Weighted Student Funding and Outcomes: Implementation in 18 School Districts

Autor/inn/en	Tuchman, Sivan; Gross, Betheny; Chu, Lisa
Titel	Weighted Student Funding and Outcomes: Implementation in 18 School Districts
Quelle	In: Peabody Journal of Education, 97 (2022) 4, S.479-496 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2109917
Schlagwörter	Funding Formulas; School Districts; Educational Policy; Educational Trends; Resource Allocation; Principals; Expenditures; Financial Support; Academic Achievement; Correlation; Mathematics Achievement; English; Language Arts; Achievement Tests; Scores; White Students; African American Students; Achievement Gap; Socioeconomic Status; Comparative Analysis; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Funding; Finanzierung; School district; Schulbezirk; Politics of education; Bildungspolitik; Bildungsentwicklung; Ressourcenallokation; Principal; Schulleiter; Ausgaben; Finanzielle Förderung; Schulleistung; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status
Abstract	Over the last 20 years an increasing number of districts have implemented weighted student funding (WSF) policies that distribute resources to schools in ways that more accurately reflect the level students may require and provide principals with expanded flexibility in the use of funds. This study uses an event study model to examine whether student academic performance trends for a sample of 18 districts between 2009 and 2016 outpaced those in districts that did not implement WSF. We find a positive relationship overall between the implementation of WSF and increased math and ELA test scores for the total student population, specifically for ELA in the first year after WSF implementation. We find similar results for black students. We also see that WSF implementation is related to a decline in the disparity in ELA and math scores between white and black students. These trends, however, are a continuation of results these districts had prior to the policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01