Author: Florida Education Association
Publisher:
ISBN:
Category :
Languages : en
Pages : 13

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Author: Florida. Legislature. Senate. Ways and Means Committee
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 260

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Author: Florida. Office of Program Policy Analysis and Government Accountability
Publisher:
ISBN:
Category : Career education
Languages : en
Pages : 16

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Author: National Educational Finance Project
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 408

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Author: Teresa Ann Tachon
Publisher:
ISBN:
Category : Government aid to education
Languages : en
Pages : 414

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ABSTRACT: The No Child Left Behind Act of 2001 has raised the standards for accountability for school districts across the country with the objective of increasing student performance. The Florida Legislature implemented an accountability system to measure the annual yearly progress of school districts and students across the state. Students in Florida public school districts in grades three through ten are tested annually on the Sunshine State Standards by means of the Florida Comprehensive Assessment Test. These new federal and state education policies seldom address methods of financing the implementation of these programs. Recent litigation in many states has raised questions regarding the fairness and quantity of resources distributed through state education finance funding formulas. Many state courts have overturned public education funding mechanisms, claiming that the resources are no longer sufficient in providing an opportunity for each student to achieve a minimum acceptable level of academic performance. As a result, education finance systems have shifted focus from equitable distribution of resources toward adequacy. The State of Florida funds public education by means of a formula-driven mechanism known as the Florida Education Finance Program. The purpose of this study was to determine if the Florida Education Finance Program provided equitable funds to public school districts while maintaining an adequate distribution of resources. The Florida Education Finance Program from the school years 2004-2005 and 2005-2006 was analyzed using four measures of equity. Then each of these school years was analyzed in terms of adequacy using an accountability score developed from the research. Statistical measures were used to determine the effectiveness of the Florida Education Finance Program in terms of equity and adequacy. The results of this study indicate that in order to maintain an appropriate equitable distribution of resources for the 2004-2005 and 2005-2006 school years, adequacy may have been compromised to ensure equity. The Florida Education Finance Program does not recognize the relatively high cost of educating students from low-income families. It is suggested that to achieve any given student performance standard, some schools may need to spend more than others depending on the characteristics of the students and schools. The Florida Education Finance Program should be reexamined and modified to balance today's need for equity and adequacy.

Author: Trent Kubo Daniel
Publisher:
ISBN:
Category :
Languages : en
Pages :

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ABSTRACT:To determine adequacy, researchers use four different approaches: Professional Judgment, Evidence-Based, Statistical Analysis, and Successful Schools. Each method approaches adequacy in a different way depending on the methodology chosen and the availability of data. The purpose of this study was to determine if the successful schools approach with a poverty weight could be applied to the state of Florida in order to determine the cost of funding an adequate education. The Florida Education Finance Program (FEFP) and Florida school level data from the 2006-2007 school year were analyzed using the successful schools approach with a poverty weight. In addition, the McLoone Index was calculated before and after the adequacy analysis to determine if the equity of the FEFP was changed with the addition of a poverty weight. The results of this study indicate that the additional cost of applying a poverty weight in 2006-2007 dollars would increase the needed budget by 4.4 percent. The poverty weights were .23 for high schools, .32 for middle schools, and .36 for elementary schools. Overall, at all three levels (elementary, middle, and high school) successful schools outspend non-successful schools by an average of 2.74. Although the horizontal equity 13 was altered by the poverty weight, gains were made in the vertical equity and thus adequate funding for students living in poverty.

Author: Kathryn M. Borman
Publisher: State University of New York Press
ISBN: 0791480658
Category : Education
Languages : en
Pages : 304

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In Education Reform in Florida, sociologists and historians evaluate Governor Jeb Bush's nation-leading school reform policies since 1999. They examine the startlingly broad range of education policy changes enacted in Florida during Bush's first term, including moves toward privatization with a voucher system, more government control of public education institutions with centralized accountability mechanisms, and a "superboard" for all public education. The contributors arrive at a mixed conclusion regarding Bush's first-term education policies: while he deserves credit for holding students to higher standards, his policies have, unfortunately, pushed for equality in a very narrow way. The contributors remain skeptical about seeing significant and sweeping improvement in how well Florida schools work for all students.

Author: Florida. Office of Program Policy Analysis and Government Accountability
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 12

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 174

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Author: Lee A. Shiver
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0

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The Gini coefficient and six other measures of dispersion or variability were applied to four measures of per pupil revenues to summarize the FEFP's impact on distributional equality among the state's school districts. Correlations focused on the relationship between each of the revenue measures and the following independent variables: other state revenue, district cost differential factor, exceptional student programs, vocational-technical programs, local tax rate, assessed valuation, and personal income.