rs. Of course, legal mandates may prevent an "efficient" distribution of teacher resources across different subject areas. In another cost-allocation study, Bruce S. Cooper and associates (1994) developed and applied a microfinancial measure, the School Site Allocation Model, to track financial resources through school systems. Test-site data from twenty-five school districts were analyzed to provide indicators of cost ranges required to operate central offices and schools. The model effectively reported schools' usage of funds by function (administration, operations, staff development, student support, and instruction), level, and type in a "user-friendly" manner. A third research area takes an organizational-development or restructuring approach to improving school productivity. An example is Levin's "x-efficiency" study of schools using the Accelerated Schools model to improve efficiency along five dimensions. Moving to research that falls more closely in the economic domain, it would be highly relevant to study the impact of experimenting with the kinds of changes that are called for in the literature on motivation cited earlier. Monk's 1992 article calls for experimentation as a means of studying productivity. We have already noted that most of the measures currently proposed for study, however, have little to do with altering the role of students. Researchers might well want to study the differential impact of settings that are more and less coercive in their treatment of students. The existing differences between early childhood settings and those of older students provide one way to study these differences...
