CRISIS IN SCHOOL FINANCE: Part II How Can Rising School Needs Be Financed?

1956 ◽  
Vol 9 (2) ◽  
pp. 115-125
Author(s):  
ROGER A. FREEMAN
Keyword(s):  
School Finance

America's Lone Star Constitution

2018 ◽  
Author(s):  
Lucas A. Powe Jr.
Keyword(s):  
Supreme Court ◽  
Capital Punishment ◽  
School Finance ◽  
Constitutional Law ◽  
Civil Liberty ◽  
Voting Rights ◽  
The Rich ◽  
The Relationship

Texas has created more constitutional law than any other state. In any classroom nationwide, any basic constitutional law course can be taught using nothing but Texas cases. That, however, understates the history and politics behind the cases. Beyond representing all doctrinal areas of constitutional law, Texas cases deal with the major issues of the nation. This book charts the rich and pervasive development of Texas-inspired constitutional law. From voting rights to railroad regulations, school finance to capital punishment, poverty to civil liberty, this book provides a window into the relationship between constitutional litigation and ordinary politics at the Texas Supreme Court, illuminating how all of the fiercest national divides over what the Constitution means took shape in Texas.

FISCAL EQUALIZATION AND SCHOOL FINANCE

1994 ◽  
Vol 47 (1) ◽  
pp. 185-197 ◽  
Author(s):  
ANDREW RESCHOVSKY
Keyword(s):  
School Finance ◽  
Fiscal Equalization

SCHOOL FINANCE REFORM: AID FORMULAS AND EQUITY OBJECTIVES

1998 ◽  
Vol 51 (2) ◽  
pp. 239-262 ◽  
Author(s):  
WILLIAM DUNCOMBE ◽  
JOHN YINGER
Keyword(s):  
School Finance ◽  
Finance Reform ◽  
School Finance Reform

“Theoretically all Children are Equal. Practically this can Never be So”: The History of the District Property Tax in California and the Choice of Inequality

2020 ◽  
Vol 122 (2) ◽  
pp. 1-32
Author(s):  
Matthew Gardner Kelly
Keyword(s):  
School Finance ◽  
Research Question ◽  
Property Tax ◽  
School Funding ◽  
State Governments ◽  
Property Taxation ◽  
History Of ◽  
Long Term Trends ◽  
Funding Disparities

Background/Context Dealing mostly in aggregate statistics that mask important regional variations, scholars often assume that district property taxation and the resource disparities this approach to school funding creates are deeply rooted in the history of American education. Purpose/Objective/Research Question/Focus of Study This article explores the history of district property taxation and school funding disparities in California during the 19th and 20th centuries. First, the article documents the limited use of district property taxation for school funding in California and several other Western states during the 19th century, showing that the development of school finance was more complicated than standard accounts suggest. Then, the article examines how a coalition of experts, activists, and politicians worked together during the early 20th century to promote district property taxation and institutionalize the idea that the wealth of local communities, rather than the wealth of the entire state, should determine the resources available for public schooling. Research Design This article draws on primary source documents from state and regional archives, including district-level funding data from nine Northern California counties, to complete a historical analysis. Conclusions/Recommendations The history of California's district property tax suggests the need for continued research on long-term trends in school finance and educational inequality. Popular accounts minimizing the historical role of state governments in school funding obscure how public policies, not just market forces shaping property values, create funding inequalities. In turn, these accounts communicate powerful messages about the supposed inevitability of funding disparities and the responsibility of state governments to correct them. Through increased attention to long-term trends in school funding, scholars can help popular commentators and policymakers avoid assumptions that naturalize inequality and narrow the possibilities for future funding reforms.

The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy

2021 ◽  
Author(s):  
Phillip Caldwell II ◽  
Jed T. Richardson ◽  
Rajah E. Smart ◽  
Meaghan Polega
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Black Students ◽  
Housing Policy ◽  
School Finance ◽  
Local Property ◽  
White Student ◽  
Structural Racism ◽  
Percentage Point Increase ◽  
Property Wealth

This research investigates Michigan’s system for funding public schools, particularly for Black students, via critical race theory, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. Our research questions are (i) How does district per-pupil funding in Michigan vary by race and income? (ii) Does variation by race and income depend on whether funding is from state or local sources? (iii) How does district property wealth in Michigan vary by race and income? and (iv) How does the proportion of property wealth Michigan districts commit to local education funding vary by race and income? We find that the average Black student receiving free or reduced-price lunch (FRL) receives $411 less per pupil than the average White student receiving FRL and $783 less per pupil than the average White student who does not receive FRL. These disparities stem entirely from differences in locally sourced district revenues that are the result of vast differences in property wealth. On average, a one-percentage-point increase in a district’s proportion of Black students receiving FRL is associated with a $2,354 decrease in taxable value of property per pupil, implying that a district with all Black students receiving FRL would have $235,400 less taxable value per pupil than a district with no Black students receiving FRL. Through its continued reliance on local property taxation, the school finance system in Michigan is just another example of how laws and policies reinforce structural racism and discrimination against Black students. This study can discern a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.

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