ERIC Number: ED246146
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Big Districts and the Block Grant: A Cross-Time Assessment of the Fiscal Impacts. Draft.
Jung, Richard K.; Stonehill, Robert M.
The impact of the Chapter 2 block grant on large cities and districts was assessed through a comparison of school district funding and spending in the two years before and the two years after block grant implementation. In terms of fiscal effects and patterns, it was found that: (1) the 28 districts studied experienced smaller cuts in the two years after implementation than in the year before it, (2) substantial funding cuts did occur in some of the districts, and (3) second year block grant funding levels showed considerable stability (with some exceptions). In the area of desegregation, 16 of the 24 districts that had Emergency School Aid Act (ESAA) funds in fiscal year 1981 spent at least part of their Chapter 2 funds on desegregation-related activities in 1983-84. Overall, desegregation-related projects accounted for 19 percent of Chapter 2 funding. The money spent on such projects in 1983-84 was, however, only approximately one-quarter of the amount spent two years earlier with ESAA funding. Finally, approximately 14.3 percent of the total Chapter 2 allocations in 1983-84 provided services for private school students; it appears that this was proportionately more than under under the antecedent programs. (CMG)
Descriptors: Block Grants, Categorical Aid, Comparative Analysis, Elementary Secondary Education, Federal Aid, Private School Aid, Public Schools, Resource Allocation, School Desegregation, School District Spending
Advanced Technology, Inc., 600 Maryland Avenue, S.W., Washington, D.C. 20004 ($5.00).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Education Analysis Center for State and Local Grants (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Education Consolidation Improvement Act Chapter 2; Large School Districts
Note: Paper presented at the annual meeting of the American Educational Research Association (New Orleans, LA, April 1984).