, including a mismatch between local district need and avaliable resources, shortchanging of New York City pupils, and a close relationship between local wealth and staff…

The current funding of research in Australia's universities is examined, including the recent forces that have changed the research system and resource allocation, allocations by field, expenditures per researcher by field, and measures of and emphasis on productivity. Prospects for research in the late 1980s are discussed. (MSE)

The institutionalization of faculty development policy and activities is compared for Australia, Great Britain, the United States, West Germany, and Sweden. The factors that precipitated the trend in each country are examined, and it is concluded that the reward systems in each country favor faculty research performance over teaching. (Author/MSE)

It is argued that Britain's University Grants Committee (UGC) could and should have assessed the quality of teaching as well as of research in its allocation of resources to universities. (Author/MSE)