Dividing Lines: The Role School District Boundaries Play in Spending Inequality for Public Education

2020 ◽  
Author(s):  
Karin Kitchens
Keyword(s):  
Public Education ◽  
School District

scholarly journals Introducing a Market Element into the Funding Mechanism of Public Education in British Columbia: A critical policy analysis of the School Amendment Act, 2002

2010 ◽  
Vol 44 (2) ◽  
pp. 143-162 ◽  
Author(s):  
Gerald Fallon ◽  
Jerald Paquette
Keyword(s):  
British Columbia ◽  
Public Education ◽  
School District ◽  
School Districts ◽  
Public School Districts ◽  
Policy Study ◽  
Critical Policy Analysis ◽  
For Profit ◽  
Funding Mechanism ◽  
Critical Policy

Abstract This policy study explores origins of part 6.1 of Bill 34 (School Amendment Act, 2002) and its impacts on the institutional behaviour of two public school districts in British Columbia. Part 6.1 permits school districts to raise funds through for-profit school district business companies (SDBC). The analysis found several consequences of the policy: lack of accountability of SDBCs, increased fiscal inequity among school districts, and greater responsiveness of school districts to the needs of a globally rather than locally situated community of students.

Mental Health Services, Free Appropriate Public Education, and Students With Disabilities: Legal Considerations in Identifying, Evaluating, and Providing Services

2017 ◽  
Vol 20 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Mitchell Yell ◽  
Carl Smith ◽  
Antonis Katsiyannis ◽  
Mickey Losinski
Keyword(s):  
Mental Health ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Mental Health Services ◽  
Health Services ◽  
Students With Disabilities ◽  
Related Services ◽  
Free Appropriate Public Education ◽  
Education Act

In the past few years, the provision of mental health services in public schools has received considerable attention. When students with disabilities are eligible for special education and related services under the Individuals With Disabilities Education Act (IDEA), mental health services are required if such services are needed to provide students with a free appropriate public education (FAPE). That is, when a student’s individualized education program (IEP) team determines that he or she needs mental health services to receive a FAPE, a school district is required to provide these services. Our purpose is to discuss when school district personnel should identify, evaluate, and serve students with disabilities who may have mental health needs.

scholarly journals Fundraising for Government: Unpacking the Structure and Relationship of Government-Supporting Nonprofit Partnerships

2021 ◽  
pp. 1-28
Keyword(s):  
Public Education ◽  
School District ◽  
Structural Models ◽  
Government Agency ◽  
Future Research ◽  
Government Agencies ◽  
Community Based ◽  
Education Foundations ◽  
Separate Identity ◽  
Relationship Of

Government-supporting nonprofits (GSNs) are 501(c)(3) organizations established in connection with a government agency to fundraise and support their mission. To date, little is known about the structural and substantive relationships that occur in this exclusive partnership. Applying the GSN model to public education in Florida, this study looks at data collected from 18 local education foundations (LEFs) and their school district partners. Interviews suggest that different structural models influence the relationships between the two organizations along the following dimensions: attention, successive engagement, resource infusion, and organizational identity. Even though LEFs exist to support their school district, they also aim to establish a separate identity to be able to fundraise and carry out a more community-based role. Through this research, a framework is proposed for studying the structural and partnership dimensions of government-supporting nonprofits. We conclude with a discussion on future research and relevant considerations for government agencies with a supporting nonprofit.

School District Budgeting and Financial Management in the United States

Education ◽  
2020 ◽  
Author(s):  
Vincent Reitano
Keyword(s):  
United States ◽  
Public Education ◽  
School District ◽  
School Districts ◽  
Financial Management ◽  
The United States ◽  
General Purpose ◽  
Debt Management ◽  
Budget Process ◽  
Financial Condition

In the United States, school districts operate as a type of special purpose local government. Similar to general purpose governments, school districts are funded by own-source and intergovernmental revenues, although there is considerable variation in their revenue mix, contingent in part upon state-funding formulas. Unlike general purpose governments, school districts focus on the provision of public education to facilitate student learning, and therefore, expenditures are primarily relegated to teacher, support staff, and administrator salaries and benefits. Ensuring the provision of public education begins in part with the budget process. The school district budget process can assume different forms from incremental to rational and may involve a range of stakeholders, including elected officials and members of the public. Incremental budgeting begins with the prior-year budget and small upward increments, while alternatives can be based on rational decision-making theories, such as performance budgeting or zero-based budgeting. Despite these different potential budgeting methods, systematic evidence of their implantation in school districts is generally unavailable. As a complement to the budget process, school districts are also involved in financial management, which involves the strategic analysis of financial condition in the pursuit of financial resiliency and sustainability. In particular, school district budgeting and financial management involves strategically planning for and responding to internal and external trends to ensure continued public service provision in the form of public education. As a growing area of research, school district budgeting and financial management encompasses topics such as budget forecasting, financial condition analysis, optimization of fiscal reserves over the business cycle, and debt management, among other topics.

scholarly journals Demand for public education: Evidence from a rural school district

2006 ◽  
Vol 25 (5) ◽  
pp. 521-531 ◽  
Author(s):  
Anthony Stair ◽  
Terance J. Rephann ◽  
Matt Heberling
Keyword(s):  
Public Education ◽  
School District ◽  
Rural School ◽  
Rural School District

Endrew F. v. Douglas County School District (2017): The U.S. Supreme Court and Special Education

2017 ◽  
Vol 53 (5) ◽  
pp. 321-324 ◽  
Author(s):  
Angela M. T. Prince ◽  
Mitchell L. Yell ◽  
Antonis Katsiyannis
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Supreme Court ◽  
Students With Disabilities ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
The U.S

On March 22, 2017, the U.S. Supreme Court announced its decision in Endrew F. v. Douglas County School District. This case addressed the question how much educational benefit are public schools required to provide to students with disabilities under the Individuals With Disabilities Education Act (IDEA) to confer a free appropriate public education (FAPE). The purpose of this legal update is to provide a brief overview of court developments regarding FAPE, summarize Endrew, and provide implications for practice.

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