Education Finance in times of Global Crises: Lessons from Comparative Studies

Group Submission Type: Formal Panel Session

Proposal

The Covid-19 world health crisis, has led to worldwide school closures, loss in learning, as well as economic and social crises. Challenges such as globalization, democracies, technological development, power, poverty and rampant inequality, have become widespread. As the economic losses have heighten social inequality, the more disadvantage students will fall further behind their advantaged peers thereby exacerbating the inequity of social divide, consequently translating into greater losses of lifetime earnings. The world will not be the same after this pandemic, and neither will k-12 or higher education institutional systems.
In their paper, Eric A. Hanushek and Ludger Woessmann “THE ECONOMIC IMPACTS OF LEARNING LOSSES OECD” Education Working Paper No. 225, September 8, 2020, wrote that the worldwide school closures, led to losses in learning that cannot be made up for. These losses will have lasting economic impacts on both the students and nations. “While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century.” (1)
In the post-crisis era, educational institutions will have to operate in a very different economic, social and political climate, as new expectations will be put on educational institutions in terms of equity quality, value, and accountability.
While the true impact of COVID-19 will not be known for months, or years, it will have a devastating effect on Education, and Social Responsibility. The proposal for the CIES 2021 conference is for a panel discussion which will address the Covid-19 implications on education funding, utilizing a comparative analysis between NYS, and Israel while addressing equity, quality and accountability of these two states. The panel will connect education finance policy with changing educational equity trends to examine selected themes in a comparative perspective.
This panel has 4 presentations. First presentation addresses the equity aspects in educational funding using NYS data. The Second emphasizes the trends in equity in the Educational Achievement Distribution (EAD) measured by EGINI using longitudinal student level Israeli data. The third conducts a comparative study on the impact of school choice reforms on immigrant student's achievement using PIAAC and PISA related data. Finally, the fourth presents a comparative study on the relationships amongst increasing teacher salary, teachers self-efficacy, and satisfaction, using teachers level TALIS data.

(1)https://www.oecd-ilibrary.org/docserver/21908d74-en.pdf?expires=1602439930&id=id&accname=guest&checksum=74DF61DEA7FC1419B7D1BB655230F3EA

Sub Unit

• Economics and Finance of Education SIG

Chair

• Osnat Zaken, Touro College, Graduate School of Education

Individual Presentations

• Funding Education: The Case of NY State - Osnat Zaken, Touro College, Graduate School of Education

• Achievement Gap: The atypical case of Israel for the years 2008-2018 - Zehorit Dadon-Golan, Bar-Ilan University and Hemdat Hadarom College of Education

• The Relationships amongst Spending Priorities, Self-Efficacy and Satisfaction of Teachers- TALIS 2018: A Comparative Study on Israel, Spain, England, and Netherlands - Mowafaq Ali Qadach, Ono Academic College; Rima'a Da'as, School of Education, The Hebrew University of Jerusalem; Iris BenDavid-Hadar, Bar-Ilan University