Spending in Lean Times: School-Level Budget Allocations during the Great Recession in Texas

Autor/in	Pendola, Andrew
Titel	Spending in Lean Times: School-Level Budget Allocations during the Great Recession in Texas
Quelle	In: Peabody Journal of Education, 97 (2022) 4, S.439-457 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pendola, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2109913
Schlagwörter	Public Schools; Educational Finance; Resource Allocation; Expenditures; Educational Equity (Finance); Economic Factors; Budgeting; Economic Climate; General Education; English (Second Language); Vocational Education; Acceleration (Education); Special Education; Institutional Characteristics; Racial Composition; Socioeconomic Status; Bilingual Students; Academically Gifted; Student Mobility; Academic Achievement; Suburban Schools; Rural Schools; Texas + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bildungsfonds; Ressourcenallokation; Ausgaben; Ökonomischer Faktor; Wirtschaftslage; Allgemein bildendes Schulwesen; Allgemeinbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausbildung; Berufsbildung; Acceleration; Beschleunigung; Special needs education; Sonderpädagogik; Sonderschulwesen; Socio-economic status; Sozioökonomischer Status; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Schulleistung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen
Abstract	The intention of this paper is to add to existing knowledge of how building-level spending is prioritized toward horizontal and vertical equity during severe economic downturns. Using a sample of all public schools in Texas during the Great Recession, we examine how schools undergoing the greatest spending reductions reallocated their spending on academic programs. Results demonstrate that schools undergoing financial shocks respond mainly by reapportioning regular, accelerated, and special education spending, rather than simply enacting across-the-board cuts. High-poverty, low-performing, and urban schools tended to prioritize reallocations toward targeted group support, while lower poverty, higher performing, suburban schools tended to prioritize reallocations toward regular education support. Furthermore, results of fixed and random effect regression models suggest that while spending allocations are in part determined by district-level characteristics, reactionary changes to spending are more explained by school or leadership characteristics. These results support the notion that site-level budgeting is an important factor in ensuring that spending is calibrated to current student needs when undergoing periods of financial uncertainty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01