The Effects of Campus Shooting on School Finance and Student Composition

2021 ◽  
Author(s):  
Lang Kate Yang ◽  
Maithreyi Gopalan
Keyword(s):  
School Finance ◽  
Student Composition

The Effects of Campus Shooting on School Finance and Student Composition

2021 ◽  
pp. 1-44
Author(s):  
Lang (Kate) Yang ◽  
Maithreyi Gopalan
Keyword(s):  
Public School ◽  
School Finance ◽  
Negative Impact ◽  
The United States ◽  
School Level ◽  
Intergovernmental Transfers ◽  
Capital Projects ◽  
Crowd Out ◽  
Instructional Spending ◽  
Student Composition

Abstract Between 1999 and 2018, 210 shootings have occurred on public school campuses in the United States. The increased need for security and student support may crowd out instructional resources post-shooting. Shootings may also cause students, especially those from socioeconomically advantaged backgrounds, to move away, leading to declines in enrollment. Both changes in the budget allocation and the student composition could exert a negative impact on achievement. First, we examine the effects of campus shootings on public school districts’ revenue, expenditure, debt, and staffing using a long panel of district-year data. Results from event study and difference-in-differences analyses indicate that shootings increase per-pupil spending by $248, which is funded primarily through increased federal transfers. Most spending increases occur in noninstructional functions, such as pupil support services, and capital projects, but they do not crowd out instructional spending. Using school-level data, we show that shootings are followed by a decline in enrollment, driven almost exclusively by reductions in students who do not receive free- or reduced-price lunch. Private schools in the area also experience enrollment drop. In sum, despite the increased intergovernmental transfers, campus shootings reduce the desirability of the community and lead to the exit of relatively well-off families.

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.

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