scholarly journals Community Schools and the Role of University-School-Community Collaboration

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Kathleen Teresa Provinzano ◽  
Ryan Riley ◽  
Bruce Levine ◽  
Allen Grant
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
Learning Community ◽  
Local Property ◽  
Community Schools ◽  
Property Taxes ◽  
School Employees ◽  
Community Transformation ◽  
Structural Inequities

Public school districts are locally controlled and funded through local property taxes. Funding schools this way perpetuates structural inequities in poorer school districts and as a result, students living in poverty have minimal access to critical resources that support student learning. Community schools are resurfacing in many of these urban spaces as a mechanism for addressing the systemic and structural inequities plaguing students, schools, and communities. Advocates posit that increasing student achievement requires addressing the needs of the whole child; conceptualizing schooling through this lens offers an expanded vision of what public education needs to be for many of today’s children. This paper aims to improve our overall understanding of community schools and highlights specific actions taken by community organizations and higher education institutions to create meaningful partnerships with public schools operating as community schools. The authors posit that collaborative and organically developed, grassroots relationships have the potential to alter the traditional dynamic between internal public school employees and external stakeholders, leading to school, student, and community transformation.

Meeting the Critical Shortage of Speech-Language Pathologists to Serve the Public Schools—Collaborative Rewards

1998 ◽  
Vol 29 (4) ◽  
pp. 232-242 ◽  
Author(s):  
Linda I. Rosa-Lugo ◽  
Elizabeth A. Rivera ◽  
Susan W. McKeown
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
School Administrators ◽  
Linguistically Diverse ◽  
Speech Language Pathologists ◽  
School Employees ◽  
Central Florida ◽  
The Public ◽  
Practicum Experiences

This article presents a collaborative approach to providing graduate education to speech-language pathologists who are employed in public school districts. A partnership called the Central Florida Speech-Language Consortium was established among the University of Central Florida, 10 Central Florida school districts, and community agencies to address the issue of the critical shortage of speech-language pathologists in the public schools. The consortium program provided bachelor-level speech-language pathologists in the public schools the opportunity to obtain a master’s degree while they continued to work in the schools. Key innovations of the program included: (a) additional graduate slots for public school employees; (b) modifications in the location and time of university courses, as well as practica opportunities in the schools; and (c) the participation and support of public school administrators in facilitating supervision and practicum experiences for the consortium participants. The consortium program resulted in an increase in the number of master’s level and culturally and linguistically diverse speech-language pathologists available for employment in the public schools of Central Florida. Recommendations for facilitating future endeavors are discussed.

The Muddled Distinction Between De Jure and De Facto Segregation

2020 ◽  
Author(s):  
Elise C. Boddie
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Constitutional Law ◽  
Federal Courts ◽  
Community Schools ◽  
Jefferson County ◽  
Legal Narratives ◽  
De Jure Segregation ◽  
The Government ◽  
The U.S

In 2007, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared unconstitutional voluntary, race-based plans to integrate public schools in Jefferson County, Kentucky and Seattle, Washington. The decisionrested on a critical distinction in constitutional law between “de jure” segregation—resulting from purposeful discrimination by the government—and “de facto” racial imbalance derived from unintentional or “fortuitous” actions by state and private entities. The Court held that de facto school districts could not voluntarily assign students to schools according to their race for purposes of promoting integration. In a vigorous dissent, Justice Breyer argued the “futility” of the de jure–de facto distinction, contending that both districts should have been afforded the constitutional flexibility to pursue voluntary remedies that address racial imbalance in their schools. This chapter takes up Justice Breyer’s dissent to explore the complicated origins of school segregation outside the South and the federal cases that adjudicated its constitutionality. Its central contribution is to recover the often confusing legal narratives about segregation in the period after Brown and how federal courts struggled to discern the constitutional boundaries between de jure and de facto discrimination. The chapter briefly describes the constitutional turns that facilitated the Court’s decision in Parents Involved, including the advent of the intent requirement in equal protection and “colorblindness” doctrine, which treats any use of race as presumptively unconstitutional, regardless of its integrative purpose.

scholarly journals Property Tax Cap Policy in Indiana and Implications for Public School Funding Equity

2019 ◽  
Vol 15 (9) ◽  
Author(s):  
Scott J. Bowling ◽  
Lori G. Boyland ◽  
Kim M. Kirkeby
Keyword(s):  
Public School ◽  
School Districts ◽  
Property Tax ◽  
School Funding ◽  
Public School Districts ◽  
Property Taxes ◽  
Policy And Practice ◽  
Funding Equity ◽  
Public School Funding ◽  
Tax Caps

The purpose of this research was to examine funding losses experienced by preschool to grade 12 (P–12) public school districts in Indiana, U.S., from an equity standpoint after the implementation of statewide property tax caps. All Indiana public school districts (N = 292) rely on property taxes as a major source of revenue, but districts experienced widely varying losses after the tax reform. Analyses across an array of district characteristics revealed significant relationships between differential funding losses and demographic indicators, including total student enrollment and the percentages of certain minoritized students. Implications for policy and practice include the integration of findings with essential research on funding equity in public education and attention on leadership toward reducing funding disparities.

scholarly journals The Impact of Property Tax Equalization on Rural Property in Oklahoma

1975 ◽  
Vol 7 (2) ◽  
pp. 77-83
Author(s):  
H. Evan Drummond
Keyword(s):  
Public Schools ◽  
Property Tax ◽  
Local Property ◽  
Horizontal Equity ◽  
Property Taxes ◽  
Land Values ◽  
Vertical Equity ◽  
Rural Land ◽  
Public Opinion Surveys ◽  
The Impact

Public opinion surveys indicate that the local property tax is the least popular of all taxes paid by Americans, yet in almost every state such a tax is levied for the support of local government and/or public schools. The major economic argument against the property tax is its inequities — both vertical and horizontal. Several studies have focused on the vertical equity of property taxes in Oklahoma, but the question of horizontal equity remains unexplored. The research reported in this paper deals with the nature of horizontal inequities in the taxation of rural land in Oklahoma and with the impact of state-wide equalization on rural land values.

The Growth of Local Education Transfers

2017 ◽  
Vol 46 (6) ◽  
pp. 1002-1023 ◽  
Author(s):  
Ryan M. Gallagher ◽  
Joseph J. Persky ◽  
Haydar Kurban
Keyword(s):  
Public Education ◽  
School Districts ◽  
Elderly Population ◽  
Local Property ◽  
National Sample ◽  
School Age Children ◽  
Property Taxes ◽  
School Students ◽  
Suburban School Districts ◽  
Public School Students

We argue that previous research studying the relationship between a growing elderly population and local support for public education has overlooked a key component to public education finance: redistribution payments made by older households. A fuller accounting of these payments indicates that a growing elderly population might very well prove to be a boon to local public school students not a burden as has been previously suggested. Beginning with a national sample of suburban school districts, this article shows that a higher elderly to student ratio within a district actually increases per-student revenues, even after accounting for the downward pressure that older households place on tax rates. We then explore a specific channel through which elderly households redistribute resources to school-age children: local property taxes. Focusing on Chicago-area suburban school districts, we show that a rise in a community’s elderly to student ratio actually increases the level of per-student property tax redistribution that occurs.

Prevalence of Student Dissection-Choice Policies in U.S. Schools

2016 ◽  
Vol 78 (7) ◽  
pp. 560-567 ◽  
Author(s):  
Samantha Suiter ◽  
Jan Oakley ◽  
Justin Goodman
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Districts ◽  
District Of Columbia ◽  
State Level ◽  
The United States ◽  
Public School Districts ◽  
Opt Out ◽  
Animal Use ◽  
Choice Policy

Although animal dissection is common in classrooms, growing concerns for animal welfare and advances in nonanimal teaching methods have prompted the creation of policies that allow students to choose humane alternatives to classroom animal use. We assessed the prevalence and content of policies that allow students to opt out of animal dissection in states and large public school districts across the United States – data that have not previously been collected or analyzed. We found that such policies exist at the state level in 22 states (plus the District of Columbia) and in many large public school districts in the other remaining states. These data illustrate that at least 63% of students in U.S. public schools have access to some kind of dissection choice, although the content of these policies varies widely. We discuss these results and recommend components of a comprehensive student dissection-choice policy.

The Effects of Fiscal Competition on Local Property and Income Tax Reliance

2005 ◽  
Vol 5 (1) ◽  
Author(s):  
John Arthur Spry
Keyword(s):  
School Districts ◽  
Local Governments ◽  
Income Tax ◽  
Property Tax ◽  
Local Property ◽  
Property Taxes ◽  
Recent Experience ◽  
Fiscal Competition ◽  
Using Data ◽  
Ohio School Districts

AbstractThis paper examines why local governments rely heavily on the property tax, even when they have access to another revenue source, using data from Ohio’s recent experience of permitting local school districts to use both property taxes and residence-based income taxes. Nechyba’s (1997) theory that local governments’ reliance on the property tax instead of the income tax is due to fiscal competition for relatively high-income residents is tested using data from 610 Ohio school districts. The Ohio residence-based school district income tax is used by only 119 school districts, at low tax rates, to supplement the traditional property tax. The use of a local income tax declines sharply as fiscal competition increases, as measured by the number of nearby school districts. School districts with greater opportunities to export the burden of the property tax to non-residential property owners are less likely to adopt a local income tax.

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