Efficiency of fiscal allocations in site-based empowered schools

227 Pages·2016·7.16 MB·English

by  Jerome Jay Meyer

UNLV Theses, Dissertations, Professional Papers, and Capstones
12-2010
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Jerome Jay Meyer
University of Nevada, Las Vegas
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EFFICIENCY OF FISCAL ALLOCATIONS IN SITE-BASED
EMPOWERED SCHOOLS

by

Jerome Jay Meyer

Bachelor of Education
Concordia University, Nebraska
2003

Masters of Educational Leadership
University of Nevada, Las Vegas
2005

A dissertation submitted in partial fulfillment
of the requirements for the

Doctor of Education in Educational Leadership
Department of Educational Leadership
College of Education

Graduate College
University of Nevada, Las Vegas
December 2010
Copyright by Jerome Jay Meyer 2010
All Rights Reserved
THE GRADUATE COLLEGE

We recommend the dissertation prepared under our supervision by

Jerome Jay Meyer

entitled

Efficiency of Fiscal Allocations in Site-Based Empowered Schools

be accepted in partial fulfillment of the requirements for the degree of

Doctor of Education in Educational Leadership

Theresa Jordan, Committee Chair

Robert S. McCord, Committee Member

Michael S. Robison, Committee Member

Ralph E. Reynolds, Graduate Faculty Representative

Ronald Smith, Ph. D., Vice President for Research and Graduate Studies
and Dean of the Graduate College

December 2010

ii
ABSTRACT

Efficiency of Fiscal Allocations in Site-Based Empowered Schools
by
Jerome Jay Meyer
Dr. Teresa S. Jordan, Examination Committee Chair
Professor of Educational Leadership
University of Nevada, Las Vegas

This study implemented a two phase concurrent mixed-methods design to
generate a greater understanding of how elementary schools with increased autonomy in
fiscal decision making allocated their money, how their site-based decisions affected
allocative efficiency, and how increased autonomy affected site-based decision making
when compared with a set of matched control schools within a large urban district.
Phase I compared school site expenditure patterns of site-based empowered
schools to demographically matched control schools and to all elementary schools within
a large urban district over four years, 2004-05, 2005-06, 2006-07, and 2007-08.
Expenditure data were collected from the In$ite data base using the categories set by
Cooper‟s and Lybrand‟s Finance Analysis Model: a model that uses the downward
accounting extension. Also explored was the relationship between fiscal decision making
and allocative efficiency through the use of a data envelopment analysis (DEA) which
used multiple outputs against multiple inputs to compare levels of efficiency among the
four, site-based empowered schools and demographically matched control schools.
Phase II consisted of a qualitative analysis of interview questions answered by
empowerment and control school principals.
If how dollars are spent is a critical factor in maximizing student outcomes, then a
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critical question becomes „who should make those decisions?‟. An empowerment school
concept in a large urban district in the southwest was developed with the belief that
involving those closest to the student in making decisions about the fiscal allocation of
resources can improve student outcomes. However, the concept of making decisions
closest to the client to affect productivity outcomes can only be effective if schools
allocate money toward variables that are known to improve outcomes.
By looking at schools in a large urban school district, this study provides insight
into how schools deemed „empowerment‟ and „control‟ allocated their dollars, how site-
based decision making affects efficiency, and the link between school improvement
efforts and fiscal decisions.
This study revealed there was little difference in how empowerment schools spent
their money when compared with demographically matched control schools and the total
number of elementary schools within the district. The empowerment and control schools
both showed decreased efficiency when compared with themselves during base line years
(2005 and 2006) and with all elementary schools in the district during the study years
(2007 and 2008).
In terms of site-level decision making, empowerment schools expressed a greater
sense of empowerment than did control schools. However, being a site-based
empowered school did not ensure that they would make decisions that improved
efficiency. While these site-based schools were more aware of issues at the site level,
principals did not show awareness of the growing body of literature that connects school
based fiscal allocation decisions to educational outcomes.

iv
ACKNOWLEDGMENTS

I am honored to recognize the key contributors who made this study a success.
First and foremost, my dissertation chair Dr. Teresa S. Jordan who worked long hours
with me to see this project through. Her awareness of the substantive literature, succinct
writing style, and elevated expectations were critical during the development and writing
of this project. Her encouragement to study a context in the public sector not familiar to
me widened my perspective of education. I would also like to thank Dr. K. Forbis Jordan
who encouraged me keep up the pace to completion.
I hold in high regard my committee members who helped in the process of
preparing and completing this project. Dr. Robert McCord‟s, for his precise
interpretation of literature all while advocating innovative thought. Dr. Michael
Robison‟s practical experience coupled with educational theory aided my interpretation
of the findings. Dr. Ralph Reynolds‟ involvement with the Empowerment School Study
provided a greater understanding of the study contexts and provided access to the data
used in the study.
I give my gratitude to two teachers who, early in my educational career,
recognized a proper course of action after identifying learning deficiencies. The late
Rhonda Moss, my second 2nd grade teacher, who taught me that, while I may not learn in
the same ways as my peers, the expectations for me were the same. And to Lois Carroll,
my 1st grade teacher who devoted nights, weekends, and a summer to see to it that I
achieve grade level – this done with no additional pay.
Finally, I am grateful for all the support and encouragement of my family and
friends who had an interest in my academic journey.
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DEDICATION

To my wife Julie who continues to inspire me in how she lives her life as a direct
reflection of Christ‟s love. With her steady hand of theological reason, she reminds me
that my strength, my knowledge, and my successes all come from God. To the love of
my life, who has supported the wildest of my ideas, I dedicate this success to her.

vi
TABLE OF CONTENTS

ABSTRACT ...................................................................................................................... iii

ACKNOWLEDGMENTS ...................................................................................................v

DEDICATION ................................................................................................................... vi

LIST OF TABLES ............................................................................................................ xii

LIST OF FIGURES ......................................................................................................... xiv

CHAPTER 1 INTRODUCTION .......................................................................................1
Statement of the Problem ...............................................................................................5
Purpose of the Study ......................................................................................................5
Research Questions ........................................................................................................6
Significance of the Study ...............................................................................................7
Conceptual Framework ..................................................................................................7
Summary of Methodology ...........................................................................................10
Analysis of Data ...........................................................................................................10
Phase I .....................................................................................................................10
Phase II....................................................................................................................12
Source of Data..............................................................................................................13
Definition of Terms......................................................................................................14
Assumptions .................................................................................................................17
Limitations and Delimitations ......................................................................................17
Summary ......................................................................................................................18

CHAPTER 2 LITERATURE REVIEW .......................................................................... 19
Introduction ..................................................................................................................19
Equity and Excellence in Education ............................................................................19
Site Based Management ..............................................................................................21
Does Money Matter?....................................................................................................30
Resource Allocation .....................................................................................................38
Measuring School Performance ...................................................................................40
Efficiency Measures.....................................................................................................42
Adjusted Performance Measures (APM) .....................................................................43
Production Functions ...................................................................................................44
Cost Functions .............................................................................................................45
Data Envelopment Analysis .........................................................................................46
Summary ......................................................................................................................48

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CHAPTER 3 METHODOLOGY AND RESEARCH DESIGN ....................................50
Phase I – Quantitative Analysis of Fiscal Expenditures and Relative Efficiency .......53
Part 1: Analysis of Fiscal Expenditures .................................................................54
Source of School Expenditure Data .................................................................55
Descriptive Statistics and Analysis of Variance ..............................................56
Part 2: Relative Efficiency .....................................................................................56
Efficiency Frontier ...........................................................................................57
Selection of Input Variables.............................................................................57
Selection of Output Variables ..........................................................................58
Cost Efficiency Model .....................................................................................59
Phase I Summary ...................................................................................................60
Phase II – Qualitative Analysis of Fiscal Allocations and Improvement Efforts ........60
Development of the Interview Instrument .............................................................61
Analysis of the Data ...............................................................................................61
Trustworthiness ......................................................................................................62
Phase II Summary ..................................................................................................64

CHAPTER 4 PHASE I: QUANTITATIVE RESEARCH FINDINGS ........................... 66
Analysis of Fiscal Expenditures...................................................................................66
In$ite Expenditure Categories ................................................................................66
Descriptive Statistics and ANOVA .......................................................................67
Total Spending .................................................................................................67
Face-to-face Teaching ......................................................................................70
Classroom Materials ........................................................................................72
Pupil Support ...................................................................................................75
Teacher Support ...............................................................................................77
Program Support ..............................................................................................79
Non-instructional Pupil Services .....................................................................81
Facilities ...........................................................................................................83
School Management.........................................................................................85
Percent of Total Expenditures ................................................................................87
Summary ................................................................................................................89
Relative Efficiency.......................................................................................................90
Variable Selection ..................................................................................................90
Output Variables Correlations ...............................................................................92
Input Variable Elimination ....................................................................................92
Findings of Data Envelopment Analysis ...............................................................96
ANOVA of Efficiency Percentages .......................................................................97
Output and Input Slack ..........................................................................................98
Summary ....................................................................................................................101

CHAPTER 5 PRINCIPAL INTERVIEWS .................................................................... 102
Interview Protocol ......................................................................................................102
Sample..................................................................................................................103
Constructed Themes...................................................................................................104
Theme 1: Sense of Empowerment ......................................................................105
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