战后美国K-12教育财政政策的演进——投入与成绩的悖论

发布时间：2018-04-20 20:19

本文选题：教育财政政策 + 教育体制　；参考：《外国教育研究》2009年07期

【摘要】：二战后,美国联邦和州政府不断增加教育投入,以期提高学生成绩,然而教育政策缺乏系统性和针对性,因而改革收效甚微。就美国基础教育(K-12)来说,一方面教育经费日益增长;另一方面,学生成绩却逐步下滑,造成了投入与成绩之间的悖论。究其原因,主要在于针对财政公平和"充分"(adequacy)的司法诉讼分散了改革的努力,同时,教育组织和美国教育体制的特征也影响了教育投入的成效。
[Abstract]:After World War II, the federal and state governments in the United States continuously increased their educational investment in order to improve their students' achievement. However, the education policy lacks systematic and targeted policies, so the reform has little effect. As far as basic education in the United States is concerned, on the one hand, the expenditure on education is increasing day by day; on the other hand, the students' achievement is declining gradually, which leads to the paradox between input and achievement. The main reason is that the judicial proceedings against fiscal fairness and "adequacy" diverge the reform efforts, and at the same time, the characteristics of the educational organization and the American education system also affect the effectiveness of the educational investment.
【作者单位】：北京师范大学首都教育经济研究院;首都师范大学教育科学学院;
【分类号】：G571.2

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