Charter School Funding: Inequity in the City

Autor/inn/en	Wolf, Patrick J.; Maloney, Larry D.; May, Jay F.; DeAngelis, Corey A.
Institution	University of Arkansas, School Choice Demonstration Project (SCDP)
Titel	Charter School Funding: Inequity in the City
Quelle	(2017), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Financial Support; Educational Finance; Educational Equity (Finance); Urban Schools; Disadvantaged Youth; Income; Expenditures; Expenditure per Student; Traditional Schools; Comparative Analysis; Geographic Location; At Risk Students; Low Income Groups; English Language Learners; Disabilities; Special Education; Local Government; State Aid; Federal Aid; Private Financial Support; Georgia (Atlanta); Massachusetts (Boston); New Jersey; Colorado (Denver); Texas (Houston); Indiana (Indianapolis); Arkansas (Little Rock); Tennessee (Memphis); Louisiana (New Orleans); New York (New York); California (Oakland); Texas (San Antonio); Oklahoma (Tulsa); District of Columbia + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Finanzielle Förderung; Bildungsfonds; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benachteiligter Jugendlicher; Einkommen; Ausgaben; Traditioneller Unterricht; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Gemeindeverwaltung; Private Investition
Abstract	Public charter schools increasingly are part of both the national conversation about education policy and the local urban scene in America. Previous studies of public charter schools have examined their achievement effects focused on both the state and metropolitan levels, and funding disparities focused on the state levels. This is the first study of funding inequities to concentrate on revenue disparities between charters and traditional public schools where charters are most common: metropolitan areas across the country. The 15 urban areas that inform the study include Atlanta, Boston, Camden, Denver, Houston, Indianapolis, Little Rock, Los Angeles, Memphis, New Orleans, New York City, Oakland, San Antonio, Tulsa, and Washington. Because these locations include eight plus the special case of New Orleans for which there is some prior data and six that are new to charter revenue research, the authors can place their findings in a broader context of time and space. Data regarding the charter school funding gap were carefully collected from official state documents and audited school reports regarding the 2014 fiscal year. The authors define a public charter school as any school that: (1) operates based on a formal charter in place of direct school district management; and (2) reports its finances independently from the school district. The authors define all other public schools as traditional public schools (TPS). The following are appended: (1) Methodology; (2) Information Sources; (3) Summary Tables for Each Location; and (4) Indeterminate Revenue Streams. (ERIC).
Anmerkungen	School Choice Demonstration Project. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uaedreform.org/school-choice-demonstration-project
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01