Education Finance : It's How, Not Simply How Much, That Counts
The precise relationship between spending and learning outcomes in education is unknown, which leads some researchers and policy makers to question whether the amount of spending in education matters at all (Hanushek 1986). Among countries with sim...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2012/02/15940645/education-finance-not-simply-much-counts http://hdl.handle.net/10986/10056 |
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okr-10986-100562021-04-23T14:02:48Z Education Finance : It's How, Not Simply How Much, That Counts Vegas, Emiliana Coffin, Chelsea ACADEMIC ACHIEVEMENT ADVISORY SERVICE ALLOCATION MECHANISMS BASIC EDUCATION CLASS SIZES EARNINGS ECONOMIC CRISIS ECONOMICS OF EDUCATION EDUCATION AUTHORITIES EDUCATION BUDGET EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION OUTCOMES EDUCATION POLICY EDUCATION SERVICES EDUCATION SPENDING EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL NEEDS EDUCATIONAL OUTCOMES EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EFFECTIVE EDUCATION ENROLLMENT EXPENDITURE EXPENDITURES FINANCIAL RESOURCES FIRST LANGUAGE GENDER GENERAL EDUCATION GIRLS HOUSEHOLDS HUMAN DEVELOPMENT IMPLEMENTATION OF EDUCATION POLICY INEQUALITIES INNOVATIVE APPROACHES INSTRUCTIONAL CONDITIONS LEARNING LEARNING DIFFICULTIES LEARNING ENVIRONMENT LEARNING OPPORTUNITIES LEARNING OUTCOMES LITERATURE NUMBER OF TEACHERS PHYSICAL DISABILITIES POOR PEOPLE PRIMARY- SCHOOL PUBLIC EDUCATION PUBLIC EXPENDITURE PUBLIC EXPENDITURES PUBLIC EXPENDITURES ON EDUCATION PUBLIC FINANCE PUBLIC FUNDS PUBLIC SCHOOLS QUALITY EDUCATION QUALITY STANDARDS RESEARCHERS RESOURCES FOR EDUCATION SCHOOL BOARDS SCHOOL FINANCE SCHOOL LEVEL SCHOOL QUALITY SCHOOLING SOCIOECONOMIC BACKGROUND SOCIOECONOMIC BACKGROUNDS SPECIAL NEEDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT GROUPS STUDENT LEARNING STUDENT POPULATION TEACHERS TEACHING UNION The precise relationship between spending and learning outcomes in education is unknown, which leads some researchers and policy makers to question whether the amount of spending in education matters at all (Hanushek 1986). Among countries with similar levels of income, those that spend more on education do not necessarily score higher on international assessments such as the Program for International Student Assessment (PISA). Even within an education system, student achievement varies among localities that spend comparable amounts (Wag staff and Wang 2011). The observation that learning outcomes are seemingly unrelated to spending levels supports the argument that how money is spent, not simply how much, matters in education finance. Education spending represents the point at which monetary resources begin to promote learning outcomes. National, subnational, and local governments; the private sector; and sometimes even international actors may spend money on public education. Fiscal control mechanisms are crucial for understanding education finance systems; they are used to plan, monitor, and execute a country's education budget. If resources are not used for their intended purpose, it is unlikely that education services will be of adequate quality. 2012-08-13T10:17:26Z 2012-08-13T10:17:26Z 2012-02 http://documents.worldbank.org/curated/en/2012/02/15940645/education-finance-not-simply-much-counts http://hdl.handle.net/10986/10056 English Education Notes CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research |
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Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ACADEMIC ACHIEVEMENT ADVISORY SERVICE ALLOCATION MECHANISMS BASIC EDUCATION CLASS SIZES EARNINGS ECONOMIC CRISIS ECONOMICS OF EDUCATION EDUCATION AUTHORITIES EDUCATION BUDGET EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION OUTCOMES EDUCATION POLICY EDUCATION SERVICES EDUCATION SPENDING EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL NEEDS EDUCATIONAL OUTCOMES EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EFFECTIVE EDUCATION ENROLLMENT EXPENDITURE EXPENDITURES FINANCIAL RESOURCES FIRST LANGUAGE GENDER GENERAL EDUCATION GIRLS HOUSEHOLDS HUMAN DEVELOPMENT IMPLEMENTATION OF EDUCATION POLICY INEQUALITIES INNOVATIVE APPROACHES INSTRUCTIONAL CONDITIONS LEARNING LEARNING DIFFICULTIES LEARNING ENVIRONMENT LEARNING OPPORTUNITIES LEARNING OUTCOMES LITERATURE NUMBER OF TEACHERS PHYSICAL DISABILITIES POOR PEOPLE PRIMARY- SCHOOL PUBLIC EDUCATION PUBLIC EXPENDITURE PUBLIC EXPENDITURES PUBLIC EXPENDITURES ON EDUCATION PUBLIC FINANCE PUBLIC FUNDS PUBLIC SCHOOLS QUALITY EDUCATION QUALITY STANDARDS RESEARCHERS RESOURCES FOR EDUCATION SCHOOL BOARDS SCHOOL FINANCE SCHOOL LEVEL SCHOOL QUALITY SCHOOLING SOCIOECONOMIC BACKGROUND SOCIOECONOMIC BACKGROUNDS SPECIAL NEEDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT GROUPS STUDENT LEARNING STUDENT POPULATION TEACHERS TEACHING UNION |
| spellingShingle |
ACADEMIC ACHIEVEMENT ADVISORY SERVICE ALLOCATION MECHANISMS BASIC EDUCATION CLASS SIZES EARNINGS ECONOMIC CRISIS ECONOMICS OF EDUCATION EDUCATION AUTHORITIES EDUCATION BUDGET EDUCATION EXPENDITURES EDUCATION FINANCE EDUCATION OUTCOMES EDUCATION POLICY EDUCATION SERVICES EDUCATION SPENDING EDUCATION STATISTICS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL NEEDS EDUCATIONAL OUTCOMES EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EFFECTIVE EDUCATION ENROLLMENT EXPENDITURE EXPENDITURES FINANCIAL RESOURCES FIRST LANGUAGE GENDER GENERAL EDUCATION GIRLS HOUSEHOLDS HUMAN DEVELOPMENT IMPLEMENTATION OF EDUCATION POLICY INEQUALITIES INNOVATIVE APPROACHES INSTRUCTIONAL CONDITIONS LEARNING LEARNING DIFFICULTIES LEARNING ENVIRONMENT LEARNING OPPORTUNITIES LEARNING OUTCOMES LITERATURE NUMBER OF TEACHERS PHYSICAL DISABILITIES POOR PEOPLE PRIMARY- SCHOOL PUBLIC EDUCATION PUBLIC EXPENDITURE PUBLIC EXPENDITURES PUBLIC EXPENDITURES ON EDUCATION PUBLIC FINANCE PUBLIC FUNDS PUBLIC SCHOOLS QUALITY EDUCATION QUALITY STANDARDS RESEARCHERS RESOURCES FOR EDUCATION SCHOOL BOARDS SCHOOL FINANCE SCHOOL LEVEL SCHOOL QUALITY SCHOOLING SOCIOECONOMIC BACKGROUND SOCIOECONOMIC BACKGROUNDS SPECIAL NEEDS STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT GROUPS STUDENT LEARNING STUDENT POPULATION TEACHERS TEACHING UNION Vegas, Emiliana Coffin, Chelsea Education Finance : It's How, Not Simply How Much, That Counts |
| relation |
Education Notes |
| description |
The precise relationship between
spending and learning outcomes in education is unknown,
which leads some researchers and policy makers to question
whether the amount of spending in education matters at all
(Hanushek 1986). Among countries with similar levels of
income, those that spend more on education do not
necessarily score higher on international assessments such
as the Program for International Student Assessment (PISA).
Even within an education system, student achievement varies
among localities that spend comparable amounts (Wag staff
and Wang 2011). The observation that learning outcomes are
seemingly unrelated to spending levels supports the argument
that how money is spent, not simply how much, matters in
education finance. Education spending represents the point
at which monetary resources begin to promote learning
outcomes. National, subnational, and local governments; the
private sector; and sometimes even international actors may
spend money on public education. Fiscal control mechanisms
are crucial for understanding education finance systems;
they are used to plan, monitor, and execute a country's
education budget. If resources are not used for their
intended purpose, it is unlikely that education services
will be of adequate quality. |
| format |
Publications & Research :: Brief |
| author |
Vegas, Emiliana Coffin, Chelsea |
| author_facet |
Vegas, Emiliana Coffin, Chelsea |
| author_sort |
Vegas, Emiliana |
| title |
Education Finance : It's How, Not Simply How Much, That Counts |
| title_short |
Education Finance : It's How, Not Simply How Much, That Counts |
| title_full |
Education Finance : It's How, Not Simply How Much, That Counts |
| title_fullStr |
Education Finance : It's How, Not Simply How Much, That Counts |
| title_full_unstemmed |
Education Finance : It's How, Not Simply How Much, That Counts |
| title_sort |
education finance : it's how, not simply how much, that counts |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2012/02/15940645/education-finance-not-simply-much-counts http://hdl.handle.net/10986/10056 |
| _version_ |
1764411662665777152 |