Education Funding in Massachusetts: The Effects of Aid Modifications on Vertical and Horizontal Equity

Autor/in	Fahy, Colleen
Titel	Education Funding in Massachusetts: The Effects of Aid Modifications on Vertical and Horizontal Equity
Quelle	In: Journal of Education Finance, 36 (2011) 3, S.217-243 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
DOI	10.1353/jef.2011.0000
Schlagwörter	Funding Formulas; Regional Schools; Low Income; State Aid; Educational Finance; Institutional Characteristics; Regional Characteristics; Finance Reform; Educational Equity (Finance); Financial Policy; School District Spending; School District Wealth; Measurement Objectives; Measurement Techniques; Expenditure per Student; Audits (Verification); Massachusetts + Suchen Sie Ihr Suchwort? Funding; Finanzierung; Niedriglohn; Bildungsfonds; Regionaler Faktor; Financial reform; Finanzreform; Fiscal policy; Finanzpolitik; Messtechnik; Master-Studiengang
Abstract	Public school funding in Massachusetts is based on foundation budget principles. However, funding formula modifications often create disparities between district foundation budgets and actual required spending levels. This study provides an in-depth look at Massachusetts' state aid formulas used between 2004 and 2009 and utilizes two approaches to measure the effects of aid modifications on vertical and horizontal equity. The first is a regression-based approach which compares the intended effects of student characteristics on foundation spending to the actual effects on required spending. The second approach measures equity directly for each school district and uses the Tobit estimation technique to examine the effects of student and district characteristics on the equity measure. Results indicate that district characteristics such as community wealth and regional school systems increase the likelihood of a district benefiting from aid modifications. Holding community characteristics constant, there is also evidence that districts with high proportions of low income elementary school students and/or English language learners benefit from overlay provisions as well. (Contains 17 footnotes, 1 figure and 7 tables.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10