ERIC Number: ED225239
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
The Issue of Adequacy in the Financing of Public Education: How Much Is Enough?
Chambers, Jay G.; Parrish, Thomas
In four chapters this monograph examines how states and the nation have defined both an adequate education and the funding level required to provide it, and suggests an approach to the issues of educational adequacy and equity. Chapter 1 defines adequacy in terms of the provision of learning services sufficient to meet a goal and argues that the question of adequacy cannot be separated from the issue of equity. The second chapter reviews historical literature on U.S. public education to find how past policy makers and scholars have conceptualized educational adequacy and equity. In chapter 3 the authors analyze the changing role of the states in providing educational funding, the dollar amounts the states provide, various measures of educational resource inputs, and state funding of supplemental programs in special, bilingual, and compensatory education. Chapter 3 also presents brief case studies of approaches to adequacy taken in Georgia, South Carolina, Washington State, and Connecticut. The final chapter proposes a resource-cost-based approach to adequacy and equity issues. Called the "Resource Cost Model," the suggested framework is a computer simulation model for determining resources needed by districts and expenditures required of states to provide an adequate education (Author/RW)
Descriptors: Educational Equity (Finance), Educational Objectives, Educational Quality, Educational Resources, Elementary Secondary Education, Equal Education, Models, Resource Allocation, School Funds, State Aid, Tables (Data)
Publications, Institute for Research on Educational Finance and Governance, School of Education, CERAS Building, Stanford University, Stanford, CA 94305 ($1.00).
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Note: Some pages may reproduce poorly due to marginal legibility of original document.