Iris BenDavid-Hadar

A New Model for Equitable and Efficient Resource Allocation to Schools: The Israeli Case

This paper sets out a new budget allocation formula for schools, designed to achieve a more equitable distribution of educational achievement. In addition to needs-based elements, the suggested composite allocation formula includes an improvement component, whereby schools receive budgetary allocations based on a new incentive measure developed in this paper: Improvement in the Educational Achievement Distribution. The development of the budget allocation formula is demonstrated utilizing Israeli data. Large-scale, nationwide datasets relating students’ academic achievement to student background variables, teacher profiles, and school characteristics were analyzed to identify appropriate needs-based formula components and to estimate their weights. The results are compared with the funding formulas currently used in Israel.

Education in times of fiscal constraints and globalization

Purpose – The global age is characterized by demographic changes that challenge the feasibility of democratic states’ redistribution mechanisms. This paper aims to rethink the strategies commonly used by states (via their resource allocation to education) to promote social cohesiveness and competitiveness, and to suggest an alternative strategy. The purpose of this paper is to provide useful insights into the relationships between education, social cohesiveness, and competitiveness.Design/methodology/approach – The common strategies utilized to promote social cohesiveness and competitiveness via alternative allocation methods are analyzed and the theories of political philosophies underlying these strategies are discussed. Additionally, an empirical analysis carried out using OLS regressions in order to explore the relationships among a states future cohesiveness and competitiveness, its SES, and the global demographic changes.Findings – Results reveal that a states future cohesiveness may be predicted ...

Analyzing School Finance Policy: Beyond a Quantitative Approach

This paper analyzes school finance policy (SFP) using an alternative hermeneutic approach along the line of fairness. This approach, in comparison with the quantitative approach, guides toward a better understanding of the tensions between the de jure and de facto policies. The analysis focuses on Israel as an interesting case study since its SFP was currently reformed. To this end, trends in legislation, Ministry-of-Education publications, and the Israeli Parliament’s protocols were analyzed. The findings reveal that an SFP is a disharmonic composition of “voices” that affects student outcomes. These findings are relevant to countries with high population diversity who wish to improve their educational attainment.

Funding Education: Developing a Method of Allocation for Improvement.

Resource allocation is a key policy instrument that affects the educational achievement distribution (EAD). The literature on methods of allocation is focused mainly on equity issues. The purpose of this paper is to develop a composite funding formula, which adds to the equity-based element (i.e. a needs-based element compensating for students’ low starting points), an element of rewarding improvement in schools’ educational achievement distribution (IEAD) (i.e. raising the overall level of achievement and narrowing the achievement gap).,This formula is developed using advanced regression models as well as integrating further policy considerations. The data sets are comprised of nation-wide student-level information on longitudinal students’ achievements (8th graders of 2006, and four years later 12th graders 2010), as well as student background characteristics, and teacher profiles and school features. The Israel data serve as an interesting case study for other countries which are similarly characterized by its students’ diversity, and by its aspiration to improve its EAD and to narrow the achievement gap.,Results reveal that the variance among students’ performance is mostly explained by their past performance. In addition, other background characteristics also contribute to the explained variation in students’ performance; however, a lower contribution was found, compared with that of the previous performance. Specifically, schools’ value added contributes 25 percent to the overall 50 percent of explained variance. In other words, allocating resources to schools solely with accordance to equity issues might have an adverse effect on improvement. Yet, designing a composite mechanism that integrates both equity and improvement issues might be more effective.,Policy makers in other countries that strive to achieve improvement as well as equity in education might consider adjusting the technique developed in this work. The proposed technique might be adjusted based on each country’s nation-wide student-level data. The design of a research-based funding formula aimed at improvement in education as well as considering equity issues might be more effective, equitable, and efficient.,The main contribution of this work is the conceptual development of IEAD, as well as its measured weight in the funding formula. This work suggests an innovative method of allocation that rewards schools by allocating larger resources based on the improvement gained in the process of learning (not just on the inputs or outputs/outcomes). This research value lays in its design of a composite funding formula that takes into account, in addition to the equity component, an innovative improvement-based component. In addition to that, the value of this research lays on its policy implications. This research suggests and develops a technique for developing a research-based funding formula that might be useful for other countries aspire to improve their education.

School Funding Formulae: Designed to Create a Learning Society?

Abstract The right to education depends upon a willingness to finance education fairly. Addressing the difference in educational achievement between learners of different backgrounds is a key aspect of fairness. Framed by contemporary neoliberal policies around marketisation and competitiveness, this paper examines fairness in the education finance policy (EFP) of three jurisdictions in England, Israel and Oklahoma. Using a comparative analysis of school funding formulae and an international survey on the perceptions of local policy actors, the de jure and the de facto EFPs are examined. Our findings reveal de jure policies attempting to address fairness through integrating different student background characteristics. However, variability is evident in the extent to which the de facto policies align with an aspiration for fairness. This is linked to the marketisation of education in each jurisdiction. We conclude that weightings of students’ background characteristics can only be one feature in policy interventions orientated towards bringing about social equity.

Entitlement to Education: Fairness Analysis.

Entitlement to education is the foundation of freedom, justice, and peace in the world. The Universal Declaration of Human Rights acknowledges education as a fundamental right stating that everyone has the right to education. The question of financing this right mainly focuses on the governmental allocation of resources to the educational system, as public schools are majorly financed by the government. However, in recent years, there is an incremental trend of supplements to government resources allocated to schools by nongovernmental actors.

Financial Education for Children: the Israeli case

This article focuses on the financial education of children. Education is a key factor in achieving economic development and socio-economic equality. Financial education can provide children with some of the additional knowledge and skills required to this end. Second and third grade Israeli students (n = 121), enrolled in three differently situated schools (in terms of religiosity level and socio-economic status [SES]), filled in a multiple-choice questionnaire constructed especially for this study, designed as a pre-test before starting a course on financial education. The analysis included an ANOVA test and t-tests. Results revealed an overall low level of financial literacy amongst Israeli children. Religious students displayed higher financial literacy in comparison to secular students, and students of high SES showed a higher level of financial literacy compared with low SES students. Mistaken preconceptions were also revealed. The insights gained will contribute towards developing more effective financial education for children, thereby improving their chances of future success.

Education Finance, Equality and Equity – Introduction

This book aims to revisit equality and equity in educational issues, especially in relation to education finance related topics. This book connects education finance policy with changing trends of educational equality and equity while examining selected themes from an international viewpoint.

Conclusions and Directions for Future Research

This book aims at elaborating the scope in which equity in school finance is examined on the international level. While most of the research on equity in education finance has been conducted within the Western world, this book is composed of chapters which are focused on a variety of countries, such as India and Mongolia as well as Israel and the U.S.

School Finance Policy and Justice

The contemporary era of globalization and the shift towards the knowledge-based economy challenge the nation-state education finance policy. The increasing need to achieve and sustain competitiveness and, at the same time, maintain social cohesiveness challenge the method by which the nation-state finances its educational system. The academic and public discourse have perceived these two goals of competiveness and cohesiveness as contradictory. This chapter claims the opposite. Common strategies that are used to achieve both goals are reviewed in this chapter, and an alternative approach is developed.