Weighted Student Funding in the Netherlands: A Model for the U.S.?

Autor/inn/en	Ladd, Helen F.; Fiske, Edward B.
Titel	Weighted Student Funding in the Netherlands: A Model for the U.S.?
Quelle	In: Journal of Policy Analysis and Management, 30 (2011) 3, S.470-498 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.20589
Schlagwörter	Foreign Countries; Comparative Education; Funding Formulas; Educational Finance; Politics of Education; Educational Policy; Educational Vouchers; School Choice; Educational Quality; Equal Education; Educational Practices; Achievement Gap; School Based Management; School Restructuring; Performance Factors; Models; Change Strategies; Educational Change; Netherlands; United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Funding; Finanzierung; Bildungsfonds; Educational policy; Bildungspolitik; Politics of education; Educational voucher; Bildungsgutschein; Choice of school; Schulwahl; Quality of education; Bildungsqualität; Bildungspraxis; Schulreformplan; Schulumwandlung; Leistungsindikator; Analogiemodell; Lösungsstrategie; Bildungsreform; Niederlande; USA
Abstract	Although a relatively new idea in the U.S., weighted student funding (WSF) for individual schools has a long history in the Netherlands. This country of about 16.5 million people has been using a version of WSF for all its primary schools (serving children from age 4 to 12) for 25 years. In this article we describe and evaluate the Dutch system and explore what insights there might be for the U.S., taking into account the very different cultural and normative contexts of the two countries. We find that, compared to those with few weighted students, Dutch schools with high proportions of weighted students have almost 60 percent more teachers per pupil as well as more support staff per teacher. Even these large resource advantages, however, are not sufficient by themselves to eliminate all quality shortfalls in the high-weight schools, where quality is measured by school policies and practices. We conclude that weighted student funding for schools within districts in the U.S. is not likely to deliver the same highly progressive funding patterns as in the Netherlands because of the complex, multilayered U.S. education system and the absence of a political consensus in favor of generous weights. (Contains 6 tables, 8 figures and 40 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10