Is School Funding Sufficient and Adequate for Helping Schools Meet the Emerging Accountability Demands?

2013 ◽  
pp. 190-214
Keyword(s):  
School Funding

American Dream and Public Schools

2003 ◽  
Author(s):  
Jennifer L. Hochschild ◽  
Nathan Scovronick
Keyword(s):  
Public Schools ◽  
Multicultural Education ◽  
Ability Grouping ◽  
American Dream ◽  
School Funding ◽  
The Public ◽  
National Ideology ◽  
Individual Success ◽  
The Impact ◽  
Apparent Conflict

Why is education policy so contentious? Do conflicts over specific issues in schooling have anything in common? Are there general principles that can help us resolve these disputes? In this book the authors find the source of many debates over schooling in the multiple goals and internal contradictions of the national ideology we call the American dream. They also propose a framework for helping Americans get past acrimonious debates in order to help all children learn. The American Dream and the Public Schools examines issues that have excited and divided Americans for years, including desegregation, school funding, testing, vouchers, bilingual education, multicultural education, and ability grouping. These seem to be separate problems, but much of the contention over them comes down to the same thing--an apparent conflict, rooted in the American dream, between policies designed to promote each student's ability to pursue success and those designed to insure the good of all students or the nation as a whole. The authors show how policies to promote individual success too often benefit only those already privileged by race or class, and too often conflict, unnecessarily, with policies that are intended to benefit everyone. The book also examines issues such as creationism and Afrocentrism, where the disputes lie between those who attack the validity of the American dream and those who believe that such a challenge has no place in the public schools. At the end of the book, the authors examine the impact of our nation's rapid racial and ethnic transformation on the pursuit of all of these goals, and they propose ways to make public education work better to help all children succeed and become the citizens we need.

Erratum: Medical School Funding

Science ◽  
1979 ◽  
Vol 203 (4387) ◽  
pp. 1293-1293
Keyword(s):  
Medical School ◽  
School Funding

“Theoretically all Children are Equal. Practically this can Never be So”: The History of the District Property Tax in California and the Choice of Inequality

2020 ◽  
Vol 122 (2) ◽  
pp. 1-32
Author(s):  
Matthew Gardner Kelly
Keyword(s):  
School Finance ◽  
Research Question ◽  
Property Tax ◽  
School Funding ◽  
State Governments ◽  
Property Taxation ◽  
History Of ◽  
Long Term Trends ◽  
Funding Disparities

Background/Context Dealing mostly in aggregate statistics that mask important regional variations, scholars often assume that district property taxation and the resource disparities this approach to school funding creates are deeply rooted in the history of American education. Purpose/Objective/Research Question/Focus of Study This article explores the history of district property taxation and school funding disparities in California during the 19th and 20th centuries. First, the article documents the limited use of district property taxation for school funding in California and several other Western states during the 19th century, showing that the development of school finance was more complicated than standard accounts suggest. Then, the article examines how a coalition of experts, activists, and politicians worked together during the early 20th century to promote district property taxation and institutionalize the idea that the wealth of local communities, rather than the wealth of the entire state, should determine the resources available for public schooling. Research Design This article draws on primary source documents from state and regional archives, including district-level funding data from nine Northern California counties, to complete a historical analysis. Conclusions/Recommendations The history of California's district property tax suggests the need for continued research on long-term trends in school finance and educational inequality. Popular accounts minimizing the historical role of state governments in school funding obscure how public policies, not just market forces shaping property values, create funding inequalities. In turn, these accounts communicate powerful messages about the supposed inevitability of funding disparities and the responsibility of state governments to correct them. Through increased attention to long-term trends in school funding, scholars can help popular commentators and policymakers avoid assumptions that naturalize inequality and narrow the possibilities for future funding reforms.

scholarly journals A study of the school funding formula created by SB 287 in Missouri

2006 ◽  
Author(s):  
James L. Welker
Keyword(s):  
School Funding ◽  
Funding Formula

scholarly journals IMPLEMENTASI PROGRAM CERDAS ISTIMEWA DAN BAKAT ISTIMEWA (CIBI) DALAM PENGEMBANGAN PRESTASI AKADEMIK DAN NON AKADEMIK DI SD MUHAMMADIYAH CONDONGCATUR

2018 ◽  
Vol 1 (3) ◽  
pp. 161
Author(s):  
Tri Mardiah ◽  
Nurul Hidayati Rofiah
Keyword(s):  
School Funding ◽  
Weather Conditions ◽  
Process Time ◽  
Teaching Staff ◽  
Academic Achievements ◽  
Inhibiting Factors ◽  
Analysis Technique ◽  
Student Achievements ◽  
Program Funding

This study aims to answer: 1) the implementation of the CIBI program in developing academic and non-academic achievements at SD Muhammadiyah Condongcatur, 2) supporting and inhibiting factors for the implementation of the CIBI program in developing academic and non-academic achievements at SD Muhammadiyah Condongcatur.This type of research uses descriptive qualitative research. The subject of this study was a team of coordinators and students who participated in the CIBI program. Data collection techniques use triangulation techniques and sources. The data analysis technique uses interactive data models of Miles and Huberman.The results of the study are as follows: 1) Implementation of the CIBI program in developing academic and non-academic achievements at SD Muhammadiyah Condongcatur through 3 stages, namely the planning, implementation, and evaluation stages. Planning for the CIBI program includes determining objectives, stages of the program, preparation of teaching staff, student selection criteria, facilities and infrastructure, and program funding. The implementation of the CIBI program includes the learning process, time and schedule of implementation, teaching materials, learning materials, and learning methods. The evaluation of the CIBI program put forward the cognitive and psychomotor aspects of students, the preparation of instruments for the assessment of the CIBI program, and the follow-up of the CIBI program. 2) Supporting factors of the CIBI program in developing academic and non-academic student achievements include: there is a coordinating team that teaches in the CIBI program in accordance with their fields, the CIBI program facilities are very complete, and school funding supports. The inhibiting factor of the CI program in developing academic achievement is the lack of time and teaching staff, scheduling material distribution is very difficult to do, and the difficulty of how to give motivation is always stable. While the inhibiting factors of the BI program in developing non-academic achievements are weather conditions and students who take part in 2 activities outside of school.

scholarly journals Learning loss due to school closures during the COVID-19 pandemic

2021 ◽  
Vol 118 (17) ◽  
pp. e2022376118 ◽  
Author(s):  
Per Engzell ◽  
Arun Frey ◽  
Mark D. Verhagen
Keyword(s):  
The Netherlands ◽  
Fixed Effects ◽  
School Funding ◽  
Learning Loss ◽  
School Closures ◽  
Cumulative Impact ◽  
School Year ◽  
Before And After ◽  
Face To Face Instruction ◽  
Rich Data

Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.

Michigan and Ohio K–12 Educational Financing Systems: Equality and Efficiency

2014 ◽  
Vol 9 (4) ◽  
pp. 417-445 ◽  
Author(s):  
Michael Conlin ◽  
Paul N. Thompson
Keyword(s):  
School Funding ◽  
State Level ◽  
Capital Expenditures ◽  
Tax Revenue ◽  
Local Revenue ◽  
Revenue Sources ◽  
Expenditures Per Pupil ◽  
Average Revenue ◽  
Operating Expenditures ◽  
K 12

We consider issues of equality and efficiency in two different school funding systems—a state-level system in Michigan and a foundation system in Ohio. Unlike Ohio, the Michigan system restricts districts from generating property or income tax revenue to fund operating expenditures. In both states, districts fund capital expenditures with local tax revenue. Our results indicate that although average revenue and expenditures per pupil in Michigan and Ohio are almost identical, the distributions of the various revenue sources are quite different. Ohio’s funding system has greater equality in terms of total revenue, largely due to Ohio redistributing state funds to the least wealthy districts while Michigan does not. We find relatively wealthy Michigan districts spend more on capital expenditures, whereas relatively wealthy Ohio districts spend more on labor and materials. This suggests that constraints on raising local revenue to fund operating expenditures in Michigan could create efficiency issues.

The Judicialization of American Education

2021 ◽  
Author(s):  
J.C. Blokhuis ◽  
Randall Curren
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Social Relations ◽  
Due Process ◽  
School Funding ◽  
The United States ◽  
American Education ◽  
Constitutional Rights ◽  
Civil Rights Era ◽  
School Officials

Judicialization is the term most commonly used to describe the supervening authority of the courts in virtually every sphere of public life in liberal democratic states. In the United States, where judicialization is most advanced, political and administrative decisions by agencies and officials at every level of government are subject to constitutional scrutiny, and thus to the oversight and substituted decision-making authority of unelected members of the federal judiciary. The judicialization of American education is associated with the judicial review of administrative decisions by public school officials in lawsuits filed in the federal courts by or on behalf of students alleging due process and other Constitutional rights violations. So defined, the judicialization of American education has been facilitated by a number of legal and social developments in the Civil Rights Era, including the ascription of limited Constitutional rights to minors in public schools, the expansion of government agency liability, and the ensuing proliferation of lawsuits under Section 1983. Judicialization has been criticized for subjecting routine administrative decisions to complex and costly procedural regimentation, for distorting social relations by subjecting them to legal oversight, and for flooding the courts with frivolous lawsuits. The causes and outcomes of the judicialization of American education present a complex and mixed picture, however. The U.S. Office of Economic Opportunity’s Legal Services Program has played a central role in judicialization by providing legal resources to confront racial injustice in the punishment of students and in school funding.

School types and school funding

2019 ◽  
pp. 116-123
Keyword(s):  
School Funding
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