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EDAL 645 - Educational Finance and Marketing
Fall, 2003
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Focuses on financial and economic issues affecting educational institutions, including school support, costs of education, sources of school revenue, budgeting, and the organizing and maintaining of the fiscal and physical resources of school systems; elements of marketing an educational institution including mission statement, target market, image, position, the market mix (product, price, place and promotions), fund-raising, and alumni relations. Prerequisite: EDAL 520 or permission of instructor. (Course description as found in the 2002-2003 AU Bulletin).
The following table outlines the objectives for this course:
| Course Objectives | Operationalized in
the following textbook: (Burrup, Brimley and Garfield (1999). Financing Education in a Climate of Change (7th Ed.) Chapters |
| 1. The social, political and economic concepts, values and issues as they relate to school finance issues. | Chapter 1 - The
Economics of Education Chapter 3 - Financing Education Equitably |
| 2. The relationships between financial inputs, schooling provisions and pupil achievement. | Chapter 2 - Financing Education Adequately |
| 3. Proposals for reform of school finance policy, school governance and allocation patterns and their potential effect on various objectives of public policy. | Chapter 3 - Financing
Education Equitably Chapter 4 - Patterns for Developing School Finance Systems Chapter 16 - The Road Ahead in School Finance |
| 4. Political processes, including various court levels, as they affect the enactment and implementation of school finance legislation. | Chapter 5 - Sources of
Revenue Chapter 6 - Eroding Local Control Chapter 9 - The Influence and Climate of the Courts |
| 5. Become familiar with the school finance system in a number of states, including Michigan | Chapter 7 - Education: A State Function |
| 6. Examine alternative school finance structures, their costs, and their impacts on different types of public and private school districts. | Chapter 8 - Federal
Interest in Education Chapter 10 - Public Funds and Nonpublic Schools |
| 7. Understand the system of financing public and private school capital outlays | Chapter 11 - Financing School Facilities |
| 8. Become familiar with school finance theories and practices, including public and private school budgeting and accounting policies and practices. | Chapter 12 -
Administering the School Budget Chapter 13 - Accounting and Auditing |
| 9. Understand the role of the Business Manager and Business Office as they relate to property management, risk management and insurance | Chapter 14 - Property, Risk Management and Insurance |
| 10. Analyze the interrelationship of finance and human resources and their application and relevance in practice | Chapter 15 - Human Resources and School Finance |
| 11. What Marketing is and is not. | Selected Readings and Internet Resources |
| 12. Marketing Strategies | Selected Readings and Internet Resources |
| 13. Contemporary Marketing Issues | Selected Readings and Internet Resources |
| 14. Marketing in Product and Service Organizations | Selected Readings and Internet Resources |
| 15. Marketing Research and Methods | Selected Readings and Internet Resources |
Important Note:
Because of the way this course is delivered, it is essential that you have access to a computer which is connected to the Internet. Many of the required readings, as well as other assignments and class notes will only be available on-line via the World Wide Web.
- Burrup, P.E., Brimley, Jr. V., & Garfield, R.R. (2002). Financing Education in a Climate of Change (8th ed.). Boston: Allyn and Bacon.
- Source Documents found on the World Wide Web.
- Glossary of School Finance Terms
- Glossary of School Budget Terms
The mission of the School of Education (SED) at Andrews University is to serve and international clientele, preparing educator for excellence in thinking, teaching, service and research. As companions in learning, students and faculty are committed to global Christian service. The mission is succinctly captured in the phrase "Educar es Redimir" (to educate is to redeem) through harmonious development of students for service. The mission is expressed through six Knowledge Bases (KB’s) that reflect the ideal development for all graduates of the School of Education. They are:
1. Worldview - addresses appreciation of the perspective of others and development of a personal philosophy from which action and service arise; (WV)
2. Human Growth and Change - addresses principles of growth, development, and learning, and the use of these principles to effect positive change; (HGC)
3. Groups, Leadership and Change - addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations; (GLC)
4. Communication and Technology - addresses oral, written, intrapersonal and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning; (CT)
5. Research and Evaluation - addresses valuing and conducting disciplined inquiry for decision-making; (RE)
6. Personal and Professional Growth - addresses commitment to holistic personal and professional growth. (PPG)
The mission of the Educational Administration and Leadership (EDAL) program is based on the overall mission of the School of Education and is stated as follows:
We serve and international clientele by preparing professionals for leadership and administration from the perspective of Christian service in a global setting. This is put into practice through the cooperative effort between students and professors in the exchange of information in research, and participation in field-based experiences.
This unique EDAL (Educational Administration and Leadership) conceptual framework is based on the following Knowledge Bases:
Contextualism - graduates of EDAL will relate current knowledge and practices with past experiences in the appropriate contexts (cultural, political, economic, etc.);
Collaboration - graduates of EDAL will value the strength derived from cross-fertilization of ideas and experiences from different disciplines, and the establishment of working relationships among individuals and groups within and without and organization;
Visionary - graduates of EDAL will possess the knowledge and skill to articulate a vision and engage in strategic planning activities;
Developmental - graduates of EDAL will acquire knowledge that will enable them to process inputs of an organization (material and human resources) in order to maximize their potentials using the latest available means.
1. Attendance and Participation.
Class members are expected to contribute to in-class discussions.
2. Assignment #1 - Analysis of 3 School Districts
In this exercise students will be required to compare and contrast the finances of three school districts. You will be expected to analyze (by way of comparing and contrasting) the 3 districts and all of the financial categories (eg. current per pupil expenditures, cost per pupil expenditures, etc., etc.). In particular you will be expected to compare the total revenue for the districts from federal, state and local sources.
The three school districts can be found at the Education Finance Statistics Center http://nces.ed.gov/edfin/search/search_intro.asp
Type in each of the separate districts named below and you will be given a complete detail sheet which you may wish to print out. You will be comparing these three districts:
- Berrien Springs Public Schools (Berrien Springs, Michigan)
- Eau Claire Public Schools (Eau Claire, Michigan)
- Alameda City Unified (Alameda, California)
Students are to submit a report not to exceed 3 pages of content (12 point single spaced, word processed report). The Title page and bibliography page, (if present) do not count as content pages.
3. Assignment #2 - Reading (Considering Nontraditional Alternatives: Charters, Private Contracts and Vouchers.
Please look at the articles contained in this site. Financing Schools http://www.futureofchildren.org/search_site2870/search_site_list.htm
Under the Financing Schools website, click on Acrobat file (306 K) under Considering Nontraditional Alternatives: Charters, Private Contracts, and Vouchers (Julia E. Koppich, Ph.D).
A summary of the legal status, implementation status, and controversies concerning charter schools, contracts between private educational organizations and public schools, and publicly funded vouchers.
If you need the most recent Adobe Acrobat Reader, you can download one from
this site.
Students are to submit a report about the article not to exceed 3 pages of content (12 point single spaced word processed report). The Title page and bibliography page, (if present) do not count as content pages. Reports should provide a very brief (1 page) synopsis of the content of the article. The 2nd and 3rd page of the report should be the students analysis of the ideas in the article and a discussion of how relevant those ideas are in the area of school finance.
4. Assignment #3 - Research Presentation (20-30 minutes) on a current School Finance topic.
- Each student will complete research on a selected current topic related to a school finance issue. The topic must be presented in depth and analyzed for the purpose of gaining an in depth understanding of the many sub-issues.
- Students will be expected to provide a precise description of the issues surrounding the problem.
- Students will be expected to incorporate technology (e.g. Powerpoint) into their presentations
- Demographics, community expectations and culture, personnel history, district climate, and established operating procedures may be included.
- Students are to submit a 2 page written summary.
Presentations will be evaluated based on the processes used to work through the particular case study with the class and the over all effectiveness of the presentation and arguments used.
The following is a list of possible subjects for analysis. The list is not inclusive.
- the emerging role of federal influence on education policy and school finance
- the emerging role of states in school finance
- the pros and cons of aid to private and religious schools
- the pros and cons of Seventh-day Adventist schools accepting government aid.
- the historical stand of Seventh-day Adventist schools towards accepting government aid.
- the pros and cons of introducing market forces into publicly financed education (e.g., site-based management, family choice of schooling, vouchers, charter schools)
- defining adequacy of educational provision (i.e., how much is enough?)
- the pros and cons of school site budgeting and how to do it.
- scale economies in education (e.g., advantages and disadvantages of school and school district consolidation; what is the optimal size of a high school? an elementary school?)
- integrating technology into instructional systems as a means of making educational enterprises more efficient
- the role of the property tax in school finance and how its administration might be improved
- the extensive impact of federal and state court decisions on school finance policy
- where has the money gone? (i.e., how have increases in school expenditures been used over the past decade?)
4. - Assignment #4 - Development of a School Budget
- This assignment represents the "practical" side of this course. It is a performance task in which you will be expected to develop a school budget, based on certain given information.
- Assessment of this assignment will be based on comprehensiveness, organization, utility, attractiveness and attention to the mechanics of the exercise as stated above.
- This material is posted on-line at this site.
5. Assignment #5 - Development of the Outline of a School Website used to advertise your school.
- This assignment represents another "practical" side of this course.
- It is a performance task in which you will be expected to develop the outline of a World Wide Web site which can will be used to advertise your school. This will not be the actual development of a Website (incorporating html components), but you will need to illustrate what aspects of your school would be emphasized in your school's website, so that it can be used as a marketing tool.
- Many schools are finding that a WWW website can be an effective part of the schools ongoing efforts to reach parents, schools, and the rest of the community about what's going on at their school.
- A Web site leaves a strong impression in a viewer's mind about a school, sothe website outline should reflect the quality of your school's other communications materials and activities.
- Check out these school sites for content and design ideas.
- Web66: International WWW School Registry http://web66.coled.umn.edu/schools.html
6. Mid-Term Exam - School Finance Terms found in the Glossary (This will be taken over the Web after the completion of Chapter 8 in the textbook.
7. Final Exam - Take Home Exam (taken after the completion of all assignments and readings)
NB The following table outlines the general standards used for evaluating the papers expected in Assignments #1 and #2.
| A (18-20 points) | B (16-17 points) | C (14-15 points) | D (12-13 points) |
| Tightly focused writing relating to a narrow topic. | Generally focused on single topic. | Somewhat focused on broad topic. | Scattered random writing without focus. |
| A high degree of conceptual development | Indicates good ability to conceptualize | Concept discussed but not well developed. | Little if any conceptualization. |
| Properly documented where sources used. | Outside sources given proper credit. | Outside sources alluded to. | No credit given to sources used.
|
| Excellent organization and logical progression of thought. | Good organization and logic. | Moderately well organized, but logical progression not evident. | Poorly organized with little or no
logic evident. |
| Excellent use of prose in capturing the essence of referenced material. | A good job of summarizing the material reviewed. | Much paraphrasing of other material. | Mostly paraphrased or copied; not really the authors own work. |
| Syntax and grammar excellently done. Well edited material. | Only a few errors of minor significance. | A number of errors. Not well edited. | Many errors. Poor grammar and sentence structure. |
| Complete yet concise discussion of the issue. | Concise and generally recognizes most aspects of the topic. | Topic appears to be one-sided with aspects of the topic missing. Overly verbose. | Incomplete discussion of the issue. Major points ignored. |
| Opinion based on fact, research or scholarly authority. | Generally good evidence given in support of opinion. | Evidence only somewhat supports opinion. | Opinion entirely unsupported. |
The course will feature independent readings, lectures, case studies, and student projects and presentations. Technology will also be emphasized.
The following table outlines the weekly expectations for the class. It is possible that interests of students and class discussions may result in some deviation from this time table.
Tips for doing research on the Web
- The "Teaching the Web" Pyramid is a teaching pyramid of 8 modules designed to help students use the Web effectively in their research. Billed aa a Modular Approach to Teaching/Learning the World Wide Web, these materials were designed by Mike Powell, Marsha Tate, and Jan Alexander, Reference Librarians at the Wolfgram Memorial Library, Widener University.
- WebTeacher is a self-paced Internet tutorial that puts both basic and in-depth information about the World Wide Web at a teacher's fingertips.
- Essential education-related listservs
- Check out ResearchBuzz.com for information about gathering data from the Web.
- Check out Balliot and Habib online tutorial "How to Search the World Wide Web."
Final Grades are based on the following distribution of points with the calculation of the grades as illustrated below:This is the EDAL 645 suggested Grade Scale: A (95-100), A- (90-94.9), B+ (85-89.9), B (80-84.9), B- (75-79.9), C+ (70-74.9), C (65-69.9)
Percent of Grade Maximum Possible Your Score Weighted Percent Attendance 5 20 19 4.75 Assignment #1 10 40 35 8.75 Assignment #2 10 40 35 8.75 Assignment #3 15 60 60 15.0 Assignment #4 15 60 55 13.75 Assignment #5 15 60 55 13.75 Mid-Term Exam (Definitions) 10 40 40 10.0 Final Take Home Exam 20 80 78 19.5 Total 100 400 352 94.25
VIII. ACADEMIC DISHONESTY POLICY
The submission of work which includes the work or ideas of another without citing or attributing them to their author possibly constitutes plagiarism. Assignments which are plagiarized will be given a failing grade and their authors treated in accordance with AU Honor Code on academic dishonesty as stated in the Andrews University Academic Calendar.
IX. AFFIRMATIVE ACTION STATEMENT
The School of Education, and the University are committed to providing appropriate support for students with documented disabilities, including learning disabilities. Any student who has a documented disability may identify him/herself to the teacher at the beginning of the semester so that reasonable accommodations or arrangements can be made.
Course Related Sites - WWW Links for EDAD645