This study examines the impact on student performance of the education finance reform enacted in 1993 in Massachusetts and of school districts’ institutional structure. Estimating education expenditure and demand functions, this study presents evidence that changes in the state education aid following the education reform resulted in significantly higher student performance. Also, school officials and voters in the dependent school districts in Massachusetts respond to fiscal incentives in much the same way as those in independent school districts in other states. Finally, there are significant differences between regular school districts (coterminous with a single municipality) and regional school districts (consisting of more than one).
{"title":"Education Finance Reform, Local Behavior, and Student Performance in Massachusetts","authors":"Phuong Nguyen‐Hoang, J. Yinger","doi":"10.1353/JEF.2014.0026","DOIUrl":"https://doi.org/10.1353/JEF.2014.0026","url":null,"abstract":"This study examines the impact on student performance of the education finance reform enacted in 1993 in Massachusetts and of school districts’ institutional structure. Estimating education expenditure and demand functions, this study presents evidence that changes in the state education aid following the education reform resulted in significantly higher student performance. Also, school officials and voters in the dependent school districts in Massachusetts respond to fiscal incentives in much the same way as those in independent school districts in other states. Finally, there are significant differences between regular school districts (coterminous with a single municipality) and regional school districts (consisting of more than one).","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"297 - 322"},"PeriodicalIF":0.2,"publicationDate":"2014-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398774","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}
{"title":"Virginia","authors":"W. Owings, L. Kaplan, R. Salmon","doi":"10.32388/kmgits","DOIUrl":"https://doi.org/10.32388/kmgits","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"286 - 289"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69633345","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}
{"title":"Ohio","authors":"Jacob T. Akin, C. P. Escue, Randall S. Vesely","doi":"10.1787/5d473e25-en","DOIUrl":"https://doi.org/10.1787/5d473e25-en","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"275 - 278"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67574156","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 state of Colorado appears to be rebounding fiscally from the negative impact of the 2008 recession. Evidence of this recovery is found primarily in P–12 education funding trends. However, there is also proof of a brighter future when examining current funding trends in higher education in Colorado.
{"title":"Colorado","authors":"Gabriel R. Serna, Spencer C. Weiler","doi":"10.32388/uuat7h","DOIUrl":"https://doi.org/10.32388/uuat7h","url":null,"abstract":"The state of Colorado appears to be rebounding fiscally from the negative impact of the 2008 recession. Evidence of this recovery is found primarily in P–12 education funding trends. However, there is also proof of a brighter future when examining current funding trends in higher education in Colorado.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"9 1","pages":"250 - 252"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69641831","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}
{"title":"South Carolina","authors":"M. Sala, Robert C. Knoeppel","doi":"10.2307/j.ctv21ptz0v.27","DOIUrl":"https://doi.org/10.2307/j.ctv21ptz0v.27","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"281 - 283"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68800263","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}
Pub Date : 2014-03-21DOI: 10.4135/9781544354453.n35
Deborah A. Verstegen
{"title":"Nevada","authors":"Deborah A. Verstegen","doi":"10.4135/9781544354453.n35","DOIUrl":"https://doi.org/10.4135/9781544354453.n35","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"267 - 269"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70650295","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}
{"title":"Florida","authors":"Brittany Larkin, J. Ulmer, R. Wood","doi":"10.32388/2286ht","DOIUrl":"https://doi.org/10.32388/2286ht","url":null,"abstract":"","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"253 - 255"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69609213","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}
Pub Date : 2014-03-21DOI: 10.1163/2405-8262_rgg4_sim_024091
Osnat Zaken
To those whose business it is to classify the literature of "scientific medicine," something, by the way, quite different from the literature of "medical science," there is no fact more salient and arresting than the chaotic status of such literature. That every war of consequence since the invention of printing has been followed by an upthrust of literary activity is well-known, but never before in the history of the world has experimental medicine engendered such an astounding proliferation of recorded facts and opinions. The mental symbol is that of Stephen Leacock's young woman who got upon a horse and rode rapidly "in all directions." An example, near at hand, is the immense array of literature upon the active and passive relations of insulin. Billing's young chemist, who attempted to analyze a rat by "putting the entire animal into his crucible," would to-day experiment with the effect of the clear filtrate upon everything and of everything upon the filtrate. The terminology attaching to such literature is equally chaotic, suggesting the need of Occam's razor (entia non sunt multiplicanda) and justifying Fletcher's dictum: "The whole world is in a conspiracy against bibliographers. " Where experimentation is either haphazard or radiates from a substance or organ "in all directions," it is obvious that a certain percentage of the problems will be "illusory problems" (Scheinprobleme) and a certain proportion of the
{"title":"New York","authors":"Osnat Zaken","doi":"10.1163/2405-8262_rgg4_sim_024091","DOIUrl":"https://doi.org/10.1163/2405-8262_rgg4_sim_024091","url":null,"abstract":"To those whose business it is to classify the literature of \"scientific medicine,\" something, by the way, quite different from the literature of \"medical science,\" there is no fact more salient and arresting than the chaotic status of such literature. That every war of consequence since the invention of printing has been followed by an upthrust of literary activity is well-known, but never before in the history of the world has experimental medicine engendered such an astounding proliferation of recorded facts and opinions. The mental symbol is that of Stephen Leacock's young woman who got upon a horse and rode rapidly \"in all directions.\" An example, near at hand, is the immense array of literature upon the active and passive relations of insulin. Billing's young chemist, who attempted to analyze a rat by \"putting the entire animal into his crucible,\" would to-day experiment with the effect of the clear filtrate upon everything and of everything upon the filtrate. The terminology attaching to such literature is equally chaotic, suggesting the need of Occam's razor (entia non sunt multiplicanda) and justifying Fletcher's dictum: \"The whole world is in a conspiracy against bibliographers. \" Where experimentation is either haphazard or radiates from a substance or organ \"in all directions,\" it is obvious that a certain percentage of the problems will be \"illusory problems\" (Scheinprobleme) and a certain proportion of the","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"270 - 272"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64628079","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}
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}
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