Public Administration: Educational Budgetary Priorities

Public Administration: Educational Budgetary Priorities

Educational Budgetary Priorities

Public policies are formulated and implemented to achieve socioeconomic growth and development across the country. However, the implementation plan is crucial as it determines if the policies are successful.  The implementation process, therefore, requires funding. Some public policies, however, have been receiving diminishing funds. New budgets were listed in 2014 across various States. They sought to identify financial needs among State schools. Major States desire providing kindergarten schools with funds to educate pupils through 12th grade. In 2014, financial budgets were not sufficient to cater for every pupil’s needs. Washington claims financial recession experienced between 2007 and 2009 has diminished the amount of funds supplied across various States reducing revenues supplied among schools (Michael & Chris, 2014).

State funds supplied among schools are utilized to cater for various needs. They include hiring qualified, skilled, and experienced workers able to relate and help students. They are also utilized to acquire newly advanced technologies applied during the teaching process. Technologies are aligned towards imparting students with savvy skills aligned in innovation and creativity. State funds also play a vital role in adapting various complexities of the global economy. The complexities include diminishing educational investments raising concerns among educational stakeholders with regards to quality of education (William, Anna & John, 2006).

It is therefore advisable for Washington to ensure sufficient funds are provided across State schools. Stakeholders assert insufficient funds are reducing qualities of education and number of schools established periodically. They are also hindering educational reforms aimed at establishing long-term, quality, and positive educational abilities among schools. Stakeholders emphasize on imparting students with high-level technical skills to improve their thinking, creative, and analytical abilities. Thus, reduced funds are hindering educational public policies from undertaking these reforms in the modern world (Michael & Chris, 2014).


Michael, L., & Chris, M. (2014). Most States Funding Schools Less than Before the Recession, Center on Budget and Policy Priorities Report.

William, D., Anna, L., & John, Y. (2006). The No Child Left Behind Act: Have Federal Funds Been Left behind? Center for Policy Research, Education Finance and Accountability Program.