Dimensions in School FinanceNational Education Association, Committee on Educational Finance, 1966 - 273 páginas |
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Términos y frases comunes
ability adequate administration allocation American amount areas assessment automatic data processing average capital cation CEF Report cial cities citizens creased data processing earmarking economic educa Educational Finance effective equalization ernment erty tax estimated Excerpts exemption factors Financing Education foundation program funds gram gross national product groups growth important improve income tax increase industrial investment junior college labor levy Long-Range Planning major measure ment municipal National Education Association National School Finance nomic percent personal income population problem property tax public education public schools pupil ratio requires Rockefeller Brothers Fund rural salaries sales tax school costs school districts School Finance Conference school finance program school program school support school systems social society sources tax base tax effort Tax Foundation tax rates tax revenues taxation taxpayers teachers teaching tion tional trends tricts valuation wealth
Pasajes populares
Página 15 - that all men are created equal, and endowed by their Creator with certain inalienable rights — among which are life, liberty and the pursuit of happiness,' I shall strenuously contend for the immediate enfranchisement of our slave population.
Página 84 - The subjects of every state ought to contribute towards the support of the government, as nearly as possible, in proportion to their respective abilities; that is in proportion to the revenue which they respectively enjoy under the protection of the state.
Página 84 - The tax which each individual is bound to pay ought to be certain, and not arbitrary. The time of payment, the manner of payment, the quantity to be paid, ought all to be clear and plain to the contributor, and to every other person.
Página 84 - Every tax ought to be levied at the time, or in the manner, in which it is most likely to be convenient for the contributor to pay it.' (4) ' Every tax ought to be so contrived as both to take out and keep out of the pockets of the people as little as possible over and above what it brings into the public treasury of the State.
Página 218 - It is this weakness in the state and local taxing systems more than anything else that gives rise to current proposals for increased federal support of education. For those who wish to resist or postpone the resort to federal funds and at the same time not constrict educational services there seems to be only one alternative: a thorough, painful, politically courageous overhaul of state and local tax systems.
Página 69 - Solomon FABRICANT: Basic Facts on Productivity Change^ Occasional Paper 63, National Bureau of Economic Research (New York) for a summary of discussion of literature relating to productivity and cyclical fluctuations. 13 Hollis CHENERY, Shuntaro SHISHIDO and Tsunihiko WATANABIU "The Pattern of Japanese Growth 1914-54", in Econometrica, Vol.
Página 12 - Revolutionary changes are occurring in American education of which even yet we are only dimly aware. This Nation has been propelled into a challenging new educational era since World War II by the convergence of powerful forces — an explosion of knowledge and population, a burst of technological and economic advance, the outbreak of ideological conflict and the uprooting of old political and cultural patterns on a worldwide scale, and an unparalleled demand by Americans for more and better education.
Página 74 - Capital is that part of the wealth of a country which is employed in production, and consists of food, clothing, tools, raw materials, machinery, etc., necessary to give effect to labour.
Página 57 - We have to do in the educational system something very like what we have done in the military establishment during the past fifteen years. We have to make a breakthrough to a radically higher and broader conception of what is needed and of what can be done.
Página 76 - ... and because much more of the education of workers consists of high school and higher education than formerly. My preliminary estimates suggest that the stock of education in the labor force rose about eight and a half times between 1900 and 1956, whereas the stock of reproducible capital rose four and a half times, both in 1956 prices.