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In addition to providing an educational function, higher education institutions have emerged as economic actors who contribute to the growth of the areas where they are based. Universities produce human capital, boost economic activity, and also assist development. This research examines the direct, indirect, and induced benefits that Kırklareli University, founded in 2007, provides to the local economy. The purpose of this research is to calculate the overall expenditures incurred by Kırklareli University, the expenditures incurred by higher education students, and the economic worth of the employed workforce in general. In this regard, a questionnaire was administered to 393 Kırklareli University students to establish their expenses. According to the collected data, students’ average monthly spending is 3,144 TL. From this perspective, the economic effect of student spending on the city is around 650 million TL. In addition, the indirect employment impact of staff expenses from the university budget and student spending involves a total of 5,563 individuals. The entire direct and indirect revenue impact is 820 million TL. In addition to the direct and indirect benefits, the research has projected the university to generate 2,673,830,832 TL in induced revenue effects and to have an induced employment impact of 20,623 individuals. The total induced impact regarding income accounts for around 10% of the province’s gross domestic product. According to the findings, Kırklareli University has been a significant participant in the city’s economy due to how it spends from its own budget, its student expenditures, and the employment statistics it has generated.

Community colleges can be a catapult to economic mobility, dramatically increasing earnings, and almost all are open admission. But most students that start degrees do not finish on time, and many don’t finish at all. Hari Sreenivasan reports on a program spreading nationally to increase community college graduation rates. It’s part of our series, Rethinking College.

Despite calls to expand early childhood education (ECE) in the United States, questions remain regarding its medium- and long-term impacts on educational outcomes. We use meta-analysis of 22 high-quality experimental and quasi-experimental studies conducted between 1960 and 2016 to find that on average, participation in ECE leads to statistically significant reductions in special education placement (d = 0.33 SD, 8.1 percentage points) and grade retention (d = 0.26 SD, 8.3 percentage points) and increases in high school graduation rates (d = 0.24 SD, 11.4 percentage points). These results support ECE's utility for reducing education-related expenditures and promoting child well-being.

The report opens with a brief description of the conceptual framework that guided the analysis as well as the data used. The next chapter presents the analysis of changes in household behavior and educational outcomes related to the implementation of the reforms, at both the primary and secondary levels. The descriptive nature of this analysis does not allow for inferences regarding the effects of the reforms on enrollment and demand for education. The following chapter presents the results of an econometric impact analysis of the reforms to quantify the magnitude of the effects on enrollment. In considering priorities for the future, the Government is paying increasing attention to the impact of the investments in education on growth, jobs, and poverty reduction, as measured by increased earnings from employment, and particularly by improving opportunities for the labor force to move to higher productivity activities and livelihoods. The next chapter presents the results on the changing structure of employment in Mozambique between 2003 and 2008, the impacts of education on employment opportunities, and the implications of these changes for education policy. The final chapter integrates the education and labor force analyses and provides strategic recommendations as Mozambique continues to improve educational outcomes, particularly for those population groups that have had the most difficulty entering and remaining in school.

How does politics affect, and possibly distort, how resources are allocated? I show that where the federal government provides public goods and financial assistance depends not only on who has power within Congress but also on the characteristics of their constituents. In a federal system like the United States, the central government provides resources by allocating grants to subnational governments based on demographic characteristics. Thus, to maximize funding for their states, members of Congress must also distribute funding to states with similar characteristics. Using panel data on education spending and a difference-in-differences design, I demonstrate that grants disproportionately benefit states represented by Senate committee chairs, but this benefit spills over to similar states. However, I find no evidence of committee influence over grants in the House. These findings contribute to our understanding of distributive politics and shed light on the consequences of allocating resources within a federal system.

Recent causal evidence connects levels of per pupil spending and short- and long-term student outcomes. This evidence further suggests that specific types of spending may mediate the relationship between expenditures and student outcomes. Yet race remains related to funding disparities and schooling experiences in ways that raise concerns about the role of school finance in perpetuating racial opportunity gaps. We explore this potential source of educational inequality by asking how racial segregation and racial socioeconomic disparities are related to racial disparities in school district spending over time. We use 15 years of data from the School Funding Fairness Data System on school district expenditures and demographics to explore patterns of racial/ethnic segregation and racial/ethnic disparities across six categories of per pupil expenditures. We find that changes in racial/ethnic segregation within a state from 1999 through 2013 are associated with racial/ethnic disparities in spending, even after accounting for disparities in poverty.

This study examines the impacts of two distinct types of school spending on student outcomes. State-imposed revenue limits cap the total amount of revenue that a school district in Wisconsin can raise unless the district holds a referendum asking voters to exceed the cap. Importantly, Wisconsin law requires districts to hold separate referenda for operational and capital expenditures, which allows for estimating their independent effects. Leveraging close elections in a dynamic regression discontinuity framework, I find that increases in operational spending have substantial positive effects on test scores, dropout rates, and postsecondary enrollment, but additional capital expenditures have little impact.

INTRODUCTION: Technology, distance learning, and social media have changed the landscape of physical therapy education. Modifications are needed to meet the needs of applicants and align with the current healthcare environment. PURPOSE: To identify the most important factors students consider when selecting a physical therapist education program. METHODS: A survey including free response options was shared with physical therapist education program students by chairpersons and through student interest groups. RESULTS: 545 responses representing 46 states and all CAPTE geographical regions were analyzed. The most important factors when selecting a program were: location (65.9%), tuition (64.8%), perception of physical therapy education quality (39.1%), and national board pass rate (34.1%). The least important factors were: technology utilization (74.3%), class size (46.1%), and national ranking/reputation (45.1%). Also, the majority of respondents preferred in-person educational delivery (94.7%). 75.4% reported program length was not a factor in applying to a program. CONCLUSIONS: Programs should seek to meet the needs of applicants with consideration of meaningful elements in choosing a program. Students ranked \"location\" and \"tuition\" as primary considerations for choosing a program, which may be related to curtailing debt by living at home while in school. \"Program quality,\" over \"reputation/ranking,\" suggests the importance of a robust curriculum, which is viewed as a predictor of passing the National Physical Therapy Examination (NPTE).

The federal School Improvement Grant (SIG) program allocated US$7 billion over nearly a decade in an effort to produce rapid and lasting improvements in schools identified as low performing. In this article, we use a regression discontinuity design to estimate the effect of Ohio's SIG turnaround efforts on student achievement and school administration. The results indicate that Ohio's SIG program significantly increased reading and math achievement, with effects in both subjects of up to 0.20 standard deviations in the second year after SIG eligibility identification. Estimates for the third year are somewhat larger, in the range of one quarter of a standard deviation. We provide evidence that these effects were primarily attributable to schools that implemented the SIG Turnaround model. We also show that SIG eligibility had a positive effect on per-pupil spending, but no average effect on administrative outcomes, including staff turnover, the number of staff members in the school, and school closure. These null overall effects mask heterogeneity across SIG models, however. Most notably, Turnaround schools experienced more turnover than they otherwise would have, whereas Transformation schools experienced less.

Community colleges have been under pressure for years to improve retention rates. Considering well-publicized reductions in state funding during and after the Great Recession, progress in this area is unexpected. And yet this is precisely what we find. Using the Integrated Postsecondary Education Data System (IPEDS), we find an average increase in retention of nearly 5 percentage points, or 9 percent, across the sector from 2004 to 2017. Over 70% of institutions posted retention gains, and average improvement occurred yearly over the period excepting a reversal at the height of the Great Recession. Gains were smaller on average at schools with higher tuition and that serve more disadvantaged populations, and larger at institutions with lower student-faculty ratios and higher per-student instructional spending. Fixed-effects regression and Oaxaca decomposition analyses demonstrate that these gains were not caused by observable changes in student body composition or in institutional characteristics such as increased per-student instructional spending.