Literaturnachweis - Detailanzeige
| Institution | Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service |
|---|---|
| Titel | Results in Brief: Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity--Findings from a National Study |
| Quelle | (2019), (2 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Funding Formulas; Institutional Autonomy; School Districts; Educational Finance; Educational Equity (Finance); Resource Allocation; Elementary Secondary Education; Principals; Administrators; Teacher Salaries; Low Income Students; English Language Learners; Students with Disabilities; Expenditure per Student; Professional Autonomy; Poverty; Institutional Characteristics; Administrator Attitudes; Maryland (Baltimore); Massachusetts (Boston); Ohio (Cleveland); Colorado (Denver); Indiana (Indianapolis); Wisconsin (Milwaukee); Tennessee (Nashville); California (San Francisco) |
| Abstract | Over the past 25 years, a small but growing number of school districts have implemented weighted student funding (WSF) systems as a way to increase school-level autonomy and more equitably distribute resources among schools. In these districts, which are predominantly large urban school systems, education leaders have implemented policies that allocate dollars to schools rather than staffing positions, using weights to provide higher levels of funding for certain types of students who need additional support, such as students from low-income households, English learners, and students with disabilities. In addition, these systems are intended to shift more decision-making responsibility over resource allocation and school programming to principals and other school stakeholders. This study identified 27 districts operating WSF systems as of the 2018-19 school year and used survey and case study data to examine how WSF districts have implemented these systems, the types of weights and other adjustments that they use, how they compare with districts that use more traditional resource allocation practices, and funding equity outcomes. [For the full study "Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 1 -- Final Report," see ED600460. For "Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 2 -- Technical Appendices," see ED600464.] (As Provided). |
| Anmerkungen | Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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