Literaturnachweis - Detailanzeige
| Autor/inn/en | Thompson, David C.; und weitere |
|---|---|
| Institution | ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. |
| Titel | Achievement of Equity in Capital Outlay Financing: A Policy Analysis for the States. |
| Quelle | (1989), (96 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Capital Outlay (for Fixed Assets); Educational Equity (Finance); Educational Facilities; Educational Finance; Educational Policy; Educational Trends; Elementary Secondary Education; Equalization Aid; Facility Requirements; Financial Policy; Full State Funding; Grants; School District Autonomy; State Aid; State School District Relationship; Kansas |
| Abstract | This monograph examines four plans for state funding of educational facilities: total control; 50-50 flat grants; full state funding; and equalization. The trend in many states is to become increasingly more involved in helping local school districts with capital outlay for facility requirements. Recent litigation suggests that capital outlay is an emerging issue that will be addressed in the courts if it is not effectively addressed by state policy. Twenty-eight states currently provide some form of true assistance. The result is a greater degree of equity, enhanced educational opportunity, and reduced vulnerability to legal challenges. Policymakers need to understand their options, and they need methods to assess them in the context of political economy, legislative climate, demography, and patterns of school organization. The four plans examined in this document are evaluated for their effects on adequacy and equity in the context of two models--the average practice model and the estimated needs model, each applied to data from Kansas schools. The goal within the first model is to enable every district to fund facilities at an average level. The goal in the second model is full funding of needs estimated by districts. The discussion draws a number of implications about the adequacy and equity of school financing, urban-rural differences in financing, and systematic improvements. Recommendations to state policymakers address increased local control; funds for debt service and new projects; and funds to meet special needs, growth, and the exigencies of sparsity. (TES) |
| Anmerkungen | ERIC/CRESS, Appalachia Educational Laboratory, Inc., P.O. Box 1348, Charleston, WV 25325 ($12.50). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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