Improving Adequacy Funding Methodology Through a Mixed-Method Approach

by David Conley and Kathryn Rooney Presented at the annual meeting of the American Educational Research Association, this paper presents a methodological strategy that addresses some of the criticisms of adequacy funding models. To do so, the paper describes the process utilized to develop an adequacy-funding model for the state of Washington public k-12 schools. The multi-step, multi-model approach is described in detail in order to illustrate how precision and accuracy can be increased even with currently available methods and data. The paper concludes with a response to some of the critiques of adequacy funding research. March 2008

Analyzing College Science Course Content: Implications for Instruction and System Alignment

by David Conley and Carla Bowers Presented at the annual meeting of the American Educational Research Association, the purpose of this study was to gain greater insight into the degree of alignment between high school and college science classes by determining the content taught in entry-level Biology, Chemistry, Environmental Science, and Physics courses and the level of knowledge and preparation entry-level postsecondary instructors expected of students in those courses. Findings revealed that instructors taught most material as new or assumed students would learn it in a later course. This study delineates the curriculum in entry-level college science courses, the relative importance entry-level college instructors place on the curriculum topics they teach, and, by implication, the level of preparation high school students need to achieve. March 2008

Pennsylvania Adequacy Funding Study

The purpose of the Pennsylvania Adequacy Funding Study study is to help determine the amount of funding necessary to enable all students to meet academic standards in Pennsylvania. This project is one component of a larger adequacy funding study conducted by Augenblick, Palaich & Associates. August 2007

Oregon Pre-Engineering Learning Outcome Study

Oregon postsecondary institutions offer a variety of opportunities to students seeking programs in engineering. However, what is expected of students in the first two years of engineering studies is not explicit, and varies by institution. This is due in part to the fact that community colleges and OUS institutions have not identified a common engineering curriculum in terms of educational learning outcomes expected during those first years of study. This report undertook a standards development process designed to yield the first set of explicit pre-engineering learning outcomes that could then be used to align high school and postsecondary, entry-level engineering courses. The process led to the development of learning outcomes for content knowledge, key cognitive strategies, and teaching practices that reflect the content and intellectual goals of pre-engineering education. August 2007

Washington Adequacy Funding Study

The constitution of the state of Washington declares, "It is the paramount duty of the state to make ample provision for the education of all children residing within its borders." This establishes education, and education funding, as the highest priorities to the state. The goal of this study was to determine the level of educational expenditure necessary to make ample provision for the education of all students, providing all students with the skills to meet long-term academic standards, pursue additional learning beyond high school, and become productive citizens and contributing members of society. January 2007