State support of public education in Illinois. report /

Includes bibliographical references.

Finance & credit curriculum guide /

On cover: Marketing and distributive education curriculum guide to finance and credit.

Preliminary report of the Illinois Task Force on School Finance.

"House Joint Resolution #18 86th Illinois General Assembly and Senate Joint Resolution #1 87th Illinois General Assembly."

Preparing for local education agency audits.

Cover title: Preparing for your local education agency audits.

Report of the Governor's Commission on Education Funding.

Printed from http://www.state.il.us/Gov/govcom5.htm

Report of the Illinois Task Force on School Finance.

"January 1993."

Report of the Citizens Commission on School Finance /

Cover title.

The report of the Technical Advisory Panel : a comprehensive system for financing Illinois public education /

Cover title: Illinois Public School Finance Project, Technical Advisory Panel report.

An Occasional paper of the Superintendent's Advisory Committee on School Finance /

Description based on: No. 2.

[Publications of the Educational Finance Inquiry.].

Each number has individual title page.

Education pamphlets

A collection of miscellaneous pamphlets.

Tuition tax relief bills : hearings before the Subcommittee on Taxation and Debt Management Generally of the Committee on Finance, United States Senate, Ninety-fifth Congress, second session on ... January 18, 19, and 20, 1978

Hearings on S. 96, 311, 834, 954, 1570, 1781, and 2142

Budget supplement for education ... submitted by ... Governor to the California Legislature

Mode of access: Internet.

How SME owners’ characteristics influences external advice and access to finance

This paper aims to investigate the linkage between the use of external advice and access to finance for small and medium-sized enterprises (SMEs) in the UK, with particular consideration of differences in personal characteristics: gender, ethnicity and education. The approach adopted for the research is a telephone survey conducted by the Barclays small business research team in late 2005 on behalf of the authors. These data are quantitative in nature and involve a large sample of 400 SMEs with specific questions analysed by gender, ethnicity and education level. The approach adopted is robust and empirically sound and is a long established research methodology. We find that there appears to be a correlation between the provision of external advice and the ability to raise bank finance. Furthermore, there are clear gender, ethnic and educational differentials in the use of particular sources of advice, for example: Gender • men and women are equally likely to use accountants as sources of advice. • men are more likely to use family and friends and solicitors. • women, however, are around twice as likely to access external advice from Business Link and Enterprise Agencies. Ethnicity • family and friends is predominant amongst Asians or black respondents and the other ethnic group, which is also slightly true of accountants and solicitors. • ethnic minority respondents were considerably less likely to use Business Link/ Enterprise Agencies. Education • graduates are most likely to use solicitors and accountants, whilst they are very low users of advice from family and friends and Business Links/Enterprise Agencies. • O level and A level educated respondents predominate in family and friends and Business Link/ Enterprise Agencies.

Black and minority ethnic graduate entrepreneurs: motivations, characteristics and access to finance

This paper draws upon four case studies to examine characteristics, entrepreneurial motivations and access to finance of black and minority ethnic (BME) graduates in the UK. We find that BME graduates starting a business are motivated by a desire to “do better”, and rely heavily on personal savings and family sources for start-up capital. In addition: • There is no conclusive evidence that suggests in this study that BME graduates entered entrepreneurship because of unemployment; with the exception of a few, all had jobs prior to entering self employment. • “Glass ceilings” were often cited by participants of the case studies as a kind of barrier, but there was reluctance to specify exactly what that meant. • Also, lack of satisfaction from working for others is considered to be a strong motivator for entering self-employment but other reasons, to be one’s own boss and the prospect of higher earnings, are also strong motivators. There is, therefore, a need for support agencies and universities to recognise the distinctive nature of BME graduate enterprise in order to provide effective solutions for different groups. This might include a) work experience, b) advice on an adequate capital structure at start up, c) adequate funding and training, and d) appropriate training for all graduates in basic business education.