Review of Elementary and Secondary School Funding
Author | : |
Publisher | : |
Total Pages | : |
Release | : 2001 |
Genre | : Education |
ISBN | : |
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Author | : |
Publisher | : |
Total Pages | : |
Release | : 2001 |
Genre | : Education |
ISBN | : |
Author | : Virginia. General Assembly. Joint Legislative Audit & Review Commission |
Publisher | : |
Total Pages | : 78 |
Release | : 2002 |
Genre | : Education |
ISBN | : |
Author | : Christine Rienstra Kiracofe |
Publisher | : IAP |
Total Pages | : 223 |
Release | : 2022-01-01 |
Genre | : Education |
ISBN | : 1648028357 |
Much has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools. The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.
Author | : United States. Department of Education. Advisory Panel on Financing Elementary and Secondary Education |
Publisher | : |
Total Pages | : 56 |
Release | : 1983 |
Genre | : Education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 234 |
Release | : 1972 |
Genre | : Education |
ISBN | : |
Presents a study of how existing State school finance formulas operate. Volume 2 contains statistical analyses of the school funding systems in each of the 50 States.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 240 |
Release | : 2011-06-20 |
Genre | : Education |
ISBN | : 0309216737 |
As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
Author | : Leland Tack |
Publisher | : |
Total Pages | : 182 |
Release | : 1988 |
Genre | : Education, Elementary |
ISBN | : |
Author | : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Oversight and Investigations |
Publisher | : |
Total Pages | : 172 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
This document reports on a congressional subcommittee's review of the federal role in education. The review included visits to 15 states and testimony from more than 225 principals, teachers, and other education stakeholders. The committee's purpose was to identify the steps that lead in the direction of either excellence or failure. The subcommittee found that successful schools and school systems were not the product of federal funding but instead were characterized by parents involved in the education of their children, local control, emphasis on basic academics, and dollars spent on the classroom. The central theme of the findings is that the federal government cannot consistently replicate success stories in the form of federal programs. Rather, the government should empower parents by reducing the family federal tax burden; encourage parental choice in education; return federal elementary and secondary education funds to states and local school districts through flexible grants; use federally funded education programs only for methods backed by reliable, replicable research; streamline and consolidate federal education programs; and reform or eliminate ineffective and inefficient programs. In short, the federal government should serve education as a research and statistics- gathering agency, disseminating findings and enabling states to share best practices with each other. The report was adopted by the subcommittee by a vote along Republican-Democrat party lines of 5-2. The 17 page minority report, "Crossroads Hearings: A Republican Assault on Public Education," is printed as an appendix. (RJM)
Author | : California. Legislature. Joint Legislative Budget Committee. Legislative Analyst |
Publisher | : |
Total Pages | : 46 |
Release | : 1987 |
Genre | : Educational equalization |
ISBN | : |
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 369 |
Release | : 1999-12-30 |
Genre | : Education |
ISBN | : 0309065283 |
The United States annually spends over $300 billion on public elementary and secondary education. As the nation enters the 21st century, it faces a major challenge: how best to tie this financial investment to the goal of high levels of achievement for all students. In addition, policymakers want assurance that education dollars are being raised and used in the most efficient and effective possible ways. The book covers such topics as: Legal and legislative efforts to reduce spending and achievement gaps. The shift from "equity" to "adequacy" as a new standard for determining fairness in education spending. The debate and the evidence over the productivity of American schools. Strategies for using school finance in support of broader reforms aimed at raising student achievement. This book contains a comprehensive review of the theory and practice of financing public schools by federal, state, and local governments in the United States. It distills the best available knowledge about the fairness and productivity of expenditures on education and assesses options for changing the finance system.