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ERIC Number: ED238597
Record Type: Non-Journal
Publication Date: 1982-Feb
Pages: 13
Abstractor: N/A
Reference Count: N/A
Financing Rural Schools in New York State. The Facts & Issues. Cornell Information Bulletin 182.
Monk, David H.; Bliss, James R.
The resource allocation practices of New York State school districts were examined to determine how certain structural features of school districts can either create high tax rates or reduce educational opportunities for students. Study results indicated that rural districts spend less on instruction than do otherwise similar districts; however, rural taxpayers spend as high or higher a percentage of their income on education as those in nonrural districts. Rural districts also offer lower starting salaries to their teachers, operate with higher teacher-pupil ratios, provide fewer incentives to their teachers to obtain additional training, and rely more heavily on paraprofessional teacher aides. The inability or unwillingness of small districts to participate in Board of Cooperative Educational Services programs can have adverse implications for both students and taxpayers. Sparsely settled districts spend more per pupil on transportation than do more densely settled districts. Rural school officials and residents attribute the increase of property wealth in their districts to speculation rather than to real growth. Because districts with the same property wealth but different levels of income receive roughly the same amount of operating aid per pupil, any movement toward an increased use of an income-based measure of wealth will be advantageous to most rural districts. (CM)
Cornell University Distribution Center, 7 Research Park, Ithaca, NY 14850 ($1.50-20; quantity discounts available).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ.
Identifiers - Location: New York