Professor of Public Policy and Financial Management, Executive Vice President for Health
Robert Berne, Executive Vice President for Health and Professor of Public Policy and Financial Management, specializes in public sector financial management and is a nationally recognized expert in educational policy research.
His research focuses on financial issues, including the assessment of equity in school finance and the measurement of financial condition. He is the co-editor of Outcome Equity in Education (Corwin Press, Inc., 1994) and coauthor of The Measurement of Equity in School Finance (Johns Hopkins University Press,1984). He was one of the founders of the Institute for Education and Social Policy at NYU, formed to address issues that affect public education in urban areas. Vice President Berne served as dean of the Wagner School from 1994 to 1997 and associate dean from 1988 to 1994.
Vice President Berne is also a member of the Steering Committee of the Soros Foundation supported Local Government Initiative that supports local government and governance in Central and Eastern Europe. Vice President Berne has published his research in numerous journals including the Journal of Policy Analysis and Management, Policy Analysis, Policy Sciences, Public Administration Review, Journal of Education Finance, and Public Budgeting & Finance. He received his Ph.D. in business and public administration from Cornell University.
School reform leaders from Chicago (Illinois), Denver (Colorado), New York (New York), Seattle (Washington), Philadelphia (Pennsylvania), and Los Angeles (California) created the Cross City Campaign for Urban School Reform to work to improve urban education so that all urban youth are well-prepared for postsecondary education, work, and citizenship. Papers in this volume provide insights into an approach advocated by the Cross City Campaign, the small schools movement.
Reviews the school-level resource-allocation literature and presents findings of a study of school-district expenditures in Chicago, Forth Worth, New York, and Rochester. Horizontal equity results show that in Chicago, New York, and Fort Worth, most coefficients of variation are below 0.15. Rochester's system is slightly less equitable. For general funds, all cities show mixed vertical-equity results.
Discusses implications for school finance data collection and analysis of shifting to schools as key management and policy units. Discusses questions that school-level data can answer concerning resource utilization efficiency, effectiveness, intent, and equity. Outlines conceptual issues (school definition and identification) and database realities. Illustrates issues problems, and principles, using examples from Rochester, New York.