An Efficacy Analysis of the Texas School Funding Formula with Particular Attention to English Language Learners

Autor/inn/en	Rolle, R. Anthony; Jimenez-Castellanos, Oscar
Titel	An Efficacy Analysis of the Texas School Funding Formula with Particular Attention to English Language Learners
Quelle	In: Journal of Education Finance, 39 (2014) 3, S.203-221 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Funding Formulas; Educational Finance; Financial Support; State Aid; Local Government; School Districts; English Language Learners; Student Characteristics; Bilingual Education; Statistical Significance; Regression (Statistics); Texas + Suchen Sie Ihr Suchwort? Funding; Finanzierung; Bildungsfonds; Finanzielle Förderung; Gemeindeverwaltung; School district; Schulbezirk; Bilingual teaching; Bilingualer Unterricht; Regression; Regressionsanalyse
Abstract	The general purpose of this article is to extend the examination of previous efficacy analyses of Texas' education finance system by paying particular attention to the ability of the Texas Foundation School Program (FSP) to generate revenue to support ELL educational activities. This article will examine the efficacy of formula components within the Texas funding mechanism, 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 across the state (ERIC).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01