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Author: Matthew Berman
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Author: Brian O'Neil Brent
Publisher:
ISBN:
Category :
Languages : en
Pages : 428
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Author: Matthew Berman
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309172888
Category : Education
Languages : en
Pages : 368
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The United States annually spends over $300 billion on public elementary and secondary education. As the nation enters the 21st century, it faces a major challenge: how best to tie this financial investment to the goal of high levels of achievement for all students. In addition, policymakers want assurance that education dollars are being raised and used in the most efficient and effective possible ways. The book covers such topics as: Legal and legislative efforts to reduce spending and achievement gaps. The shift from "equity" to "adequacy" as a new standard for determining fairness in education spending. The debate and the evidence over the productivity of American schools. Strategies for using school finance in support of broader reforms aimed at raising student achievement. This book contains a comprehensive review of the theory and practice of financing public schools by federal, state, and local governments in the United States. It distills the best available knowledge about the fairness and productivity of expenditures on education and assesses options for changing the finance system.
Author: National Conference of State Legislatures
Publisher:
ISBN: 9781555165765
Category : Education
Languages : en
Pages : 0
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After decades of media attention, study, and lawsuits, the solution to inequities in school funding remains elusive. This paper examines several strategies that states have used to try to close the funding disparities in per-pupil spending. It explains the two definitions of equity in the school-finance arena and identifies some important trends in school-finance litigation. Also described are some of the strategies used by states to address problems arising from differences in school spending, such as increasing state spending in low-wealth districts, placing legislative spending caps on wealthy districts, and recapturing or redistributing revenue. The role of state courts in directing remedies to unequal state funding is outlined in the next part. Policymakers also face challenges resulting from a projected growth in elementary-secondary enrollments and the increased need for state support of school-district capital outlay. State policymakers are advised to be sensitive both to taxpayer equity and to concerns for educational equity; maintain the stability of the funding system; include a measure of school-district fiscal capacity in the state-funding approach; examine both the positive and negative circumstances associated with the use of earmarked lottery revenue; be attuned to the principle of program neutrality; consider the funding systems in total; and distribute state resources in such a way that promotes the most efficient use of those resources at the local level. In addition, the federal role in education finance may need to be redefined. One table and one figure are included. Appendices contain states' nontax revenues (lotteries) for education; educational goals for Kentucky; Alabama's essential principles; programs under the Elementary Secondary Education Program; ideas for a broader federal role in education finance; a glossary; and professional organizations' strategies to address equity. (Contains 30 endnotes and 26 references.) (LMI)
Author: Stephen V. Coffin
Publisher: Rowman & Littlefield
ISBN: 1475862474
Category : Education
Languages : en
Pages : 279
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State school finance formula cause funding inadequacy, allocative inefficiency, and educational resource equity gaps. Legislative and court-ordered remedies have failed to solve the disparities among schools and districts. This book’s ground-breaking innovation shows how toshift the public education finance paradigm to fund K-12 public education properly, fully, and equitably by eliminating the duplicative and unnecessary layer of county government nationwide and repurposing those tax dollars while implementing economies of scale to achieve allocative efficiency.
Author: Marilyn Gittell
Publisher: Yale University Press
ISBN: 9780300146547
Category : Education
Languages : en
Pages : 284
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In the pursuit of a first-rate education for all students, America’s public schools have struggled to achieve fuller racial integration and higher academic standards. Yet sharp inequities between prosperous school districts and poorer districts remain, reinforced by traditional ways of funding and administering public education. This book brings together cutting-edge ideas and strategies of prominent advocates of school equity reform. Discussing their first-hand experiences in forming coalitions, framing court cases, and dealing with state politics in New Jersey, Texas, Illinois, Michigan, Alabama, Kentucky, and Washington, the contributors consider what succeeded, and what failed, in the search for financial and legal remedies to educational inequity.The varied case studies of this book underscore the importance of a comprehensive approach-combining finance, restructuring, and governance reforms-for the success of a city or state school reform effort. The authors investigate how state constitutions have been used to challenge a state’s financial distribution of school aid, how business and community organizations have engaged in reform efforts, and how others have negotiated legislation to achieve change. This discussion of reform strategies will interest not only those who are concerned with excellence and equity in education but also those who wish to form successful coalitions and challenge existing state policies.
Author: Brian O. Brent
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 382
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Author: Kathryn A. McDermott
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
Most Americans believe that local school districts are the only means by which citizens may exercise control over public education. Kathryn McDermott argues to the contrary that existing local institutions are no longer sufficient for achieving either equity or democratic governance. Not only is local control inequitable, it also fails to live up to its reputation for guaranteeing public participation and citizen influence. Drawing upon democratic theory and the results of field research in New Haven, Connecticut, and three suburbs, McDermott contends that our educational system can be made more democratic by centralizing control over funding while decentralizing most authority over schools to the level of schools themselves while enacting public school choice controlled for racial balance. To many people in Connecticut and elsewhere, the tension between equal opportunity for all students and local control of public education seems impossible to resolve. In 1996, the Connecticut Supreme Court ruled in Sheff v. O'Neill that local control produces unconstitutional segregation of public schools. Nearly all of the state's 169 towns operate their own public schools, and, like the towns they serve, the schools are generally homogeneous with respect to race and socioeconomic class. In the Sheff ruling, the court declared that making school districts coterminous with town lines "is the single most important factor contributing to the present concentration of racial and ethnic minorities in the Hartford public school system." At the same time, the court also acknowledged that the town-based school system "presently furthers the legitimate nonracial interests of permitting considerable local control and accountability in educational matters." In Connecticut and elsewhere, it has often seemed necessary to choose between local control and equity in public education, and local control has almost always won. McDermott argues that rather than seeing local control and equity as conflicting goals, policymakers should regard them as equally important components of democracy in public education. In her view, a truly democratic system of education should both encourage citizen participation in school governance and contribute to the formation and maintenance of a social order in which equality of opportunity prevails over hierarchies of privilege. Centralizing distribution of resources and using controlled choice to end racial isolation would provide greater equality of opportunity, while decentralizing management of schools would expand citizen participation. McDermott's conclusions break new ground in our understanding of local school governance itself and call into question the conventional wisdom about local participation. These findings should interest those who study school governance and reform—especially in an urban setting—as well as policy makers, administrators, teachers, students, and citizens eager to improve their schools.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309173957
Category : Education
Languages : en
Pages : 328
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Spending on K-12 education across the United States and across local school districts has long been characterized by great disparitiesâ€"disparities that reflect differences in property wealth and tax rates. For more than a quarter-century, reformers have attempted to reduce these differences through court challenges and legislative action. As part of a broad study of education finance, the committee commissioned eight papers examining the history and consequences of school finance reform undertaken in the name of equity and adequacy. This thought-provoking, timely collection of papers explores such topics as: What do the terms "equity" and "adequacy" in school finance really mean? How are these terms relevant to the politics and litigation of school finance reform? What is the impact of court-ordered school finance reform on spending disparities? How do school districts use money from finance reform? What policy options are available to states facing new challenges from court decisions mandating adequacy in school finance? When measuring adequacy, how do you consider differences in student needs and regional costs?
Author: Oregon. Office of the Secretary of State
Publisher:
ISBN:
Category : Oregon
Languages : en
Pages : 232
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