Education Law and Finance Policies Annotated Bibliography Sample

Education, as the cornerstone of societal development and personal growth, develops the brains of future generations and provides the means for individual and societal success. The seemingly unconnected subjects of finance and education influence the quality, accessibility, and sustainability of educational institutions and systems worldwide. Education law and finance policy, which create the environment where educational institutions operate and students learn, are the foundations of this intricate interaction. This study begins a full exploration of these critical issues by focusing on the intricacies of educational laws governing employment practices in educational settings and the parallel framework of laws and policies managing the distribution and administration of financial resources.

• Jacob, S., Decker, D. M., Lugg, E. T., & Diamond, E. L. (2022). Ethics and law for school psychologists. John Wiley & Sons. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&as_ylo=2019&q=Jacob%2C+S.%2C+Decker%2C+D.+M.%2C+Lugg%2C+E.+T.%2C+%26+Diamond%2C+E.+L.+%282022%29.+Ethics+and+law+for+school+psychologists.+John+Wiley+%26+Sons.&btnG=

This book comprehensively reviews the moral and legal challenges that school psychologists face daily. It covers various topics concerning educational legislation that governs employment practices in educational settings, such as special education regulations, student rights, and confidentiality and privacy concerns. The book also delves into the moral quandaries that school psychologists may encounter and offers suggestions on resolving them within the confines of applicable laws and regulations. Moreover, the resource highlights the importance of ethical and legal compliance in educational settings, making it beneficial for educators, school psychologists, and anyone working in education. This invaluable resource is useful for the study as it emphasizes the importance of adhering to legal standards while navigating the usually difficult terrain of educational settings. This is accomplished by examining the intricate tapestry of ethical difficulties and legal considerations that school psychologists face.

• García-Peñalvo, F. J., García-Holgado, A., Dominguez, A., & Pascual, J. (2022). Women in STEM in higher education: good practices of attraction, access and retainment in higher education (p. 197). Springer Nature. https://library.oapen.org/handle/20.500.12657/57006

The main topics of this article are the representation and retention of women in STEM (Science, Technology, Engineering, and Mathematics) occupations in higher education. It investigates successful techniques for attracting, admitting, and retaining women in STEM programs. This source is significant is the study of educational laws because it provides insight into the gender equity element of educational policies and practices. It underlines the importance of creating friendly learning environments and laws that promote diversity and gender equality in STEM disciplines. This study reveals that, while educational policies may not expressly address gender parity, they do indirectly impact how women’s STEM-related careers are shaped.

• Tang, C., Irfan, M., Razzaq, A., & Dagar, V. (2022). Natural resources and financial development: Role of business regulations in testing the resource-curse hypothesis in ASEAN countries. Resources Policy, 76, 102612. https://www.sciencedirect.com/science/article/abs/pii/S0301420722000617

This study investigates the relationship between a wealth of natural resources and financial development, focusing on ASEAN nations. It investigates the “resource curse” theory and how business practices can mitigate or worsen resource abundance’s negative effects on economic growth. This source is noteworthy because it underscores the importance of regulatory frameworks in shaping economic results. This is due to the fact that it underlines the significance of sound laws and rules to ensure long-term financial development in resource-rich countries, which may indirectly impact education spending. This element considerably impacts educational institution finance and resource distribution, emphasizing the significance of solid financial policies to support long-term educational systems.

• Zetzsche, D. A., Arner, D. W., & Buckley, R. P. (2020). Decentralized finance (defi). Journal of Financial Regulation, 6, 172-203. https://papers.ssrn.com/sol3/Papers.cfm?abstract_id=3539194

This journal article investigates the concept of decentralized finance (DeFi) and its implications for the financial industry. It discusses how DeFi operates outside of traditional financial intermediaries and regulatory frameworks and how this can significantly impact financial regulations and laws. This article is useful and significant because it illustrates how the financial industry is always changing and how regulations must alter to keep up with new financial developments. This adaptability has consequences for financial resource management and allocation, which may impact educational institution finance.

Traversing the intricate web of educational laws and financial policies unravels the symbiosis between the domains. The paper offers a comprehensive understanding of the pivotal role the legal and policy frameworks play in shaping the allocation of financial resources and educational landscape.

• Beau III, B. H. (2023). Tort law in the United States. Kluwer Law International.

This book, adapted from the acclaimed multi-volume International Encyclopedia of Laws, offers easy readability to how the legal issue of damage prevention and loss allocation is handled in the United States. This traditional discipline of law not only addresses issues that affect every lawyer, regardless of legal competence but also addresses each person’s basic rights on a global basis. After a broad introduction that delves into the differences between tort and crime, and the connection between tort and contract, the book discusses how legislation and the judicial system address the ideas of liability and unlawfulness, as well as duty of care and negligence. The book then goes on to discuss specific instances of liability, including professional liability, liability of public bodies, abuse of rights, harm to image and privacy, vicarious liability, liability of educators and parents, liability for handicapped people, liability for goods, environmental liability, and liability arising from road and traffic accidents. Principles of causation, justifying reasons, limits on recovery, assessing damages and reimbursement, and the function of private insurance and social security are all carefully explored.

This book is an important guide for lawyers in the United States because of its concise yet scholarly style, in addition to the practical quality of the material it delivers. Academics and researchers will also appreciate this highly valuable handbook, which serves not only as an adjunct to comparative law but also as an impetus for tort rule harmonization.

• DeMitchell, T. A., Fossey, R., & DeMitchell, T. A. (2022). Raising a cautionary flag: Educational malpractice and the professional teacher. Rowman & Littlefield.

This book refers to a case heard in a California court over 50 years ago in which a recently graduated high school student claimed he could not read at a level that would enable him to become eligible for, let alone retain a meaningful job. The plaintiff claimed that the public school district was negligent and that their carelessness harmed his prospects for a prosperous life. The court disapproved the claim and educational malpractice was tossed outside the schoolhouse gate, erecting an educational malpractice wall.

In essence, both federal and state courts have established a strong barrier to the recognition of educational malpractice actions. Recent developments in instructional research, including statistical studies that some scholars think can reveal subpar teaching, may have shattered the wall. As a result of this convergence of events, the educational malpractice wall that has been built over the last half-century may be demolished. The book’s authors investigate the judicial reluctance to recognize educational misconduct as a genuine tort of negligence. They discuss what it means to be a professional, what malpractice is, how it relates to professional malpractice by physicians and legal professionals and the potential solutions to education malpractice. They conclude by raising a red flag about breaking the judicial wall.

This book plays an important role in highlighting the need to recognize educational misconduct as a tort of negligence. Additionally, the book elucidates the judicial system’s reluctance to prioritize tort of negligence in education. The book is also an important tool for educators and policymakers to understand educational misconduct and possible solutions.

• Marianno, B. D., Bruno, P., & Strunk, K. O. (2021). The effect of teachers’ union contracts on School District Efficiency: Longitudinal evidence from California. SAGE Open, 11(1), 215824402098868. https://doi.org/10.1177/2158244020988684

The authors of this article investigated the connection between teachers’ collective bargaining agreements and school district efficiency. They discovered that CBA restrictiveness is related to student, instruction, instructional support services, and instructor and administrator compensation over time. Furthermore, the authors discovered no statistically significant link between CBA limitations and student accomplishment. Finally, the authors established a link between CBA limitations and district efficiency. They concluded that reducing union rights may not result in significant efficiency savings and may incur significant political costs.

This paper is critical in demonstrating the advantages and disadvantages of teachers’ unions in public education. By doing so, it renders it possible to apply school district and year-fixed effects to account for undetectable factors related to contract restrictiveness, district inputs, and student success. As a result, educators and policymakers may make educated judgments on CBAs.

• Strunk, K. O., Cowen, J., Goldhaber, D., Marianno, B. D., Theobald, R., & Kilbride, T. (2021). Public school teacher contracts and state-level reforms: Assessing changes to collective bargaining restrictiveness across three states. American Educational Research Journal, 59(3), 538–573. https://doi.org/10.3102/00028312211048950

The authors of this article assess collective bargaining agreement (CBA) changes before and after amendments in two states (Michigan and Washington) to a state with no legislative amendments (California) using a collection of panel data of over 1,200 CBAs from three states. They demonstrate that, as expected, state policy adjustments reduced the limiting nature of CBAs. The findings imply that when reforms restrict collective bargaining, unions cannot compensate for significant reductions in workplace conditions.

This article is important because it emphasizes the function of CBAs in governing teaching employees. The article also emphasizes the paucity of research on how CBAs evolve over time or if they evolve in response to state legislative revisions. Emphasizing the importance of research in this area will result in effective CBA policies.