A Comparison of Equity Outcomes in Kentucky: Council for Better Education v. Wilkinson Plaintiff & Non-Plaintiff School Districts.

Autor/inn/en	Haselton, W. Blake; Wells, William
Titel	A Comparison of Equity Outcomes in Kentucky: Council for Better Education v. Wilkinson Plaintiff & Non-Plaintiff School Districts.
Quelle	(2000), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Court Litigation; Educational Change; Educational Equity (Finance); Educational Quality; Elementary Secondary Education; School Statistics; Statistical Analysis; Kentucky + Suchen Sie Ihr Suchwort? Rechtsstreit; Bildungsreform; Quality of education; Bildungsqualität; Statistische Analyse
Abstract	This report compares plaintiff and nonplaintiff school districts in "Council for Better Education v. Wilkinson" and "Rose v. Council for Better Education" as regards the equity and adequacy outcomes resulting from rulings of the Kentucky Supreme Court and subsequent implementation of the Kentucky Reform Act (KERA) of 1990. Descriptive statistics were utilized to compare variables and determine differences in selected finance measures. The principle of equity utilized was the resource accessibility standard defined by Thompson, Wood, Honeyman, and Miller (1994). Some variables compared are property assessment per pupil, equivalent tax rate, per-pupil expenditures, and average teacher salaries. Comparisons of per-pupil expenditures indicated significant revenue and spending gaps remained among the 176 Kentucky school districts 10 years after KERA's implementation. However, examination of resource accessibility, within the framework of this analysis, supports a conclusion that progress has been made in attaining equity in Kentucky school districts on the state-mandated assessment of student performance. The wide variety in quality in school performance in Kentucky since KERA suggests that not all schools and districts are likely to utilize the resources at their command equally well. This study is only one step toward understanding the relationships among equity, adequacy, and equity outcomes of KERA. (Contains 16 references and 10 tables.) (Author/RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC