本文選題：義務(wù)教育 + 財政訴訟　； 參考：《華中師范大學》2016年碩士論文

【摘要】：教育公平是世界各國都要面臨的普遍性難題。在義務(wù)教育資源配置的公平問題上,美國,主要是各州所呈現(xiàn)的法律訴訟形式在解決此問題上取得了很大的成效。對于旨在實現(xiàn)教育公平的教育財政改革來說,司法手段的干預可以提供一個全新的研究視角來審視美國所發(fā)生的義務(wù)教育財政改革,進而從中可以透視出其教育公平的發(fā)展路徑。美國義務(wù)教育財政訴訟發(fā)生的動因,包括美國分權(quán)體制下教育財政的困境、美國教育財政對財產(chǎn)稅的依賴以及在美國教育財政體制中各利益主體的博弈等,可謂互相交織。在對美國義務(wù)教育財政訴訟的發(fā)展脈絡(luò)進行梳理的過程中可將其歸納為質(zhì)疑教育經(jīng)費分配的萌芽期(20世紀早期——60年代)、實現(xiàn)生均教育經(jīng)費均等的發(fā)展期(20世紀70年代)、訴求學生教育結(jié)果公平的高潮期(20世紀80年代)以及關(guān)于“充足”的回溯期及訴訟焦點的新興期(20世紀90年代以來)這四個時期,并各自選取有代表性的訴訟判例作為論據(jù)進行論證,總結(jié)出美國教育財政主題經(jīng)歷了公平、充足、效率和選擇的演變,每一階段的發(fā)展都是更高層次的公平,這也是隨著社會的進步,公眾對教育事業(yè)發(fā)展需求的體現(xiàn)。在整個美國義務(wù)教育財政訴訟中,其對美國教育公平的發(fā)展突出表現(xiàn)在以下幾個方面：首先是調(diào)整了公平理念的價值內(nèi)涵,由淺入深；其次是促進了美國教育標準化改革,具體到學生的學習結(jié)果；再次是推動了教育經(jīng)費管理體制的變革,包括投入主體重心的上移及轉(zhuǎn)移支付制度的建立；最后則是發(fā)揮了教育選擇的積極作用,將績效因素納入到資金投入的考量范圍�？偟膩砜�,由訴訟所引發(fā)的美國基礎(chǔ)教育財政政策的演變,對我們在改革資金來源方式、財政撥款充足,資金使用充分,落實家庭教育選擇權(quán)利等方面給予啟示。
[Abstract]:Educational fairness is a universal problem facing all countries in the world. On the issue of fairness in the allocation of compulsory education resources, the United States, mainly states, has achieved great results in resolving this problem in the form of legal proceedings. For the educational financial reform aimed at achieving educational fairness, the intervention of judicial means can provide a new research perspective to examine the financial reform of compulsory education that has taken place in the United States. From it, we can find out the development path of educational equity. The causes of financial litigation in compulsory education in the United States, including the dilemma of education finance under the decentralized system, the dependence of American education finance on property tax and the game between various interest parties in American educational finance system, can be described as intertwined. In the course of sorting out the development of the financial litigation of compulsory education in the United States, we can conclude it as the embryonic period of questioning the allocation of education funds in the early 1960s, and the development period of realizing the equalization of education expenditure per student. In the 1970s, the high tide of appealing for a fair outcome of student education was in the 1980s) and the emerging period of "sufficiency" and the focus of litigation began in the 1990s. And each selected representative litigation case as the argument, summed up that the theme of education finance in the United States has undergone the evolution of fairness, adequacy, efficiency and choice, each stage of development is a higher level of fairness. This is also with the progress of society, the public on the development of education needs. In the financial litigation of compulsory education in the whole United States, its development of educational fairness in the United States is manifested in the following aspects: firstly, it adjusts the value connotation of the concept of equity, and second, it promotes the reform of American education standardization. Specific to the students' learning results; thirdly, it promotes the reform of the educational funds management system, including the shift of the main focus of input and the establishment of the transfer payment system; finally, it plays a positive role in the choice of education. Take performance factors into account for capital investment. On the whole, the evolution of American basic education fiscal policy caused by litigation can enlighten us in reforming the source of funds, adequate financial allocation, adequate use of funds, and implementing the right of family education to choose.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G639.712

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