Funding Inequality in Non-Traditional High Schools in Illinois Research Proposal by Nicky

A comprehensive research proposal to determine the impact funding inequality has on school districts that have established non-traditional high schools in Illinois.
# 150154 | 15,239 words | 99 sources | APA | 2012 | US
Published on Jan 29, 2012 in Education (Administration)

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The paper aims to investigate whether there has been a positive change in spending resources in schools functioning in poorer districts that have established non-traditional high schools (NTS). The paper intends to specifically assess the extent to which school administrators perceive that there is a funding problem in selected schools in the state of Illinois. The paper provides an in-depth review of the literature and a clear outline of the methodology to be used.

Literature Review

From the Paper:

"In America, concepts of power and authority have been central throughout its public education history. In the traditional schooling system, the decision making authority rested with the district and state governments. In the centralized system, large numbers of bureaucrats play a central role in making decisions. Education administrations in states, school districts bodies and individual school boards all played a key role in designing curriculum, drafting and executing public education policies including budgets, financing, expenditure and operations. However, non-traditional high schools (NTS) have sprung up throughout the United States wherein the role of the bureaucracy has been reduced considerably and decisions are made by small administrative units. Cuban (1990) in his study concluded that this shift from centralization to decentralization has been triggered by the urge to find the best possible system of educational governance. He found that this shift from larger bureaucracies to small administrative units in NTS has helped administrators make well informed decisions (Cuban, 1990).
"Establishing non-traditional high schools (NTS) are the current method of decentralization adopted by most states in America, including Illinois. Under this schooling system, the decision making power has been transferred from the district offices to individual schools with the aim of improving school governance in order to enhance student learning. Individual schools in turn, establish school councils which include principals, teachers and community members. These councils make decisions with regards to curriculum, pedagogy, school operations and student learning. Walker (2007) found that the main assumption in NTS is that the school principals, teachers and community members are directly involved in students' lives and therefore are in a better position to make well informed decisions about how best to utilize the available funds (Walker, 2007)."

Sample of Sources Used:

  • Allen, L. (1993). The role of voice in shared governance: A case study of a primary school. University of Georgia, Athens. In J. Blase, & J. Blase. The fire is back! Principals sharing school governance. Thousand Oaks, CA: Corwin Press, Inc.
  • Allen, L., & Glickman, C. (1992, March). School improvement: The elusive faces of shared governance. NASSP Bulletin, 76 (542), 80-87.
  • Archer, J. (2005). An Edmonton Journey. Education Week.
  • Arnott, M.A. and Raab, C.D. (2000). The Governance of Schooling: Comparative Studies of Devolved Management. Routledge. London.
  • Ball, S, (1993), Self-management and entrepreneurial schooling in England and Wales. In J. Symth (ed.), A socially critical view of the self-managing school, pp.68-81, London: The Falmer Press.

Cite this Research Proposal:

APA Format

Funding Inequality in Non-Traditional High Schools in Illinois (2012, January 29) Retrieved May 24, 2022, from

MLA Format

"Funding Inequality in Non-Traditional High Schools in Illinois" 29 January 2012. Web. 24 May. 2022. <>