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School Resource Allocation in Israel: Is It Designed to Improve?

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This article examines the efficiency and equity of Israel’s school resource allocation. The analysis presented herein is twofold: (a) an analysis of the allocation mechanisms, using a taxonomy developed in this study and utilizing data gathered from reports of the budget department of the Israeli Ministry of Education and publications of the chief scientists of education; and of (b) an analysis of the funding formulas, using path analysis and multivariate regressions and utilizing large scale, nationwide Israeli data sets relating students’ achievement to students’ background, teacher profiles, school characteristics and school budgets.

The study reveals several shortcomings in the current allocation mechanisms to schools, as well as deficiencies in the funding formulas at all schooling levels. Specifically, the funding formula used for high schools was found regressive in the sense that its design actually contributes to enlarging the achievement gap. Furthermore, the allocation mechanisms for middle and primary schools were found to discourage equity. All schooling levels mechanisms were found inefficient as neither design aligns with advocating improvement.
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Keywords: Israel; education reforms; equity; funding schools

Document Type: Research Article

Affiliations: Bar-Ilan University

Publication date: January 1, 2009

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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