Reforming Connecticut’s Education Aid Formula to Achieve Equity and Adequacy across School Districts

2021 ◽  
Author(s):  
Bo Zhao
Keyword(s):  
School Districts ◽  
Equity And Adequacy ◽  
Education Aid

Locational Variations in the Public School Teacher Supply Price

1981 ◽  
Vol 9 (4) ◽  
pp. 431-448 ◽  
Author(s):  
Nancy Wentzler
Keyword(s):  
School Districts ◽  
Ad Hoc ◽  
School Teacher ◽  
State Aid ◽  
Teacher Supply ◽  
The Public ◽  
Adjustment Procedure ◽  
Education Aid ◽  
Price Differences ◽  
Supply Price

Several stales have incorporated into the education aid formula ad hoc adjustments for differences in the supply prices of education inputs across school districts. Urban school districts often receive additional stale education aid per pupil based on the belief that such districts face relatively higher supply prices for education inputs. This article evaluates the utilization of location as an indicator of district supply price differences by presenting a model to test whether location alone is the appropriate criterion for the adjustment of state aid to reflect such differences. If other district characteristics are more influential in the determination of supply prices, then these might also be included in the state aid adjustment technique. The article compares the distributional consequences of a more comprehensive adjustment procedure which includes district characteristics with the simpler locational weighting procedure.

Comparable Wages, Inflation, and School Finance Equity

2006 ◽  
Vol 1 (3) ◽  
pp. 349-371 ◽  
Author(s):  
Lori L. Taylor
Keyword(s):  
School Districts ◽  
School Finance ◽  
The United States ◽  
Purchasing Power ◽  
Substantial Variation ◽  
Geographic Variations ◽  
Finance Equity ◽  
Cost Of Education ◽  
Equity And Adequacy ◽  
The Cost

A ComparableWage Index (CWI) is an attractive mechanism for measuring geographic variations in the cost of education. A CWImeasures uncontrollable variations in educator pay by observing systematic variations in the earnings of comparable workers who are not educators. Together, the 2000 census and the Occupational Employment Statistics survey support the construction of just such an index. The resulting panel of index values measures wage levels in all parts of the United States from 1997 through 2004 and reveals substantial variation in purchasing power both across school districts and across time. Such inequalities undermine the equity and adequacy goals of school finance formulas. If states were successfully directing additional resources to school districts in high-cost environments, then measured inequality within states should fall when differences in purchasing power are taken into account. Instead, cost adjustment widens the spending gap in all but a handful of states.

scholarly journals The Challenge of Defining Equity and Adequacy in State School Finance Systems: A Look at New York's Experience

2005 ◽  
Vol 12 (1) ◽  
pp. 19
Author(s):  
Vidhya Ananthakrishnan
Keyword(s):  
School Districts ◽  
School Finance ◽  
Property Tax ◽  
Local Property ◽  
High Quality ◽  
High Quality Education ◽  
Tax Revenues ◽  
Equity And Adequacy ◽  
School Financing ◽  
Funding Disparities

The substantial reliance on local property tax revenues to finance school systems has led to significant funding disparities between property-rich and property-poor school districts. The recognition of these disparities has spawned decades of litigation in states whose constitutions guarantee a high-quality education. Legislators and judges are often asked to reconcile very different definitions of equity and adequacy, which are the concepts that underpin a high-quality, state-provided education, and are often confounded by attempts to achieve equity and adequacy on a state-wide basis, given the differences in property tax revenues. This article describes the complexities inherent in the concepts of equity and adequacy and examines a long-running attempt to reform New York's school financing methods to ensure that all school districts in the state have an equitable and adequate level of resources.

The Equivalence of Flat Grants and Foundation Programs in State Education Aid Formulas

1973 ◽  
Vol 1 (4) ◽  
pp. 437-447 ◽  
Author(s):  
Robert W. Gilmer ◽  
Daniel Morgan
Keyword(s):  
School Districts ◽  
Theoretical Basis ◽  
Education Finance ◽  
State Education ◽  
Education Aid

Conventional education finance literature, even including the reform literature surrounding the Serrano and Rodriguez cases, holds that foundation programs are more equalizing than flat grants. This article demonstrates that there is no theoretical basis for this conclusion. It further shows that equalized apportionment formulas are less cryptic approaches for achieving the goals of foundation programs than the approaches which attempt to “key” on particular school districts.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

U.S. Supreme Court Upholds School Districts in Special Education Case

ASHA Leader ◽  
2005 ◽  
Vol 10 (17) ◽  
pp. 2-10 ◽  
Author(s):  
Susan Boswell
Keyword(s):  
Special Education ◽  
School Districts ◽  
Supreme Court
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