Examining Fund Balance in Michigan School Districts

Autor/in	Bidin, Zainin
Titel	Examining Fund Balance in Michigan School Districts
Quelle	(2012), (104 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Michigan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-4617-4
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; School Districts; Correlation; Educational Finance; Enrollment; Low Income Groups; Special Education; English Language Learners; Expenditure per Student; Urban Schools; Taxes; Teacher Student Ratio; Teacher Salaries; Operating Expenses; Regression (Statistics); Rural Schools; Rural Urban Differences; Resource Allocation; Elementary Secondary Education; Michigan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; School district; Schulbezirk; Korrelation; Bildungsfonds; Einschulung; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Abgabe; Lehrer-Schüler-Relation; Lehrerbesoldung; Lehrervergütung; Betriebskosten; Regression; Regressionsanalyse; Rural area; Rural areas; Ländlicher Raum; Schulen; Stadt-Land-Beziehung; Ressourcenallokation
Abstract	This research examines the financial profiles of 550 public school districts in Michigan and highlights the association between school district fund balance and the following eleven indicators: enrollment, percent enrollment change, percent of students receive free and reduced lunch (FRL), percent of special education students, percent of English Language Learners (ELL), per pupil foundation allowance, urban, property taxable value, pupil-teacher ratio, average teacher salary, and business and administrative expenses as a percentage of current operating expenditures from fiscal year 2001 to 2010. School districts financial profiles display a rising number of districts in financial deficit and near deficit, which is defined as fiscal stress in this study. Throughout the years, the mean of the district fund balance has steadily declined, and the movement of school districts in and out of deficit and fiscal stress has been unpredictable. Utilizing pooled regression analysis, an investigation was conducted to reveal the positive and negative associations with the district fund balance. Four are found to be positively associated, these include: foundation allowance, property taxable value, pupil-teacher ratio, and number of ELL students, which is one of the high-cost student indicators. The remaining six are enrollment, enrollment change, FRL, special education, salary, and business administrative expenditures and has a negative association with the district fund balance. Compared to districts located in rural areas, urban school districts have a lower fund balance, but for both school districts a higher fund balance could be achieved with more funding. On the other hand, giving money to school districts will not increase their fund balances. A plan must be put into place to spend the money effectively, taking into account teacher's salary, class size control, and business administrative expenses. With all of these in mind school district managers will have a greater chance of maintaining their fund balance and fiscal status. Three cross-section regression analyses for fiscal years 2000, 2005, and 2010 with percent enrollment change in one and three years proved to be consistent with the pooled regression analysis. These cross-section analyses are useful in the short-term but will not estimate the fund balance accurately in five or ten years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01