Differential instructional productivity indices

Bloom, Allan M.

doi:10.1007/bf00992061

Cited by 9 publications

(5 citation statements)

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“…What little evidence there is about the funding of teacher/administrator preparation programs comes chiefly from a few cost comparison studies (e.g., Allen & Topping, 1979;Bloom, 1983;Bowen, in Kansas (Downey, Lahey, & Hoyt, 1982). As Peseau (1990) pointed out, even fewer studies have been conducted to produce in-depth analyses of the inputs and outputs of teacher education (see Denton & Smith, 1983;Peseau, 1982Peseau, , 1984Peseau, , 1986Peseau, , 1988Tudor, 1988).…”

mentioning

confidence: 99%

The Comparability and Adequacy of Financial Support for Schools of Education

Ebmeier

Twombly

Teeter

1991

Journal of Teacher Education

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Three questions are addressed: (a) Has funding, in both constant and real dollars, for schools of education changed over the last 10 years? (b) Where do schools of education stand relative to other academic units with respect to funding? and (c) Has this rank changed over time?Results from data collected from six major research universities over the last 10 years indicate that schools of education do not hold a favorable position in the research university. With minor exceptions they are the lowest funded unit on campus and have lost ground over the last 10 years in both constant dollars and in relation to the majority of other disciplines. The results from this study raise questions about the ability of schools of education to afford major revision efforts that might result in better prepared teachers and administrators.

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confidence: 99%

The Comparability and Adequacy of Financial Support for Schools of Education

Ebmeier

Twombly

Teeter

1991

Journal of Teacher Education

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“…It should be understood that this technique did not produce a single best solution, a problem inherent to the solution technique and common to. Bloom (1983) and Chatman (1993). To some unknown extent, the terminal solution was influenced by the initially seeded values.…”

Section: Methodsmentioning

confidence: 99%

“…A second method would be to rely on existing data exchange information and determine the set of SCH standards by level that yield least error within common disciplines for a set of similar institutions. This second, unobtrusive, method is the method employed in this paper and its goal is similar to that of Bloom's (1983) Specifically, there are data sharing consortiums that regularly exchange information about credit hour production output by student level and discipline. Credit hour production by student level and discipline is exactly the output intbrmation needed for a descriptive study.…”

Section: Methodsmentioning

confidence: 99%

“…What is required instead is an iterative mathematical solution or a statistical approach. Bloom (1983) recognized that it was possible to unobtrusively determine a normative standard for credit hour production from the information available through a regional exchange. Specifically, he asserted that there may exist a set of SCH standards hy level within discipline that best fits a collection of institutions and this set of SCH benchmarks can be found using optimal solution techniques.…”

Section: Methodsmentioning

confidence: 99%

“…Both Allan M. Bloom (1983) and Chatman (1993) uscd iterative mathematical solutions to determine a sct of common optimal standards by student level and discipline that minimized error between predicted and actual IFTE for the participating institutions. An iterative technique was required because the number of SCH generated by each campus, and the 1FTE uscd to generate that SCH, describe a system of equations within cach discipline.…”

Section: Description Of the Issuementioning

confidence: 99%

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Verification and validation

Fehse¹

2003

Automated Rendezvous and Docking of Spacecraft

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This study uses iterative solution techniques to determine empirically optimal standards for student to faculty ratios by discipline and student level for a group of 11 public, research universities, all of whom were members of the Association of American Universities. One set of benchmark standards was based on four-variable solutions within disciplines where the four levels were lower division, upper division, master's and professional, and doctoral. A second set of benchmark standards was based on six-variable solutions that separately identified individual instruction and dissertation hours. These benchmarks were derived through a statistical process that found the set of standards that best described the relationship between student credit hours and instructional full-time equivalency personnel (IFTE) within discipline for the 11 institutions. Benchmark instructional personnel costs were computed by linking predicted IFTE and the known distribution of IFTE among these institutions with benchmark salary information. Both of the benchmarks were more accurate than state formula funding standards and both models were reasonably accurate. Possible applications of the benchmarks in considerations regarding hiring and resource allocation are notPd. Two tables which present the data are appended. (SW)

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The World-Class University Across Higher Education Systems: Similarities, Differences, and Challenges

Shin

Kehm

2012

Institutionalization of World-Class University in Global Competition

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Differential instructional productivity indices

Cited by 9 publications

References 1 publication

The Comparability and Adequacy of Financial Support for Schools of Education

The Comparability and Adequacy of Financial Support for Schools of Education

Verification and validation

The World-Class University Across Higher Education Systems: Similarities, Differences, and Challenges

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