Literaturnachweis - Detailanzeige
| Institution | Intercultural Development Research Association, San Antonio, TX. |
|---|---|
| Titel | School Facilities Funding: IDRA Special Bulletin. |
| Quelle | 22 (1995) 1
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monografie |
| ISSN | 1069-5672 |
| Schlagwörter | Stellungnahme; Positionspapier; Court Litigation; Educational Equity (Finance); Educational Facilities; Educational Finance; Elementary Secondary Education; Equal Education; Equal Facilities; Equalization Aid; Expenditure per Student; Public Education; School District Wealth; School Taxes; State Courts; State School District Relationship; Texas |
| Abstract | This special bulletin examines the Texas Supreme Court's January 1995 final opinion in the Edgewood vs. Meno case, the latest in a series of rulings on the constitutionality of the Texas public school funding system. The first article summarizes the majority opinion, discusses the implications of the court's 5-4 ruling, and suggests that further litigation to equalize funding is almost guaranteed. The second article suggests that, while disparities in educational funding were considerably reduced as a result of the Edgewood vs. Meno litigation, significant inequities remain, especially in regard to school grounds, equipment, and facilities. A legal analysis of the ruling notes that the Court decided to abide by the Texas Legislature's definition of the funding necessary for an accredited system based on a "general diffusion of knowledge" standard. This decision essentially changed the criteria being used to judge the constitutionality of the Texas system. Previous court decisions had been based on whether or not the funding system achieved substantially equal revenue for similar tax effort. The bulletin also includes an Intercultural Development Research Association "Children First" declaration, for which the Association seeks endorsement from both individuals and organizations. (RAH) |
| Begutachtung | |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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