School Financing in Jamaica: An Exploration of the Allocation of School Resources

Education spending has increased significantly in Latin America and the Caribbean over the last few decades and Jamaica is no exception. The country has prioritized education within its policy agenda, with spending consistently above the regions average for more than 10 years. Despite these efforts, closing existing learning gaps between advantaged and disadvantaged students has remained a challenge. This study examines how resources are allocated to Jamaican schools and explores ways to promote equity through adjustments in education spending. Findings suggest that lower socio-economic schools rely mainly on public funds, while most high socio-economic schools income comes from donations from different sources, which can be used more flexibly. Such contributions are not always quantifiable or consistently described in the MOEYIs registries, which distorts the equitable allocation of public resources. Moreover, the funding formula used by the MOEYI is relatively new and no impact evaluation studies have been carried out to measure if it effectively responds to equitable education opportunities across schools. More information on schools access to and sources of resources would allow the MOEYI to determine more accurately whether the funds allocated to each school are sufficient to meet their real needs.

How to Reform Without Reforming: School District Racial Composition and Pennsylvania’s “Fair” Funding Formula

In the United States, researchers have documented persistent racial disparities in school funding for decades. Drawing on evidence from a recent policy change in Pennsylvania, this article contributes to research on the role of state governments in limiting or expanding racial disparities in K-12 education funding by examining differences in the racial composition of school districts positively and negatively impacted by a technical provision lawmakers inserted into a newly created formula for distributing state equalization aid. We find that negatively-impacted districts enroll a substantially higher number of Black and Latinx students, receive less state aid, have lower levels of state and local funding, and have lower spending levels than positively-impacted districts with otherwise similar financial needs. These findings suggest how state lawmakers can exacerbate racial inequities when pursuing reforms ostensibly focused on equity, and these results have implications for both policymakers and educational leaders focused on racial justice.

Does the ageing population correctly predict the need for medical beds? Part two: wider implications

The first article in this two-part series demonstrated that the post-World War II ‘baby boom’ and increasing life expectancy implies that there will be a considerable increase in deaths in the UK over the next 40 years. As the highest proportion of lifetime hospital bed occupancy occurs in the last 1 year of life, this has significant implications for bed planning. Not only can death act as a predictor of hospital use in the final year of life, it is also a key indicator of wider morbidity and mortality trends. Part two of this series investigates the wider implications of these findings, showing that the current NHS funding formula completely omits the nearness-to-death effect when predicting bed usage. As a result, the formula becomes dependent on the year in which it is primed, leading to gross over- and under-funding in subsequent years. These same issues also have serious implications for the minimum number of beds for financial stability in a Clinical Commissioning Group. A pragmatic overview is given regarding how to modify current bed models so that they can give answers that reflect real-world demand.

Spending More on the Poor? A Comprehensive Summary of State-Specific Responses to School Finance Reforms from 1990–2014

Sixty-seven school finance reforms (SFRs), a combination of court-ordered and legislative reforms, have taken place since 1990; however, there is little empirical evidence on the heterogeneity of SFR effects. In this study, we estimate the effects of SFRs on revenues and expenditures between 1990 and 2014 for 26 states. We find that, on average, per pupil spending increased, especially in low-income districts relative to high-income districts. However, underlying these average effect estimates, the distribution of state-level effect sizes ranges from negative to positive—there is substantial heterogeneity. When predicting SFR impacts, we find that multiple state-level SFRs, union strength, and some funding formula components are positively associated with SFR effect sizes in low-income districts. We also show that, on average, states without SFRs adopted funding formula components and increased K-12 state revenues similarly to states with SFRs.

Does the ageing population correctly predict the need for medical beds?: Part one: fundamental principles

The World War II baby boom, coupled with increasing life expectancy, will lead to increasing numbers of deaths for the next 40 years. The last year of life represents a large proportion (55%) of lifetime hospital bed occupancy. This is called the nearness to death effect. However, the nearness to death effect has not been factored into NHS capacity planning, which largely relies on age-based forecasting, often called the ageing population. In certain locations, deaths are predicted to rise far more rapidly than the national average of 1% per annual growth. These locations are highly susceptible to capacity pressures emanating from the nearness to death effect, which is not compatible with recent policies that aim to build smaller hospitals. This article is the first of a two-part series discussing these trends in deaths and bed demand, as well as the likely impact on NHS capacity and the implications for the NHS funding formula.

Growing home dialysis: The Ontario Renal Network Home Dialysis Initiative 2012–2019

The Ontario Renal Network (ORN), a provincial government agency in Ontario, Canada, launched an initiative in 2012 to increase home dialysis use province-wide. The initiative included a new modality-based funding formula, a standard mandatory informatics system, targets for prevalent home dialysis rates, the development of a ‘network’ of renal programmes with commitment to home dialysis and a culture of accountability with frequent meetings between ORN and each renal programme leadership to review their results. It also included funding of home dialysis coordinators, encouragement and funding of assisted peritoneal dialysis (PD), and support for catheter insertion and urgent start PD. Between 2012 and 2017, home dialysis use rose from 21.9% to 26.5% and then between 2017 and 2019 stabilised at 26% to 26.5%. Over 7 years, the absolute number of people on home dialysis increased 40% from 2222 to 3105, while the number on facility haemodialysis grew 11% from 7935 to 8767. PD prevalence rose from 16.6% to 20.9%, a relative increase of 25%. The initiative showed that a sustained multifaceted approach can increase home dialysis utilisation.

The Rural/Nonrural Divide? K–12 District Spending and Implications of Equity-Based School Funding

In the 2013–2014 school year, the state of California implemented a new equity-minded funding system, the Local Control Funding Formula (LCFF). LCFF increased minimum per-pupil funding for educationally underserved students and provided greater autonomy in allocating resources. We use the implementation of LCFF to enrich our understanding of rural school finance and explore the implications of equity-based school finance reform across urbanicity (i.e., between rural, town, suburban, and urban districts) and between rural areas of different remoteness. Drawing on 15 years of financial data from California school districts, we find variation in the funding levels of rural districts but few differences in the ways resources are allocated and only modest evidence of constrained spending in rural areas. Our results suggest that spending progressivity (i.e., spending advantage of higher-poverty districts) has increased since LCFF, although progressivity is lowest in rural districts by the end of the data panel.

Civic Engagement in Education: Insights from California's Local Control Funding Formula

In this policy brief, we use the case of California's Local Control Funding Formula (LCFF) to provide policy makers and educators guidance on how to involve the public in goal setting and resource distribution decisions. We provide clarity around who is and is not participating, why, and what broader lessons we can draw for implementing federal and state education policies mandating public engagement. Our findings indicate tremendous room for improvement. LCFF's target populations (e.g., low-income, English learners) are not more likely to be aware of or participate in decisions than nontargeted groups, which suggests weak accountability for the use of public funds by the policy's target populations. Although LCFF has defined a broad set of stakeholders, only a narrow segment of the public (i.e., individuals with stronger ties to and positive views of schools) is aware of and engaging with the policy. Finally, we find a substantial gap between actual participation in LCFF and interest in participation, which may relate to a lack of self-efficacy, time, trust, perceived appropriateness, and information. As states and districts respond to mandates for engagement, these results suggest the need for greater investments in: (1) communication, (2) targeting a range of stakeholders, and (3) capacity building.

The Unintended Consequences of Using Direct Incentives to Drive the Complex Task of Research Dissemination

Universities have used an array of incentives to increase academic publications, which are highly rewarded in the South African higher education funding formula. While all universities use indirect incentives, such as linking promotion and probation to publication, the mechanisms used in some institutions have taken a very direct form, whereby authors are paid to publish. This process has paralleled a large rise in publication outputs alongside increased concerns about quality. Significantly, there are ethical questions to be asked when knowledge dissemination is so explicitly linked to financial reward through the payment of commission to academics. Based on an analysis of institutional policies and data from an online survey and interviews with academics from seven South African universities, we argue that when money is the main means used to encourage academics to contribute to knowledge, numerous unintended consequences may emerge. These include a focus on quantity rather than the quality of research, a rise in predatory publishing, and resentment among academics. We argue that incentives, in particular direct payment for publications, undermine the academic project by positioning publications in terms of exchange-value rather than their use-value as a contribution to knowledge building.

University Funding Formulas: An Analysis of the Québec Reforms and Incentives

This paper analyzes the incentives induced by a formula to fund universities based primarily on enrolment. Using a simple game theoretical framework, we argue that inherently those formulas lower the funding per student. We argue that if the funding value differs by enrolment type, it introduces incentives to substitute enrolment where most profitable. We use these results to discuss the 2018 funding formula changes in Québec. Québec’s latest reform is an attempt to reduce substitution effects and increase graduate enrolment. We provide simulations of the reform’s redistributive effects. With the formula change, some universities have structural advantages over others. Whilst the reform, on a short-term basis, deploys a mechanism to mitigate these advantages, on a long-term basis the effect introduces a larger gap between Québec higher-education institutions.