Allocating Resources within a Big City School District: New York City after Campaign for Fiscal Equity v. New York

In this brief we take a closer look at the mechanisms used to distribute resources across public schools. We first present what we know about the current distribution of educational resources within New York City and other large city districts. Then we discuss current efforts to promote greater equity in the distribution of resources and improve student performance. We conclude with lessons and policy implications for New York State as it implements the CFE decision in New York City. These findings also apply toother large districts in the state, such as Buffalo, Rochester, Syracuse, and Albany. Our focus in this brief is on vertical equity--ensuring that schools serving students with different levels of need receive appropriately different levels of resources--rather than adequacy. But the two concepts are closely related. If we ensure that students with a variety of needs have ample resources to achieve agreed upon educational goals, we will achieve both school-level adequacy and vertical equity.intradistrict resource allocation; interdistrict resource allocation; vertical equity; across-school disparities; school-based funding; weighted student funding.

Policy Barriers to School Improvement: What's Real and What's Imagined?

Some of the most promising reforms are happening where school leaders are thinking differently about how to get the strongest student outcomes from the limited resources available. But even principals who use their autonomy to aggressively reallocate resources say that persistent district, state, and federal barriers prohibit them from doing more.What are these barriers? What do they block principals from doing? Is there a way around them?CRPE researchers probed these questions with principals in three states (NH, CT, MD). These principals cited numerous district, state, and federal barriers standing in the way of school improvement. The barriers, 128 in all, fell into three categories: 1) barriers to instructional innovations, 2) barriers to allocating resources differently, and 3) barriers to improving teacher quality.Upon investigation, researchers found that principals have far more authority than they think. Only 31% of the barriers cited were "real" -- immovable statutes, policies, or managerial directives that bring the threat of real consequences if broken.The report recommends educating principals on the authority they already possess, to help them find workarounds to onerous rules. The report also outlines a number of specific state and district policy changes to grant schools the autonomy they need to improve student outcomes

Getting Down to Dollars and Cents: What Do School Districts Spend to Deliver Student-Centered Learning?

Student-centered learning (SCL) is an approach to learning that emphasizes authentic instruction, mastery-based assessment, and engaging students in real-life experiences that take their learning beyond the school walls and school day -- all in an effort to connect students' learning to their experiences, strengths, and interests. This report offers the first detailed look into how districts and schools deal with funding issues when they adopt the SCL approach. Researchers examined district spending on SCL by comparing spending at SCL high schools to traditional high schools with similar characteristics. The researchers also performed a statistical analysis using New York City's high schools, which included 79 SCL schools. The report finds that districts don't need to spend more on these schools if they fund all schools fairly, and then allow schools to make choices about how they use their resources. The report's policy recommendations include encouraging SCL school leaders to think about spending tradeoffs to keep budgets in balance and supporting principals' efforts to secure resources from the community

Benchmarking Diversity: A First Look at New York City Foundations and Nonprofits

New York City foundations and nonprofit organizations have racially diverse staffs, according to a new report by Philanthropy New York and the Foundation Center, but this diversity decreases at higher levels of seniority. A substantial number of foundations and nonprofits are tracking information about the racial and ethnic makeup of the grantees and populations that they respectively serve. The study is the first of its kind in New York City and the nation to examine "both sides" of the equation -- with survey data from 95 grantmaking foundations and 540 nonprofit organizations in the five boroughs

The dynamic effects of internal robots on Space Station Freedom

Many of the planned experiments of the Space Station Freedom (SSF) will require acceleration levels to be no greater than microgravity (10 exp -6 g) levels for long periods of time. Studies have demonstrated that without adequate control, routine operations may cause disturbances which are large enough to affect on-board experiments. One way to both minimize disturbances and make the SSF more autonomous is to utilize robots instead of astronauts for some operations. The present study addresses the feasibility of using robots for microgravity manipulation. Two methods for minimizing the dynamic disturbances resulting from the robot motions are evaluated. The first method is to use a robot with kinematic redundancy (redundant links). The second method involves the use of a vibration isolation device between the robot and the SSF laboratory module. The results from these methods are presented along with simulations of robots without disturbance control

Reaction-compensation technology for microgravity laboratory robots

Robots operating in the microgravity environment of an orbiting laboratory should be capable of manipulating payloads such that the motion of the robot does not disturb adjacent experiments. The current results of a NASA Lewis Research Center technology program to develop smooth, reaction-compensated manipulation based on both mechanism technology and trajectory planning strategies are present. Experimental validation of methods to reduce robot base reactions through the use of redundant degrees of freedom is discussed. Merits of smooth operation roller-driven robot joints for microgravity manipulators are also reviewed

HUMAN RIGHTS AND US FOREIGN AID: A QUANTITATIVE ANALYSIS OF AID ALLOCATIONS BEFORE AND DURING THE WAR ON TERROR

In this study, I examine the influence of human rights considerations on the US foreign aid decisionmaking process during the war on terror and, for comparative purposes, prior to its onset. The findings indicate that respect for human rights has been negatively related to the yes/no decision to allocate economic aid and the amount allocated since 9/11. In other words, more economic aid has flowed--and more readily--to regimes with poor human rights records since the onset of the war on terror. The findings also indicate that human rights considerations failed to influence post-9/11 military aid decisions. While these findings run counter to the Congressionally-mandated positive relationship between human rights and foreign aid, and my own expectations of American exceptionalism in the guise of human rights promotion, additional analysis indicates they were not a first. I also found that respect for human rights was negatively related to economic aid allocations under every administration since Reagan's and during the post-Cold War era. Only during the Cold War, and only for military aid, did better human rights practices increase the prospects of a regime receiving aid. In analyzing allocations to partners and non-partners in the war on terror, I found that human rights considerations negatively influenced decisions on economic aid amounts for both groups but only the yes/no decision for military aid allocations to partners. Looking across the models, and taking into account the influence of the control variables, one possible explanation for the lack of positive findings on the human rights variable becomes apparent: other, competing considerations--namely addressing recipient "need," promoting democracy, and confronting perceived threats to national security--regularly overshadow human rights concerns, leading US decisionmakers to extend aid to regimes with questionable human rights practices

Determining the Factors that Impact Enrollment in Cooperative Education at the Community College Level

The benefits of involvement in work-integrated learning programs, also known as cooperative education have been touted since inception in 1899. Unfortunately, little research has been published related to the factors that impact enrollment within these programs. The purpose of this study was to examine the factors that have influenced the historically low enrollment numbers within the cooperative education program at a public community college located in the southeastern United States. Guided by Kolb\u27s experiential learning theory, the conceptual framework provides a direct link between classroom learning and work experience. A qualitative phenomenological study examined the lived experiences of 11 cooperative education program alumni. Data were collected via a semistructured interview process using open-ended questions during focus groups. The data collected were transcribed for coding and triangulated for validation by comparing the multiple data results. Through data analysis, 3 fundamental themes emerged: recruitment, communication, and experiences. A 4th theme, website development, was highlighted within the policy development as an essential part of the initial 3 themes. The results may allow administrators to gain insight into how cooperative education enrollment numbers are being influenced by specific variables within the classroom, college, industry, community, program marketing, and program experiences. The implications for social change reach far beyond the study site. Through the determination of factors that impact enrollment numbers within a specific program, other institutions may be provided guidance in how to address the enrollment issues within the institutions\u27 programs

Report on the Matahambre Mine, Pinar Del Río, Cuba

The Minas de Matahambre, S.A., is a Cuban corporation operating a copper-silver mine in the province of Pinar del Río, Cuba --Ownership, leaf 1