ERIC Number: ED121839
Record Type: Non-Journal
Publication Date: 1975-Nov
Reference Count: N/A
The Use of Test Scores as a Basis for Allocating Educational Resources: A Synthesis and Interpretation of Knowledge and Experience. Final Report.
Feldmesser, Robert A.
This study was undertaken to explore the issues involved in test-based-funding (TBF)--the concept that extra resources should be allocated to states or school districts on behalf of pupils with low test scores. The data for the study come from literature bearing on the concept, from documents in three states (Michigan, California, and New York) where it has been tried, and from interviews with key people who have been engaged in its development and implementation. In the first chapter, the origins and rationale of test-based funding is described and the problems with it that have been evident from the outset are briefly discussed. Chapter 2 describes the experiences of the three states with TBF. Of the three, Michigan has given the concept the greatest prominence in its state-aid program, and it occupies most of the attention, but the experiences of all three states are outlined. Since there are a number of questions connected with TBF on which the experience to date for one reason or another casts no light at all, Chapter 3 considers some of them, bringing to bear both logical analysis and such pertinent literature as there may be, and suggesting lines of future inquiry which may improve the understanding of the premises and implications of TBF. (RC)
Descriptors: Compensatory Education, Educational Finance, Educational Resources, Educationally Disadvantaged, Elementary Secondary Education, Federal Aid, Low Achievement, Resource Allocation, School Districts, Scores, Socioeconomic Status, State Aid, State Federal Aid, Student Evaluation, Test Results, Testing Problems
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.