School District Organization and Student Achievement

Bidwell, Charles E.; Kasarda, John D.

doi:10.2307/2094447

Cited by 164 publications

(79 citation statements)

References 6 publications

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“…Maguire also noted earlier studies by Moreau and McIntire (1995), which identified a cause and effect between spending levels and student achievement in school districts in Maine on the American east coast. Bidwell and Kasarda (1975) examined school district organization and student achievement, noting the particular importance of district decisions. Since instructional technologies were common to all schools, however, structural variation across school districts was primarily influenced by "professional staff support to the teaching function" (p. 58).…”

Section: The Relationship Between Funding and Student Achievementmentioning

confidence: 99%

Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan

Carr-Stewart

Marshall

Steeves

2012

mje

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In a review of First Nations band-managed school policies, the Department of Indian and Northern Affairs Canada (2002) noted what had been devolved was “the specific operation of the school. What was not devolved was an [education] system which would support the school” (p. 5) delivery of quality educational programming for First Nations’ students. The purpose of this paper is to compare available second level services and funding levels provided in schools operated by a Tribal Council and a provincial school division. Differences in service levels and funding, the authors argue, must be addressed if equitable services and enhanced learning experiences are to be available to all students regardless of school type attended.

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Section: The Relationship Between Funding and Student Achievementmentioning

confidence: 99%

Inequity of Education Financial Resources: A case study of First Nations school funding compared to provincial school funding in Saskatchewan

Carr-Stewart

Marshall

Steeves

2012

mje

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“…al., 1986 examined the relationship between administrative intensity and performance, with samples of manufacturing, which obtained the positive relationship among variables. Bidwell & Kasarda (1975, in Dalton et. al., 1986 studied the relationship between administrative intensity and performance, with samples of school districts, which brought about the inverse relationship among variables.…”

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confidence: 99%

Organizational Structure and Public Service Satisfaction in Yogyakarta City

Pribadi

2013

JGP

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reform conducted by government in various countries since the 1980s. They aim at fostering the performance of public services. The studies have explained the factors which influence the quality of public services and then give assumptions that adaptation in changes of the economic environment, renewal of planning and work system, creativity and innovation of human resources, and the openness of political system are all factors that affect the enhanced performance of public organizations. Aucoin (1990), for instance, reviewed the reform of public organization administration and management. He, then, explained that the reform movement has had been in worldwide scale since two decades ago. The reform in the United Kingdom, Australia, and New Zealand primarily represented the movement to respond the changes in international economic system. Based his point of view, theoretical issues emerging during the reform were the behavioral problem of elected politicians and bureaucratic apparatusbased on public choice theory -the freedom and innovative problem, and organizational structure -based on the managerialist paradigm. Furthermore, Stewart and Walsh (1992) stated that the change in management of public services in the United Kingdom, particularly at the local government level, was indicated by the implementation of government contracts handed over to the private sector, the reduction of staff, reorganization of local government, significantly increasing productivity, and performance management of the government. Wollmann (2004) ABSTRACTThis research aims at explaining the relation between organizational structure and public service satisfaction. The survey is conducted technically by requesting some respondents to grade the implementation of changes in organizational structure and performance of Licensing Department of Yogyakarta, Indonesia. The academic findings are: (1) the implementation of the policy of changes in organizational structure led to the characteristics of post-bureaucratic organization, (2) the public service satisfaction has been in the relatively high level, and (3) the relationship between organizational structure and public service satisfaction is positive and significant. The theoretical implication of this research is that the empirical study supports the assumption which the organizational structure affects public services. The practical implication that could be recommended is that the characteristics of organizational structure should be fostered. Thus, the citizens obtaining services from the institution would be very satisfied. The limitation of this research is the small population of samples and respondents so that it would be hard to generalize the findings. It is suggested that the explanation of why public organization could provide access and assurance for citizens in lower level could be the issues to be investigated further.

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“…In the past decade research on educational effectiveness has succeeded in providing a firm basis for the assertion that certain characteristics found in individual teachers (for reviews, see Brophy & Good, 1986;Rosenshine, 1983), principals (see Glasman, 1984;Greenfield, 1982;Leithwood & Montgomery, 1982), schools (see Murphy, Hallinger, & Mesa, 1985;Purkey & Smith, 1983), and school districts (see Bidwell & Kasarda, 1975;Cuban, 1984;Murphy & Hallinger, 1988;Rowan, 1983) contribute in significant ways to the academic achievement of students. The success of the initial phases of the educational effectiveness research has resulted in a shift from the question, "Do factors within schools influence educational effectiveness?"…”

mentioning

confidence: 99%