Literaturnachweis - Detailanzeige
| Autor/inn/en | Baker, Bruce D.; Di Carlo, Matthew; Weber, Mark |
|---|---|
| Institution | Albert Shanker Institute; Rutgers, The State University of New Jersey, Graduate School of Education |
| Titel | The Adequacy and Fairness of State School Finance Systems. Findings from the School Finance Indicators Database, School Year 2015-2016. First Edition |
| Quelle | (2019), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Finance; Elementary Secondary Education; Resource Allocation; Poverty; Educational Equity (Finance); School District Size; Population Trends; Wages; Measurement Techniques; Expenditures; Disadvantaged Youth; State Government |
| Abstract | When it comes to American education, few policy areas are as misunderstood -- or as crucial -- as school finance. Over the past several years, a political and empirical consensus has emerged about the importance of equitable and adequate school funding for high-quality K-12 education. Certainly, there are plenty of contentious debates about how education funds should be spent. But regardless of one's opinions on specific education policies, virtually all of the options for improving America's schools require investment -- particularly for disadvantaged students. We introduce in this report an updated, public database of state school finance measures, and present results for three key measures in this system: effort, adequacy, and progressivity. Our results indicate, as would be expected, that states vary widely on all three measures. There are several states in which educational resources are comparatively adequate and distributed equitably. In general, however, resources in most states tend to be allocated non-progressively or even regressively, That is, higher-poverty districts do not receive more funds -- and in some cases receive substantially less -- than do lower-poverty districts, even controlling for factors that affect costs, such as regional wage variation, district size, and population density. Moreover, using models that estimate the spending levels required to achieve common outcome goals, we find that the vast majority of states spend well under the levels that would be necessary for their higher-poverty districts to achieve national average test scores. We do not provide state rankings or grades in this report, as the interplay between effort, adequacy, and progressivity is complex. We do, however, include recommendations on how researchers, policymakers, and the public can use our findings, as well as our database, to evaluate state systems and inform debates about improving school finance in the U.S. (As Provided). |
| Anmerkungen | Albert Shanker Institute. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4401; Fax: 202-879-4403; Web site: http://www.shankerinstitute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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