{"title":"Weighted Student Funding and Outcomes: Implementation in 18 School Districts","authors":"Sivan Tuchman, B. Gross, Lisa Chu","doi":"10.1080/0161956X.2022.2109917","DOIUrl":null,"url":null,"abstract":"ABSTRACT Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in districts that did not implement WSF. We find a positive relationship overall between the implementation of WSF and increased math and ELA test scores for the total student population, specifically for ELA in the first year after WSF implementation. We find similar results for black students. We also see that WSF implementation is related to a decline in the disparity in ELA and math scores between white and black students. These trends, however, are a continuation of results these districts had prior to the policy.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Peabody Journal of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/0161956X.2022.2109917","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in districts that did not implement WSF. We find a positive relationship overall between the implementation of WSF and increased math and ELA test scores for the total student population, specifically for ELA in the first year after WSF implementation. We find similar results for black students. We also see that WSF implementation is related to a decline in the disparity in ELA and math scores between white and black students. These trends, however, are a continuation of results these districts had prior to the policy.
期刊介绍：
Peabody Journal of Education (PJE) publishes quarterly symposia in the broad area of education, including but not limited to topics related to formal institutions serving students in early childhood, pre-school, primary, elementary, intermediate, secondary, post-secondary, and tertiary education. The scope of the journal includes special kinds of educational institutions, such as those providing vocational training or the schooling for students with disabilities. PJE also welcomes manuscript submissions that concentrate on informal education dynamics, those outside the immediate framework of institutions, and education matters that are important to nations outside the United States.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
