Approximately 5.3 million students are classified as English language learners (ELLs) in elementary and secondary public schools across the United States. Concomitantly, of its 5.5 million students, the State of Texas enrolls the second largest population of K–12 English language learners1 nationally, with over 800,000 students—15% of the U.S. population of ELL students—approximately 17% of Texas’ K–12 population (Flores, Batalova, and Fix 2012). At the same time, among school districts with the largest number of students classified as ELLs, Texas superintendents manage four (i.e., Austin, Dallas, Fort Worth, and Houston) of the top 20 districts in the country (Pandya, Batalova, and McHugh 2011). And, similar to other states in the Southwest (e.g. Arizona, New Mexico, or Nevada), the overwhelming majority of students receiving ELL services in Texas are Spanish speakers. Within this context, the general purpose of this article is to extend the examination of previous efficacy analyses of Texas’ education finance system (Rolle, Torres, and Eason 2010; Rolle and Wood 2012) by paying particular attention to the ability of the Texas Foundation School Program (FSP) to generate revenue to support ELL educational activities. Specifically, this article will examine the efficacy of formula components within the Texas funding mechanism—that is, how individual components within the Texas FSP act as significant predictors of combined state and local revenue. In addition, in order to focus specifically on the varying concentrations of students defined as ELLs, this article also will examine the efficacy of individual components within the Texas funding mechanism for five sub-groups of districts—stratified by percentage of students defined as ELLs quintiles—
在美国的公立小学和中学，大约有530万学生被归类为英语学习者(ELLs)。同时，在550万学生中，德克萨斯州招收了全国第二大K-12英语学习者1，超过80万名学生-占美国ELL学生人数的15% -约占德克萨斯州K-12人口的17% (Flores, Batalova, and Fix 2012)。与此同时，在学生人数最多的学区中，德克萨斯州的学区负责人管理着全国前20个学区中的4个(即奥斯汀、达拉斯、沃斯堡和休斯顿)(Pandya, Batalova, and McHugh 2011)。而且，与西南部的其他州(如亚利桑那州，新墨西哥州或内华达州)类似，德克萨斯州绝大多数接受ELL服务的学生都是说西班牙语的人。在此背景下，本文的总体目的是扩展对先前对德克萨斯州教育财政体系的有效性分析的检验(Rolle, Torres, and Eason 2010;Rolle and Wood 2012)，特别关注德州基础学校项目(FSP)产生收入以支持ELL教育活动的能力。具体来说，本文将考察德克萨斯州资金机制中公式组成部分的有效性——也就是说，德克萨斯州FSP中的单个组成部分如何作为州和地方综合收入的重要预测因素。此外，为了特别关注被定义为ELLs的学生的不同集中程度，本文还将研究德克萨斯州资助机制中五个地区子组(按被定义为ELLs的五分之一的学生百分比分层)的单个组成部分的功效
{"title":"An Efficacy Analysis of the Texas School Funding Formula with Particular Attention to English Language Learners","authors":"R. Rolle, Ó. Jiménez-Castellanos","doi":"10.1353/JEF.2014.0011","DOIUrl":"https://doi.org/10.1353/JEF.2014.0011","url":null,"abstract":"Approximately 5.3 million students are classified as English language learners (ELLs) in elementary and secondary public schools across the United States. Concomitantly, of its 5.5 million students, the State of Texas enrolls the second largest population of K–12 English language learners1 nationally, with over 800,000 students—15% of the U.S. population of ELL students—approximately 17% of Texas’ K–12 population (Flores, Batalova, and Fix 2012). At the same time, among school districts with the largest number of students classified as ELLs, Texas superintendents manage four (i.e., Austin, Dallas, Fort Worth, and Houston) of the top 20 districts in the country (Pandya, Batalova, and McHugh 2011). And, similar to other states in the Southwest (e.g. Arizona, New Mexico, or Nevada), the overwhelming majority of students receiving ELL services in Texas are Spanish speakers. Within this context, the general purpose of this article is to extend the examination of previous efficacy analyses of Texas’ education finance system (Rolle, Torres, and Eason 2010; Rolle and Wood 2012) by paying particular attention to the ability of the Texas Foundation School Program (FSP) to generate revenue to support ELL educational activities. Specifically, this article will examine the efficacy of formula components within the Texas funding mechanism—that is, how individual components within the Texas FSP act as significant predictors of combined state and local revenue. In addition, in order to focus specifically on the varying concentrations of students defined as ELLs, this article also will examine the efficacy of individual components within the Texas funding mechanism for five sub-groups of districts—stratified by percentage of students defined as ELLs quintiles—","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"203 - 221"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
background on kansas p-12 scho ol funding Kansas State Budget General Fund The Kansas Republican-controlled legislature overrode the governor’s veto to increase income and business taxes, projecting an additional $600 million for both FY 2018 and FY 2019 (Bosman, Smith, & Davey, 2017). Commonly known as the Kansas Experiment, state tax cuts reduced 2014 state tax revenues by $700 million, “a far steeper decline than expected.” In subsequent years, funds were transferred from the Transportation to the General Fund in order to meet fiscal shortfalls (Eveld, 2015).
{"title":"Kansas","authors":"T. DeLuca","doi":"10.2307/j.ctvxkn7bt.15","DOIUrl":"https://doi.org/10.2307/j.ctvxkn7bt.15","url":null,"abstract":"background on kansas p-12 scho ol funding Kansas State Budget General Fund The Kansas Republican-controlled legislature overrode the governor’s veto to increase income and business taxes, projecting an additional $600 million for both FY 2018 and FY 2019 (Bosman, Smith, & Davey, 2017). Commonly known as the Kansas Experiment, state tax cuts reduced 2014 state tax revenues by $700 million, “a far steeper decline than expected.” In subsequent years, funds were transferred from the Transportation to the General Fund in order to meet fiscal shortfalls (Eveld, 2015).","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"43 1","pages":"254 - 256"},"PeriodicalIF":0.2,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68861585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reviews evidence regarding the intertemporal reliability of teacher rankings based on value-added methods. Value-added methods exhibit low reliability, yet are broadly supported by prominent educational researchers and are increasingly being used to evaluate and fire teachers. The article then presents a cost-effectiveness analysis suggesting that the use of value-added methods to identify and fire the bottom 40% of all teachers reduces average student achievement, is extremely expensive, and is not cost-effective. The policy implication of these results is discussed.
{"title":"The Reliability, Impact, and Cost-Effectiveness of Value-Added Teacher Assessment Methods","authors":"Stuart S. Yeh","doi":"10.1353/JEF.2012.0009","DOIUrl":"https://doi.org/10.1353/JEF.2012.0009","url":null,"abstract":"This article reviews evidence regarding the intertemporal reliability of teacher rankings based on value-added methods. Value-added methods exhibit low reliability, yet are broadly supported by prominent educational researchers and are increasingly being used to evaluate and fire teachers. The article then presents a cost-effectiveness analysis suggesting that the use of value-added methods to identify and fire the bottom 40% of all teachers reduces average student achievement, is extremely expensive, and is not cost-effective. The policy implication of these results is discussed.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"37 1","pages":"374 - 399"},"PeriodicalIF":0.2,"publicationDate":"2012-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall independently rated structural and engineering aspects of schools have been shown to not be related to achievement. However, more recent research has suggested that facility maintenance and disrepair, rather than structural issues, may be more directly related to student achievement. If there is a relationship, addressing facility disrepair from the school, district, or state level could provide a potential avenue for policymakers for school improvement. We analyzed the public school component and the facilities checklist of the ELS:2002 survey (8,110 students in 520 schools) using a two-level hierarchical linear model to estimate the independent effect of facility disrepair on student growth in mathematics during the final two years of high school controlling for multiple covariates at the student and school level. We found no evidence of a direct effect of facility disrepair on student mathematics achievement and instead propose a mediated effects model.
{"title":"Does High School Facility Quality Affect Student Achievement?: A Two-Level Hierarchical Linear Model","authors":"Alex J. Bowers, Angela Urick","doi":"10.7916/D8V98K6N","DOIUrl":"https://doi.org/10.7916/D8V98K6N","url":null,"abstract":"The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall independently rated structural and engineering aspects of schools have been shown to not be related to achievement. However, more recent research has suggested that facility maintenance and disrepair, rather than structural issues, may be more directly related to student achievement. If there is a relationship, addressing facility disrepair from the school, district, or state level could provide a potential avenue for policymakers for school improvement. We analyzed the public school component and the facilities checklist of the ELS:2002 survey (8,110 students in 520 schools) using a two-level hierarchical linear model to estimate the independent effect of facility disrepair on student growth in mathematics during the final two years of high school controlling for multiple covariates at the student and school level. We found no evidence of a direct effect of facility disrepair on student mathematics achievement and instead propose a mediated effects model.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"37 1","pages":"72 - 94"},"PeriodicalIF":0.2,"publicationDate":"2011-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71368392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A spate of school shootings in the U.S. has prompted policymakers to address the public's growing perception that our schools are unsafe. As education policymakers continue to press for additional security initiatives, it is important to understand the costs borne by school systems for these programs. Thus far, the scholarly literature is silent on this issue and the professional literature and mass media offer only anecdotal accounts. Using financial data from Texas and the National Center for Education Statistics' (NCES) School Survey on Crime and Safety, this study reveals how much districts spend on security, how they use those resources, and the extent to which spending differs across districts, thereby providing a comprehensive and more refined account of school security costs than is presently available.
{"title":"The Hidden Cost of School Security","authors":"K. Deangelis, Brian O. Brent, Danielle Ianni","doi":"10.1353/JEF.2011.0004","DOIUrl":"https://doi.org/10.1353/JEF.2011.0004","url":null,"abstract":"A spate of school shootings in the U.S. has prompted policymakers to address the public's growing perception that our schools are unsafe. As education policymakers continue to press for additional security initiatives, it is important to understand the costs borne by school systems for these programs. Thus far, the scholarly literature is silent on this issue and the professional literature and mass media offer only anecdotal accounts. Using financial data from Texas and the National Center for Education Statistics' (NCES) School Survey on Crime and Safety, this study reveals how much districts spend on security, how they use those resources, and the extent to which spending differs across districts, thereby providing a comprehensive and more refined account of school security costs than is presently available.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"312 - 337"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates equal protection and free exercise guarantees. In addition to legal arguments is today's imperative to reform education in ways that promote safe and effective learning environments. Proponents contend that open competition would place healthy pressure on both public and private schools, thus improving outcomes for all children. In contrast, opponents point to the diversion of tax dollars from public schools to support efforts to privatize and abandon the common school just to advance the interests of a small segment of the population. They also view voucher plans as highly divisive in fostering government entanglement with churches and serving as a catalyst for re-segregating public schools. The framework for initial analyses in this article is the evolution of voucher plans, including a historical account of the social unrest that increased demand for public support of privately sponsored schooling through the early 20th century. The perspective shifts from social and economic contexts to state and federal constitutional bases for legal challenges and the reluctance of courts to embrace free exercise and equal protection claims of voucher advocates. Next, there is a description of the legal strategies available to today's voucher rivals in the aftermath of Zelman v. Simmons-Harris (2002), which effectively eliminated federal barriers to voucher expansion. The final section describes the parallel course of early school finance lawsuits and our forecast of school voucher litigation in tandem with a discussion of the political struggles around school choice which offer the most promise for influencing judicial outcomes in state courts nationwide.
{"title":"School Vouchers in a Climate of Political Change","authors":"Lenford C. Sutton, Richard A. King","doi":"10.1353/JEF.2011.0001","DOIUrl":"https://doi.org/10.1353/JEF.2011.0001","url":null,"abstract":"Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates equal protection and free exercise guarantees. In addition to legal arguments is today's imperative to reform education in ways that promote safe and effective learning environments. Proponents contend that open competition would place healthy pressure on both public and private schools, thus improving outcomes for all children. In contrast, opponents point to the diversion of tax dollars from public schools to support efforts to privatize and abandon the common school just to advance the interests of a small segment of the population. They also view voucher plans as highly divisive in fostering government entanglement with churches and serving as a catalyst for re-segregating public schools. The framework for initial analyses in this article is the evolution of voucher plans, including a historical account of the social unrest that increased demand for public support of privately sponsored schooling through the early 20th century. The perspective shifts from social and economic contexts to state and federal constitutional bases for legal challenges and the reluctance of courts to embrace free exercise and equal protection claims of voucher advocates. Next, there is a description of the legal strategies available to today's voucher rivals in the aftermath of Zelman v. Simmons-Harris (2002), which effectively eliminated federal barriers to voucher expansion. The final section describes the parallel course of early school finance lawsuits and our forecast of school voucher litigation in tandem with a discussion of the political struggles around school choice which offer the most promise for influencing judicial outcomes in state courts nationwide.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"244 - 267"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines voting results for school district budgets in New York from 2003-2010. Despite annual local property tax increases, 91.9% of proposed school district budgets were approved by voters during the period examined. Using data from the New York State Education Department (NYSED) and the American Community Survey (ACS), several socioeconomic variables influencing school district budget voting are examined. The findings indicate that school districts serving larger populations are more likely to vote for local property tax increases. However, these effects are mitigated by the size of minority populations in a district, overall growth in school budgets, and increased voter turnout. In light of these findings, recommendations are made to assist school boards and administrators in planning school finance policy. It is argued that school districts should adopt participatory budget tools and enhance community-based decision-making in order to promote sustainable educational resources.
{"title":"How Unwavering is Support for the Local Property Tax?: Voting on School District Budgets in New York, 2003-2010","authors":"R. Silverman","doi":"10.1353/JEF.2011.0003","DOIUrl":"https://doi.org/10.1353/JEF.2011.0003","url":null,"abstract":"This article examines voting results for school district budgets in New York from 2003-2010. Despite annual local property tax increases, 91.9% of proposed school district budgets were approved by voters during the period examined. Using data from the New York State Education Department (NYSED) and the American Community Survey (ACS), several socioeconomic variables influencing school district budget voting are examined. The findings indicate that school districts serving larger populations are more likely to vote for local property tax increases. However, these effects are mitigated by the size of minority populations in a district, overall growth in school budgets, and increased voter turnout. In light of these findings, recommendations are made to assist school boards and administrators in planning school finance policy. It is argued that school districts should adopt participatory budget tools and enhance community-based decision-making in order to promote sustainable educational resources.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"294 - 311"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Education Funding in Massachusetts: The Effects of Aid Modifications on Vertical and Horizontal Equity","authors":"C. Fahy","doi":"10.1353/JEF.2011.0000","DOIUrl":"https://doi.org/10.1353/JEF.2011.0000","url":null,"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.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"217 - 243"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many districts and schools have trouble recruiting and retaining teachers who have the necessary credentials and skills to meet the needs of their students. This trend is particularly severe in low-income, "high-needs" schools and districts. As such, districts and schools are implementing policies that are intended to reform compensation in order to increase teacher recruitment and retention. Although much of the recent discussion surrounding teacher compensation has centered around districts' use of merit pay, many districts are already using differentiated compensation incentives to target specific kinds of teachers in an attempt to attract and retain not only the highest quality teachers, but also the teachers districts most need to teach in their specific local contexts. Using a self-collected dataset of California school districts from the 2005-2006 and 2008-2009 school years, the frequency with which districts in California use targeted economic incentives and the kinds of districts that are most likely to implement such policies are examined. While many school districts in California have economic incentive policies targeted at teachers with specific skills or credentials, most incentive policies are focused on teachers with rough proxies for "quality." Those that do target teachers in high-need subjects, for the most part, focus on rewarding those certified to teach special education students and English language learners (ELLs)—few are aimed at teachers of other hard-to-staff subjects such as math or science. In addition, there is limited evidence that particularly "hard-to-staff" districts—such as those with high proportions of minority and poor students and those with low academic achievement—are more likely to implement economic incentives that target teachers with specific subject credentials and are less likely to focus their efforts on attracting and retaining "high-quality" teachers.
{"title":"Differentiated Compensation: How California School Districts Use Economic Incentives to Target Teachers","authors":"Katharine O. Strunk, D. Zeehandelaar","doi":"10.1353/JEF.2011.0002","DOIUrl":"https://doi.org/10.1353/JEF.2011.0002","url":null,"abstract":"Many districts and schools have trouble recruiting and retaining teachers who have the necessary credentials and skills to meet the needs of their students. This trend is particularly severe in low-income, \"high-needs\" schools and districts. As such, districts and schools are implementing policies that are intended to reform compensation in order to increase teacher recruitment and retention. Although much of the recent discussion surrounding teacher compensation has centered around districts' use of merit pay, many districts are already using differentiated compensation incentives to target specific kinds of teachers in an attempt to attract and retain not only the highest quality teachers, but also the teachers districts most need to teach in their specific local contexts. Using a self-collected dataset of California school districts from the 2005-2006 and 2008-2009 school years, the frequency with which districts in California use targeted economic incentives and the kinds of districts that are most likely to implement such policies are examined. While many school districts in California have economic incentive policies targeted at teachers with specific skills or credentials, most incentive policies are focused on teachers with rough proxies for \"quality.\" Those that do target teachers in high-need subjects, for the most part, focus on rewarding those certified to teach special education students and English language learners (ELLs)—few are aimed at teachers of other hard-to-staff subjects such as math or science. In addition, there is limited evidence that particularly \"hard-to-staff\" districts—such as those with high proportions of minority and poor students and those with low academic achievement—are more likely to implement economic incentives that target teachers with specific subject credentials and are less likely to focus their efforts on attracting and retaining \"high-quality\" teachers.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"58 1","pages":"268 - 293"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Public elementary and secondary education, a vast, uneven and complex system, is the most significant cost to local government and one of the largest costs to state government in Virginia. Meeting this cost has become even more difficult as the state and nation continue to struggle with the most severe economic downturn since the Great Depression. Many observers believe Virginia, like other states, will feel an even tighter financial pinch when the current infusion of federal stimulus funding is withdrawn. In light of these pressures, the following analysis examines the historical background of public school funding in Virginia and the complicated and controversial formulas used for supporting primary and secondary education throughout the state. This article concludes that despite the harsh economic climate, Virginias public education funding is relatively stronger today than in its often-troubled past. But although Virginia has the potential to remedy the current fiscal plight, the state ranks among the lowest in the nation for fiscal effort for education based on personal income. There are severe funding disparities among Virginia school divisions, with the least affluent localities suffering the most. Solving education funding problems will not be easy, but if economic crises have a saving grace, it is in forcing stakeholders to look for the most efficient ways to operate. When federal stimulus funds are withdrawn, the state may well have to consider a tax increase if public education is to be maintained even at its current most basic level.
{"title":"The Evolution of Virginia Public School Finance: From the Beginnings to Today's Difficulties","authors":"R. Salmon","doi":"10.1353/JEF.2010.0001","DOIUrl":"https://doi.org/10.1353/JEF.2010.0001","url":null,"abstract":"Public elementary and secondary education, a vast, uneven and complex system, is the most significant cost to local government and one of the largest costs to state government in Virginia. Meeting this cost has become even more difficult as the state and nation continue to struggle with the most severe economic downturn since the Great Depression. Many observers believe Virginia, like other states, will feel an even tighter financial pinch when the current infusion of federal stimulus funding is withdrawn. In light of these pressures, the following analysis examines the historical background of public school funding in Virginia and the complicated and controversial formulas used for supporting primary and secondary education throughout the state. This article concludes that despite the harsh economic climate, Virginias public education funding is relatively stronger today than in its often-troubled past. But although Virginia has the potential to remedy the current fiscal plight, the state ranks among the lowest in the nation for fiscal effort for education based on personal income. There are severe funding disparities among Virginia school divisions, with the least affluent localities suffering the most. Solving education funding problems will not be easy, but if economic crises have a saving grace, it is in forcing stakeholders to look for the most efficient ways to operate. When federal stimulus funds are withdrawn, the state may well have to consider a tax increase if public education is to be maintained even at its current most basic level.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"143 - 161"},"PeriodicalIF":0.2,"publicationDate":"2010-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2010.0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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