The Fund for the Improvement of Postsecondary Education (FIPSE) in the U.S. federal government has subsidized projects aimed at educational improvement and development of higher education since its inception in 1972. On the other hand, there is no previous research on the framework for analyzing FIPSE from the viewpoint of educational finance.
However, there is some research which considers part of the analytical framework. This research has a problem focusing only on the distribution side of educational finance. FIPSE also has the role of disseminating model projects to other higher education institutions in addition to distributing the federal grant.
Furthermore, much of the federal grant at the elementary and secondary level is subsidized for projects aimed at educational improvement and development. In addition, applicants who want to get a federal grant should check the list of federal grants, create documents, and submit their application documents to the federal government. Based on these points, the elements extracted by the analytical framework set in this study could be seen in elementary and secondary education in addition to higher education. Nevertheless, previous research on elementary and secondary education and previous examination of higher education have been made under the different concern.
Therefore, this study aims to examine the following three themes. First, the author considers the characteristics of distribution elements and monitoring elements at FIPSE based on previous research and related regulations and then creates a framework for analyzing FIPSE from the viewpoint of educational finance. Second, the author analyzes the previous research on educational finance at the elementary and secondary level from the viewpoint of the analytical framework set in this study. Third, the author considers whether the elements extracted by the analytical framework set in this study could be seen in the federal grants at the elementary and secondary level, with the case of the Fund for Improvement and Reform of Schools and Teaching (FIRST). The obtained results are as follows;
1.The framework for analyzing FIPSE from the viewpoint of educational finance was not seen in previous research on educational finance at the elementary and secondary level, and consisted of continued elements, such as grant distribution, grant management, accountability, and dissemination of model projects.
2.The elements extracted by the analytical framework set in this study could be seen in the federal grants at the elementary and secondary level.
Based on these findings, it could be possible to consider the new role of federal government to assure achievement of educational outcome for all children from the perspective of both continuity of educational finance and entirety of school education.
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