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ERIC Number: ED458076
Record Type: Non-Journal
Publication Date: 2001-Jun
Pages: 62
Abstractor: N/A
Reference Count: N/A
How To Analyze Your State's Education Funding System. A Workbook from the Rural School and Community Trust Policy Program.
Mathis, William J.
This booklet aims to help concerned citizens change laws and school funding systems to improve equity and adequacy for rural education programs. It will help readers gather the information they need, evaluate its meaning, put it in context, establish networks with others, and work with their legislatures and courts to solve the problems. Chapter 1 is about finding and accessing a state's "equity network." It explains why networks are important and how to find a state's network, build and expand the network, find resource people, and access a compendium of public school finance programs in the United States and Canada. Chapter 2 explains how to gather and organize preliminary information. It covers current funding information on each state, constitutional guarantees and legal background, and reports and research on states' equity and adequacy. Chapter 3 describes how to analyze a state's equity and equality. Topics covered include collecting needed information, basic concepts of equality, key definitions, measuring equity, matching resources to needs, and applying equity principles. Chapter 4 discusses educational adequacy, including adequacy and constitutional entitlements, defining adequacy, when to use adequacy criteria, and the advantages and disadvantages of adequacy approaches. Chapter 5 examines ways to change the system. Topics include legal strategies, political or legislative remedies, public information campaigns, and how to maintain the remedy. Appendices present a flow chart for analyzing state financing systems, authors of state descriptions of educational finance systems, and an annotated index to resources and references with 44 entries. (TD)
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Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Community
Language: English
Sponsor: N/A
Authoring Institution: Rural School and Community Trust, Washington, DC.