scholarly journals Inequality and Education Funding: Theory and Evidence from the U.S. School Districts

2010 ◽  
Author(s):  
Calin Arcalean ◽  
Ioana C. Schiopu
Keyword(s):  
School Districts ◽  
Education Funding ◽  
The U.S

Whose money matters in public education: A “public” good that parents purchase

2021 ◽  
pp. 147821032110343
Author(s):  
Eunju Kang
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Local Governments ◽  
Positive Impact ◽  
New York State ◽  
Federal State ◽  
Education Funding ◽  
Funding Policy ◽  
State And Local

Instead of asking whether money matters, this paper questions whose money matters in public education. Previous literature on education funding uses an aggregate expenditure per pupil to measure the relationship between education funding and academic performance. Federalism creates mainly three levels of funding sources: federal, state, and local governments. Examining New York State school districts, most equitably funded across school districts among the 50 states, this paper shows that neither federal nor state funds are positively correlated with graduation rates. Only local revenues for school districts indicate a strong positive impact. Parents’ money matters. This finding contributes to a contentious discourse on education funding policy in the governments, courts, and academia with respect to education funding and inequality in American public schools.

The decline in the number of school districts in the U.S.: 1950?1980

Public Choice ◽  
1994 ◽  
Vol 79 (1-2) ◽  
pp. 1-18 ◽  
Author(s):  
Lawrence W. Kenny ◽  
Amy B. Schmidt
Keyword(s):  
School Districts ◽  
The U.S

scholarly journals Citizen “Trust” as an Explanation of State Education Funding to Local School Districts

2011 ◽  
Vol 41 (4) ◽  
pp. 636-661 ◽  
Author(s):  
James Alm ◽  
Robert D. Buschman ◽  
David L. Sjoquist
Keyword(s):  
School Districts ◽  
Education Funding ◽  
Local School ◽  
State Education

The Muddled Distinction Between De Jure and De Facto Segregation

2020 ◽  
Author(s):  
Elise C. Boddie
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Constitutional Law ◽  
Federal Courts ◽  
Community Schools ◽  
Jefferson County ◽  
Legal Narratives ◽  
De Jure Segregation ◽  
The Government ◽  
The U.S

In 2007, the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 declared unconstitutional voluntary, race-based plans to integrate public schools in Jefferson County, Kentucky and Seattle, Washington. The decisionrested on a critical distinction in constitutional law between “de jure” segregation—resulting from purposeful discrimination by the government—and “de facto” racial imbalance derived from unintentional or “fortuitous” actions by state and private entities. The Court held that de facto school districts could not voluntarily assign students to schools according to their race for purposes of promoting integration. In a vigorous dissent, Justice Breyer argued the “futility” of the de jure–de facto distinction, contending that both districts should have been afforded the constitutional flexibility to pursue voluntary remedies that address racial imbalance in their schools. This chapter takes up Justice Breyer’s dissent to explore the complicated origins of school segregation outside the South and the federal cases that adjudicated its constitutionality. Its central contribution is to recover the often confusing legal narratives about segregation in the period after Brown and how federal courts struggled to discern the constitutional boundaries between de jure and de facto discrimination. The chapter briefly describes the constitutional turns that facilitated the Court’s decision in Parents Involved, including the advent of the intent requirement in equal protection and “colorblindness” doctrine, which treats any use of race as presumptively unconstitutional, regardless of its integrative purpose.

scholarly journals Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia

2019 ◽  
Vol 40 (2) ◽  
pp. 12-22 ◽  
Author(s):  
Robert Mitchell ◽  
Allison Wynhoff Olsen ◽  
Patrick Hampton ◽  
James Hicks ◽  
Danette Long ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Rural Communities ◽  
School Districts ◽  
Rural Schools ◽  
The United States ◽  
Rural School ◽  
Rural School Districts ◽  
Preparation Programs ◽  
Initial Exposure ◽  
The U.S

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.

The U.S. Local Governments and Reforms

2016 ◽  
pp. 35-50
Author(s):  
Elif Colakoglu
Keyword(s):  
School Districts ◽  
Local Governments ◽  
The United States ◽  
General Purpose ◽  
Federal States ◽  
Special Districts ◽  
Democratic Tradition ◽  
Federal Constitutional ◽  
Constitutional Republic ◽  
The U.S

The United States (the U.S.) is a federal constitutional republic governed by presidential system based on a pluralist democracy, and has a strong democratic tradition. Its government system is shaped by forms with a three-tiered structure: Federal, states, and local governments. As the lower-level administrative subdivision of the states, local governments which are named as counties, municipalities, townships, school districts, and special districts comprised by a very wide range as the numbers, characteristics and structures. While counties, municipalities and townships are general-purpose local government, school districts, and special districts are special-purpose local governments. This chapter aims to generally address the U.S. local governments' place in administrative system within the relationship among federal and federated states. Accordingly, first, their structures and forms are examined. Second, their budgets in terms of common revenues and spending are discussed. Third and final, all administrative and fiscal reforms of local governments are put forward.

The Tenth Annual Report to Congress: One More Ride on the Merry-Go-Round?

1989 ◽  
Vol 56 (1) ◽  
pp. 10-13 ◽  
Author(s):  
David Greenburg
Keyword(s):  
Public Education ◽  
School Districts ◽  
Service Delivery ◽  
Annual Report ◽  
Public Law ◽  
Education Programs ◽  
Local School ◽  
Lack Of Information ◽  
Public Education Policy ◽  
The U.S

The U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act contains improvements, but most infirmities of previous reports on progress toward meeting the goals of Public Law 94–142. Major criticisms include (a) continued overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and (b) a lack of information about service delivery which includes the perspective of practitioners in local school districts where the service delivery occurs. The report further prompts even more questions about the Office of Special Education Programs (OSEP) monitoring findings and reinforces the need for improved communication between local practitioners and those who form national public education policy.

The myth of de facto segregation

2019 ◽  
Vol 100 (5) ◽  
pp. 35-38
Author(s):  
Richard Rothstein
Keyword(s):  
School Districts ◽  
Supreme Court ◽  
Residential Segregation ◽  
Local State ◽  
Public Officials ◽  
The Government ◽  
The U.S

Today, our schools are more racially segregated than at any time in the last 40 years, mainly because the neighborhoods in which they are located are themselves racially segregated. Yet, the U.S. Supreme Court, in its 2007 Parents Involved ruling, prohibited school districts from implementing even modest race-conscious desegregation plans. If people of differing races live in different neighborhoods, the Court found, it is because of de facto segregation (e.g., private individuals’ choices about where to live), which the government has no power to remedy. But in fact, argues Richard Rothstein, residential segregation can be traced back to specific decisions made by public officials at the local, state, and federal levels. De facto segregation is a myth, and there’s no reason why the government shouldn’t take action to integrate schools in segregated neighborhoods.

County-level variation in geographic access to Board Certified Behavior Analysts among children with Autism Spectrum Disorder in the United States

Autism ◽  
2021 ◽  
pp. 136236132110020
Author(s):  
Marissa E Yingling ◽  
Matthew H Ruther ◽  
Erick M Dubuque ◽  
David S Mandell
Keyword(s):  
Autism Spectrum Disorder ◽  
School Districts ◽  
Civil Rights ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Behavior Analyst ◽  
Spectrum Disorder ◽  
Geographic Access ◽  
Behavior Analysts ◽  
The U.S

This study examined variation in geographic access to Board Certified Behavior Analysts for children with autism spectrum disorder. Between March and May 2019, we integrated public data from the U.S. Department of Education’s Civil Rights Data Collection, Behavior Analyst Certification Board’s certificant registry, and U.S. Census. The study sample included all U.S. counties and county equivalents in 48 states and D.C. ( N = 3108). Using geographic information systems software, we assigned Board Certified Behavior Analysts to counties based on their residence, allocated children via school districts to counties, and generated per capita autism spectrum disorder/Board Certified Behavior Analyst ratios. We calculated the Getis-Ord G* statistics for each county and each ratio and compared counties in high-ratio clusters with counties in low-ratio clusters by socioeconomic variables. More than half of all counties had no Board Certified Behavior Analysts. Counties in the highest accessibility category had ⩽17.1 children with autism spectrum disorder per Board Certified Behavior Analyst ( n = 770), while counties in the lowest accessibility category had ⩾137.1 children with autism spectrum disorder per Board Certified Behavior Analyst ( n = 12). In all, 55 of the 129 counties with the highest autism spectrum disorder prevalence had no Board Certified Behavior Analysts. Higher accessibility counties were wealthier and had smaller uninsured populations. To improve geographic access, we must identify factors driving unequal distribution that can inform provider recruitment and retention efforts in underserved areas. Lay abstract This study looked at whether access to Board Certified Behavior Analysts for children with autism spectrum disorder is different between U.S. counties. The study included all U.S. counties and county equivalents in 48 states and D.C. ( N = 3108). Between March and May 2019, we combined data from the U.S. Department of Education’s Civil Rights Data Collection, Behavior Analyst Certification Board’s certificant registry, and U.S. Census. We assigned Board Certified Behavior Analysts to counties based on their address, matched children in school districts to counties, and determined how many children with autism spectrum disorder there were in a county compared with how many Board Certified Behavior Analysts there were in a county. The results show uneven numbers of Board Certified Behavior Analysts between U.S. counties. More than half of all counties had no Board Certified Behavior Analysts. National maps illustrate clusters of high and low accessibility to Board Certified Behavior Analysts. To improve access to Board Certified Behavior Analysts in underserved areas, we must identify what contributes to the differences in access.

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