Abstract. This paper presents the results of research on child involvement in supplementary education. This research was conducted by HSE in partnership with the Levada Center as part of the 2013 Education Markets and Organizations Monitoring project. The survey covered over 2,000 par-ents of school students involved in supplementary education provided by various institutions. Correlations between various parameters of student involvement in supplementary education (the rate and continuity or discontinuity of service consumption, the choice of supplementary educa-tion programs and institution types, and the place of supplementary education during free time and holidays) and family characteristics (place of residence, financial status, and cultural and ed-ucational background) are analyzed. Some solutions are suggested on how to overcome difficul-ties produced by differences in policies and the real situation in the field of supplementary edu-cation. For instance, the authors claim that national policies oriented at children from vulnerable socioeconomic backgrounds and those living in rural areas should be a combination of two in-struments: information, which raises parental awareness of and motivation for their children's supplementary education, and social support to disadvantaged families, including the introduc-tion of vouchers for supplementary education services, setting quotas for publicly funded places in high-quality supplementary education programs, and targeted financing for supplementary ed-ucation programs in rural schools and schools for difficult students.

The intensity of the development of Russian education puts innovation management on the agenda in the conditions of the subject of the Russian Federation. The article presents the experience of implementing school participatory budgeting as a socio-pedagogic innovation at schools of Khanty-Mansi autonomy AKA Yugra. The innovative project was implemented by the Regional Department of Education and employees of the Centre for Initiative Budgeting of the Research Financial Institute of the Ministry of Finance of the Russian Federation in 2021-2022. The presented materials will be useful to specialists of educational authorities, heads of educational organisations, researchers of socio-pedagogic innovations.

Introduction. The research problem is to determine the measurable results of using a separate educational practice (school initiative budgeting). The purpose of the article is to reveal the relationship between the level of school involvement of students and the intensity of their participation in the practice of school initiative budgeting. Materials and Methods. In 2021–2022 An empirical study was conducted in seven educational institutions of the Khanty-Mansi Autonomous Okrug – Yugra, in which 182 schoolchildren took part. The study included measurements of school involvement in 11 parameters (activities, communication and relationships) of learners who, to varying degrees of activity, participate in school initiative budgeting. Engagement study methodology was used ‒ a modified Gallup Q12 questionnaire, an interview, a questionnaire for schoolchildren and a questionnaire for teachers. Results. An authorʼs model of school involvement, a program for diagnosing school involvement and active participation in school initiative budgeting have been developed. Statistical processing of the measurements made it possible to assert that the intensity of participation in school initiative budgeting correlates with the level of school involvement of students, the more actively a student participates in school initiative budgeting, the higher the degree of his school involvement. Discussion and Conclusion. The presented results testify to the prospects of using the model and scheme for diagnosing school involvement. The materials of the article are of interest in the context of determining the results of the implementation of school initiative budgeting in the practice of Russian educational organizations and school participatory budgeting abroad.