BUDGET ASSESSMENT 2
Running Head: BUDGET ASSESSMENT 1
Budget assessment
Darius Washington
Grand Canyon: EAD – 510
January 12, 2022
The school overview
The survey is critical in ascertaining the needs of students while ensuring improvement in their education throughout their school life (Sim, Wright, Hattingh, Parsons, Sunderland & Czarniak, 2020). The survey was conducted by the government representative, parents and teachers on the students’ needs. The school had various needs through the survey such as lack of technological components, limited time for research since most of the time was used for normal class learning, and lack of law materials to support technical subjects such as sciences and mathematics. Through the creation of a list of prevalence, the school decided to focus on improving mathematics. The school population includes forty certified teachers and four hundred and eighty students. Since 2020 the school has implemented Teach to One (TTO) (Dhindsa, 2020). The program is fully funded by the federal government and involves four educators and educational assistance.
The current budget revenue and expenditure
The academic year 2020-2021
The school
The grant from the Federal Government
The student population
480
Support school fees
None
$195,000
License fees
$48,000
$60,00
Totals
$ 48,000
$255,000
Therefore the total grand for the program was $ 303,000. The main advantage of the year is that the $60,000 was allocated for two schools. However, since the second school declined the support, all the funds were transferred to our special account for utilization.
The proposed budget revenue and expenditure
The year 2021
The school
The grant from the Federal Government
The student population
480
Support school fees
None
$195,000
License fees
$64,291
none
Totals
$ 64,291
$259,000
Since the federal government may not provide the $60,000 available for the previous academic year, the budget will have a deficit of $ 43,709. Based on the assessment, we have various options to adjust to continue with the program for the current academic year. The first option is to select sixty percent of the student with critical challenges to attend the program. The remaining percent that will mainly consist of gifted students will be allocated one hour for mathematic discussion but will not be exposed to the TTO program. The second option is to seek sponsors and ask them to support the program to source $ 43,709 to assist the entire school. In case I get more resources than anticipated, the items that I would add will procurement of computers to assist mathematic resources, taking the teachers for benchmarking in schools with similar programs and supporting students for seminars in the mathematic auditing and analysis firms such as banks and other financial institutions.
References
Dhindsa, N. (2020). Teach-to-One Blended Mathematics’ Impact on Middle School Students’ Mathematics Achievement (Doctoral dissertation, Walden University).
Sim, T. F., Wright, B., Hattingh, L., Parsons, R., Sunderland, B., & Czarniak, P. (2020). A cross-sectional survey of enhanced and extended professional services in community pharmacies: A pharmacy perspective. Research in Social and Administrative Pharmacy, 16(4), 511-521.
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