Kieran M. Killeen

How the Media Misleads the Story of School Consumerism: A Perspective From School Finance

Abstract Noting the dramatic rise in media reporting on the topic of school commercialism and consumer activity in schools, this research explores the fiscal benefits of such activities. Though a variety of activities frequently associated with school consumerism generate revenues for schools, in the example of student activity fees there is very little correlative evidence that suggests substantive and systematic shifts are under way in how schools are funded. A central argument is that the media representation of school consumerism may exaggerate the significance and effects of consumer and consumer behavior in schools, specifically in terms of the fiscal contribution of fee-based revenue. This argument is explored using quantitative methods to investigate fee-based revenue among U.S. public school systems.

Context, Capacity, and Concern: A District-Level Analysis of the Implementation of Standards-Based Reform in New York State.

Policy makers have initiated a dramatic period of standards-based reform for New York State students, an effort of great relevance across the United States. Although comprehensive high school examinations and state-endorsed Regents diplomas are over 100 years old, the demand that all students must earn college-preparatory diplomas is new. This research asked under what conditions district context matters in implementing of standards-based reform. The authors posited that personnel (teachers, principals, and superintendents) interact with the contextual characteristics of their district environments (organizational size, geography, resources, personnel level) in ways that shape responses to standards-based reforms. Surveys and state-collected data, along with multilevel modeling, were used to weigh programmatic reform at the school district level. Districts serving greater proportions of poor students were more likely to offer general equivalency diploma alternatives to the Regents diploma. Whether these phenomena undermine the heightened standards for all children or reflect healthy local variation and choice is debatable.

The Role of Politics and Governance in Educational Accountability Systems

This brief utilizes case study methodology to illustrate the role of governance in educational accountability systems. Most research on the effectiveness of such systems has focused on technical components, such as standards-setting, assessments, rewards and sanctions, and data collection and reporting. This brief seeks to demonstrate that this focus may miss the importance of the institutional set-up. We argue that effective accountability systems are largely dependent on associated government structures, rules, and procedures, and the individuals responsible for implementing them. We use an illustrative case from the state of Oklahoma, where a lack of independent oversight, few checks and balances, and little in-state technical capacity combine to call into question the effectiveness of this states accountability system. We urge researchers and policy makers to focus more attention on the “messy” governance and politics of educational accountability, and conclude the brief with specific policy proposals to strengthen state education accountability systems.

Reconciling State Aid and Property Tax Relief for Urban Schools Birthing a New STAR in New York State

Similar to many property tax relief programs, New York States School Tax Relief (STAR) program has been shown to exacerbate school resource inequities across urban, suburban, and rural schools. STARs inherent conflict with the wealth equalization policies of New York States school finance system are highlighted in a manner that effectively penalizes large, urban school districts by not adjusting for factors likely to contribute to high property taxation. As a policy solution, this article presents results of a simulation that distributes property tax relief using an econometrically based cost index. The results substantially favor high-need urban and rural school districts.