ethanporcaro/eric-fulltext-meta huggingface dataset:
Are You an Ethical Leader?
Author: Jacoby, Michael A.
Date: 2010-00-00
Type: Journal Articles
Subjects: Business Administration,Ethics,Moral Values,Beliefs,Leaders,Leadership,Figurative Language,School Business Officials

To "have" ethics is to hold to a set of beliefs about what is right and wrong or what is good and bad. One could argue that an individual will exhibit true ethics only when that individual has an internal motivation for his or her behavior. In essence, the "character" of ethics has everything to do with one's beliefs. In this article, the author provides a list of virtues of ethical leaders that he has shared with school business professionals during the past 15 years. Under each virtue is a list of questions to consider in examining one's leadership as a school business professional.
Improving Superintendent-Business Manager Communication
Author: Malinowski, Matthew J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Boards of Education,Superintendents,School Business Officials,Administrators,Educational Environment

Effective school business managers regularly assess themselves to ensure that they are "on top of their game" in the many facets of their jobs. One area they should not lose sight of, especially in the current economic situation, is their ability to communicate with their colleagues in the district. They may feel overwhelmed by the number of constituents with whom they must communicate: (1) staff; (2) students; (3) administrators; (4) school board members; and (5) those outside their organization. But effective communication with these stakeholders is vital so that everyone receives the information they need to ensure that each student has an opportunity to learn. As important as these interactions are, the most critical are those the business manager has with the superintendent. Effective communication between school business managers and superintendents can be a key to ensuring that the district has the necessary resources and support to create a high-performing learning environment. This article discusses how to establish and nurture a positive dialogue. In today's economic and political climate, school districts appear to be in a constant state of change. Effective communication between the school business manager and superintendent is vital to ensure a high-performing academic and financial environment.
Reaching Out for Special-Needs Support
Author: Castro, Christy
Date: 2010-00-00
Type: Journal Articles
Subjects: Health Services,Hospitals,Mental Health Programs,Mental Health,Disabilities,School Districts,Public Agencies,Educational Opportunities,Vocational Education,Special Needs Students,Federal Legislation,Special Education,School Community Relationship,Partnerships in Education,Cooperation,Job Training

Providing services for students with disabilities can be costly for school districts. Districts are required by law to fund the primary expenses of a special-education program; however, most spend far more than is legally mandatory. This situation puts those districts without sufficient resources to meet their obligations to educate special-needs students in a difficult position. School districts can overcome some of the challenges of providing special-education services by working with the community in a variety of areas, including providing support for transition services and mental health services, which are mandated by the Individuals with Disabilities Education Act. For example, vocational training can be expanded with job-shadowing and job-training opportunities. Additionally, local and nearby community hospitals and agencies can provide or supplement mental health and behavioral support services and therapy that students need to succeed in their education program and, subsequently, in the workplace. A positive relationship between the school district and the surrounding community is essential to serve special-needs students and send productive citizens into society. Such a partnership can benefit everyone: the district, local businesses, community agencies, community members, and, most importantly, the students. Collaboration, professionalism, and team decisions are critical in this process.
Fire, Earth and Wind: Managing Risk in Today's Schools Part 2--The Environment
Author: Weeks, Richard
Date: 2010-00-00
Type: Journal Articles
Subjects: Water,Risk Management,Playgrounds,School Districts,School Business Officials,Environment,Child Safety,Safety Equipment,Design Requirements,Risk

Because school business officials are pushed to make difficult decisions quickly when it comes to risk management, they should be aware of the issues associated with environmental safety. School business officials are integral members of the teams that handle crises--big and small--in the school district. A crisis may be as straightforward as the possibility of leeched arsenic all over the playground or polychlorinated biphenyls in the water from the playground's drinking fountain in the Liberty School District or it could be as complex as the sprawling disaster of Hurricane Katrina. This article presents the different teams that school business officials can expect to work with and be a part of when addressing environmental risks. By working with the entire district team, being up to date on legislation, and being proactive, school business officials can manage environmental risk before it turns up in the drinking water or on the playground. [For Part 1, see EJ904678.]
ERS Survey: 2009-10 Salaries of School Business Officials
Author: Licciardi, Chris
Date: 2010-09-00
Type: Journal Articles
Subjects: School Business Officials,Salaries,National Surveys,School Districts,Geographic Regions,School District Size,Expenditure per Student,Teacher Salaries,Comparative Analysis

How much were school business officials being paid during the 2009-2010 school year? How do their salaries compare with those of other administrators, with those of classroom teachers, and with increases in the cost of living? In this article, the authors provide school business officials with information to address these and related questions. The data come from the National Survey of Salaries and Wages in Public Schools, conducted annually by Educational Research Service (ERS). Each year since 1973, school districts throughout the United States have reported salary and wage data to ERS for 33 professional and support positions. Reporting school districts for the 2009-2010 school year compose a stratified sample of school districts selected by ERS to represent school districts of various sizes across the United States. This information serves as a national database for school management and policy decisions concerning staff compensation. In addition, trend data provide comparisons of changes in salaries over time with changes in the consumer price index. (Contains 11 tables and 1 figure.)
Budgeting and Funding School Technology: Essential Considerations
Author: Ireh, Maduakolam
Date: 2010-09-00
Type: Journal Articles
Subjects: Purchasing,Computer Software,Educational Technology,Information Technology,Budgeting,School Districts,Life Cycle Costing,Faculty Development,Networks,Academic Achievement,Technology,Technology Integration,Computers,Computer Networks,Financial Support

School districts need adequate financial resources to purchase hardware and software, wire their buildings to network computers and other information and communication devices, and connect to the Internet to provide students, teachers, and other school personnel with adequate access to technology. Computers and other peripherals, particularly, require large expenditures every three to five years, a requirement not usually considered in education planning and budgeting. School leaders should be able to estimate the total cost of purchasing and maintaining an adequate technology network in classrooms and throughout the district, including costs related to support, professional development, hardware, software, replacement, connectivity, and retrofitting. Calculating and assessing this total cost of ownership (TCO) help organizations make intelligent purchasing decisions that factor in expenses required beyond the cost of the hardware. This article discusses some essential considerations in budgeting and funding school technology.
The Growing Problems with Spreadsheet Budgeting
Author: Solomon, Jeff
Date: 2010-09-00
Type: Journal Articles
Subjects: Spreadsheets,Budgeting,Computer Software,Educational Finance,School Personnel,Money Management,Information Systems

The ubiquitous spreadsheet in some version has been the sole and unrivaled instrument of financial management for decades. And it has served well. The spreadsheet provides the flexibility to design a unique business process. It allows users to create formulas that execute complex calculations, and it is available in the globally standardized Excel format. Creating a well-designed spreadsheet, one that will prohibit error, is a painstaking process that has consumed countless hours of administrative labor. The resulting data are only as reliable as that process is meticulous. The scope of possible error is broad and varied, including data entries in formula-based cells, incorrect cell ranges in formulas, circular references, broken links between workbooks, and outdated versions. Despite its labor-intensive rigor, the spreadsheet has functioned over time, and business managers have taken in stride the problems and deficiencies associated with it. Some administrators contend, however, that for its fundamental design and intention, the spreadsheet has reached its limits in the face of current financial challenges. In fact, in districts with more than 10,000 students, spreadsheet-driven budgets have become almost impossible. The more users there are with differing skill levels, the more error-prone the process becomes. Many school business managers and administrators simply do not have a good understanding of how to work with spreadsheets. This article discusses the versatile, Web-based budget software as a viable alternative to the traditional spreadsheet. Its appearance in the past 10 years has finally allowed districts to escape the tyranny of the spreadsheet. Districts with such programs in place have reshaped the roles and the capabilities of administrators at all levels, whether they manage schools, transportation, human resources, or the entire school district operation.
Post-Issuance Compliance: How to Live with a Bond Issue
Author: Kreiser, Donna L.
Date: 2010-09-00
Type: Journal Articles
Subjects: Educational Finance,Bond Issues,Compliance (Legal),School Districts,Taxes

The Internal Revenue Service (IRS) has announced that post-issuance tax compliance is among its highest priorities. This is supported by the recently imposed annual reporting requirement on nonprofit corporations regarding the application and use of tax-exempt bonds issued for their benefit. School districts issuing tax-exempt bonds often spend weeks or even months working toward the successful closing of a tax-exempt bond financing. The finance process includes, among other things, a detailed analysis by a bond counsel to ensure that the bonds will comply with federal tax law requirements. Certain closing documents executed by school districts at the time of issuance of tax-exempt bonds include covenants by such issuers that tax law requirements will be complied with throughout the life of the bonds. And the opinion of the bond counsel rendered in connection with a tax-exempt bond issuance (opining that interest on the bonds is excluded from the gross income of bondholders) is based on, and qualified by, the school district's reasonable expectation that it will comply with the tax law requirements throughout the time the bonds remain outstanding. In addition, school districts may be required to comply with certain disclosure requirements, or other reporting requirements as set forth in the bond finance documents, throughout the life of the bonds. Because most tax-exempt bonds may remain outstanding for many years, and school districts must comply with federal tax laws, securities laws, and other document requirements during the life of the bonds, it is important to have procedures in place to ensure continued compliance, even as responsible officials change. An effective compliance program should help the school district identify matters--tax or otherwise--that may require further analysis. This article provides a summary of topics to address in any post-issuance compliance program.
Finance and the No Child Left Behind Act
Author: Russo, Charles J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Legislation,Educational Finance,Federal Aid,Financial Support,Budgeting,Merit Pay,Dismissal (Personnel)

Enacted in 2002 as the cornerstone of President George W. Bush's educational policy, the No Child Left Behind (NCLB) Act has been controversial since it became law. At its heart, NCLB is designed to have students perform at grade level by the year 2014. Yet as debate rages on an array of issues surrounding NCLB, the reauthorization process has slowed and may not take place as scheduled in 2010. The first of two fiscal matters of interest to school business officials and other educational leaders who are responsible for the finances of their districts involves how to pay for NCLB. Another significant issue for school business officials concerns budgeting for federal funding for education, which grew from $17.4 billion in fiscal year 2001 to $24.9 billion in fiscal year 2009. However, since inadequate controls are in place regulating extra expenses associated with testing and hiring highly qualified teachers, federal involvement may cost local boards more than they can save. Two final controversial issues relate to staff. The first potential conflict arises over provisions in NCLB that allow for the dismissal of teachers and principals in schools that fail to achieve adequate yearly progress for two consecutive years. The second possible pratfall arises with regard to the fact that both Secretary of Education Arne Duncan and President Obama support performance pay for teachers, also known as merit pay--an issue that unions have long opposed and are certain to fight should it be included in any NCLB revisions. The author contends that if lawmakers hope to maximize NCLB's chance of helping students succeed, they must provide adequate resources to states while modifying its provisions to address areas in need of improvement. It should be interesting to observe how these issues play out as NCLB heads toward the reauthorization process.
Do You Automate? Saving Time and Dollars
Author: Carmichael, Christine H.
Date: 2010-09-00
Type: Journal Articles
Subjects: Automation,Management Systems,Personnel Management,School Personnel,Grants,Working Hours,Attendance,Scheduling

An automated workforce management strategy can help schools save jobs, improve the job satisfaction of teachers and staff, and free up precious budget dollars for investments in critical learning resources. Automated workforce management systems can help schools control labor costs, minimize compliance risk, and improve employee satisfaction. These benefits are realized in several ways. This article looks at a few examples: (1) facilitating grants management; (2) avoiding overpayment; (3) managing overtime effectively; and (4) optimizing schedules. With automated workforce management solutions, employees are happier and students get the best education that available funds and satisfied teachers can provide.
Tolerating Zero Tolerance?
Author: Moore, Brian N.
Date: 2010-10-00
Type: Journal Articles
Subjects: Weapons,Crime,State Legislation,Zero Tolerance Policy,School Policy,Student Behavior,School Districts,School Safety

The concept of zero tolerance dates back to the mid-1990s when New Jersey was creating laws to address nuisance crimes in communities. The main goal of these neighborhood crime policies was to have zero tolerance for petty crime such as graffiti or littering so as to keep more serious crimes from occurring. Next came the war on drugs. In federal law, zero tolerance became a seizure tool that allowed federal agencies to seize vehicles, planes, and boats used to transport even the smallest amount of drugs into the country. Again, not a bad idea if one is fighting a major influx of drugs. States began to follow suit with laws such as mandatory sentencing when guns were used during a felony. Zero tolerance became a standard for adding jail time for such offenses. After the shootings at Columbine High School in 1999, guns in schools became a major element of what could now be called the zero tolerance culture. Many experts and parent groups applauded these types of hard-line stances on protecting the children. Soon the states were establishing the same initiatives surrounding drugs in school. But soon questions arose about the definition of a drug. Districts struggled to understand what the legislature meant by "no drugs in schools." "No guns" slowly changed to "no weapons" and again the terminology opened itself up to interpretation. One person's idea of a weapon did not coincide with another person's idea and challenges started to crop up in court. Still, the legislatures and school boards around the country were fighting the public battle to stop violence and drug abuse in schools, so taking a hard line was a popular position. During the past few years, many school districts have become embroiled in bitter media battles over zero tolerance policies. The author contends that sometimes the issues that surround zero tolerance are not about enforcement, but rather about the initial assessment and decision (usually by a school administrator) to take action under the auspices of zero tolerance.
Collaboration and the Collective-Bargaining Process in Public Education
Author: Noggle, Matthew
Date: 2010-10-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Civil Rights,Academic Achievement,Interests,Collective Bargaining,Labor Relations,Cooperation,Educational Change,Court Litigation,School Districts,Educational Improvement

In the vast majority of school districts, the collective-bargaining process has evolved little during the past few decades. Teachers unions have successfully represented teachers' economic and job security interests by linking them to collective bargaining and procedural due process rights, but district administrators continue to make the decisions about educational delivery and quality. For the most part, neither side seems to recognize much need for a collaborative bond. In fact, very little information is available about how collaborative labor-management models are established and maintained. However, in many districts, teachers unions and district administrators are beginning to incorporate collaborative actions to their collective-bargaining processes and daily interactions. Teacher contracts are beginning to include nontraditional issues such as teacher professional development, teacher quality, instructional delivery, student achievement standards, and educational reform. The essence of collaborative bargaining is rooted in a joint emphasis on communicating interests and avoiding taking positions. Both parties should view the final negotiated agreement as a flexible, living document, subject to change as needed. This approach allows districts and unions the opportunity to address problems as they arise rather than waiting for formal negotiations to resume. When the process is collaborative, contract negotiations are often shorter, less time is spent on labor relations, and fewer grievances are filed between contracts. Discussions throughout the district remain focused on educational issues rather than contractual issues. Expanding teacher authority through shared decision making cultivates greater ownership in the successes of the district. Collaborative bargaining also opens other avenues for collaboration and problem solving. The author contends that a district's readiness for collaborative bargaining depends in part on both sides having an impetus for change. If either side is satisfied with the traditional approach, collaborative bargaining will not succeed. If either side expects to win at the other team's expense, collaborative bargaining will not succeed because the premise of collaborative bargaining is that neither side wins unless both sides win.
The Privatization of Public Education
Author: Hunter, Richard
Date: 2010-10-00
Type: Journal Articles
Subjects: Public Education,Privatization,Proprietary Schools,Educational Trends,Futures (of Society)

For-profit education is not a new focus for public schools in the United States. It has been around for several decades, has stimulated considerable controversy, and has been heralded by some as a panacea for improving learning for the nation's public school students. For-profit schools are run by private, for-profit companies or organizations often referred to as educational management organizations (EMOs). For the most part, for-profit or privatized schools are funded by the local, state, or federal government and offer free education to public school students. The number of public schools being operated by EMOs increased from 18,375 schools and 180,632 students in 2002-03 to 24,483 schools and 227,740 students in 2004-05. However, the number of EMO-operated schools declined to 23,457 schools and 218,675 students in 2006-07. These data suggest the growth of privatization in public education may have slowed and appears to be stabilizing. On the other hand, the increase in the number of charter schools advocated by the Obama administration in grants to states under the Reach for the Stars program may significantly expand the opportunities for EMOs to provide more "soft services" to public school districts. Is public education likely to be taken over by privatization? Bauman (1996) says no and maintains that the public education system is too large and entrenched to be privatized. In this article, the author argues that the public education system should be reformed by devoting more resources to equalize expenditures for all student groups, regardless of their race, ethnicity, community, or individual wealth.
Litigation and School Finance: A Cautionary Tale
Author: Russo, Charles J.
Date: 2010-10-00
Type: Journal Articles
Subjects: Educational Finance,Court Litigation,Public Schools,Educational Equity (Finance),Funding Formulas,State Courts

Beginning in the early 1970s, plaintiffs initiated a veritable tidal wave of litigation over financing public education in states with unequal funding for students in poor school systems. In the only case on school finance to reach the United States Supreme Court, &quot;San Antonio Independent School District v. Rodriguez&quot; (1973), the justices rejected a challenge to Texas' method of funding public schools on the basis that education is not a federally protected constitutional right. In so ruling, the Court opened the floodgates of litigation. Plaintiffs in the majority of states have succeeded in reforming about one-half of the school funding systems in the United States. In the most recent school finance case, &quot;Connecticut Coalition for Justice in Education Funding v. Rell&quot; (&quot;Rell&quot; 2010), a plurality of justices held that since the plaintiffs' challenge to the state's system of funding was subject to judicial review, the dispute had to be remanded for a trial on the merits of their claims. In this article, the author provides an overview of school finance litigation and discusses the &quot;Connecticut Coalition for Justice in Education Funding v. Rell&quot; case which represents the third round of litigation to reach the state's supreme court on the adequacy of financing public schools. As well-intentioned as the plurality's judgment in &quot;Rell&quot; appears to be in its quest to provide a quality education for all public school students in the state, its remanding the case for a trial opens a proverbial &quot;can of worms&quot; for three reasons. The author discusses these points which can serve as part of a cautionary tale for school business officials and others who are interested in public education.