Shortchanging Ohio's Charter Students: An Analysis of Charter Funding in Fiscal Years 2015-17

Autor/in	Churchill, Aaron
Institution	Thomas B. Fordham Institute; Thomas B. Fordham Foundation
Titel	Shortchanging Ohio's Charter Students: An Analysis of Charter Funding in Fiscal Years 2015-17
Quelle	(2019), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; Educational Finance; Educational Equity (Finance); Equal Education; Educational Trends; Public Schools; Expenditure per Student; Resource Allocation; Economically Disadvantaged; Student Characteristics; Students with Disabilities; English Language Learners; Minority Group Students; African American Students; Hispanic American Students; Equalization Aid; Budgets; State Aid; Ohio + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bildungsfonds; Bildungsentwicklung; Public school; Öffentliche Schule; Ressourcenallokation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Gleichstellung; Finanzhaushalt
Abstract	Ever since the first charter school opened in Minnesota in 1992, the battle for fair funding has raged across the land. Advocates of charters--independently run, nonprofit public schools--have pressed hard to eliminate the massive disparities in the funding that charter students receive when compared with their district-operated peers serving similar children. Regrettably, Ohio has a long history of shortchanging its charter schools, including the best and most effective of them. To compare charter and district funding, the present analysis examines data produced by the Ohio Department of Education from 2014-15 through 2016-17--that is, the three FYs 2015-17. This study of charter funding reveals continuing inequities in the Buckeye State, the most troubling of which are found in the Big Eight cities where charters are underfunded by 28 percent. (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01