ERIC Number: ED424696
Record Type: RIE
Publication Date: 1998-Sep
Creating School Finance Policies That Facilitate New Goals. CPRE Policy Briefs.
The focus of this policy brief is on efforts to redesign state and district school finance systems to align them more closely with the standards-based education reform movement. Past efforts to offset fiscal disparities with state aid in low-property wealth districts have only been moderately successful. Part of the problem lies in the fact that over the past 30 years, strategies to reduce fiscal disparities, whether court ordered or not, have had limited success. Spending per pupil remained highly associated with property wealth. The question of fiscal fairness, however, fails to address what resources are necessary to reach the goal of teaching students to high standards. This requires a shift in thinking from equality to adequacy; a shift that may help policy makers create a new school-finance structure that is linked to strategies that raise levels of student achievement. This report draws up a new finance structure with the goals of identifying the base-level spending needed to teach each student to state standards in each district/school; identifying how much extra funding is needed to teach students with special needs; and providing performance incentives to encourage effective and productive spending. (Contains 43 references.) (JMD)
Descriptors: Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Finance Reform, Incentives, Public Schools, Special Needs Students, State Standards
Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325; Tel: 215-573-0700; Web site: www.upenn.edu/gse/cpre/
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Grant or Contract Numbers: N/A