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ERIC Number: ED090667
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 47
Abstractor: N/A
Reference Count: N/A
An Analysis of the Virginia State Aid Formula as Measured by Social, Economic, and Educational Factors.
Alexander, David; And Others
The evolution of public school financing systems has traced the concern of equal access to dollars to opportunities for equal education which recognizes individual needs or deficiencies to questioning whether schooling makes a difference. The authors provide empirically based data supporting the necessity of equity in the allocation of State educational funds. Effects of the Virginia State aid formula support the contention there is nothing so unequal as the equal treatment of unequals. Assuming continued attempts to validate program equalization vis-a-vis fiscal equalizations, the authors speculate on the research question of whether schools make a difference. Three different interpretations of base-line data (schools make no difference, schools should be supported for nontraditional reasons, and schools are making positive differences) lead to the conclusion that the latest evolution of finance research has exceeded the possibility of objective, impartial conclusion. Fundamental policy implications affecting the vary structure of schooling have made research a form of advocacy planning. In light of this controversy, the authors call for overt specification of conceptual and methodological biases in future research endeavors. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia