ERIC Number: ED468341
Record Type: RIE
Publication Date: 2001
Constructing New Finance Models That Balance Equity, Adequacy and Efficiency with Responsiveness. Education Finance in the States: Its Past, Present and Future. ECS Issue Paper.
Guthrie, James W.
Policymakers continue to face major challenges in education finance, despite a history of reforms. Today's challenges include ensuring financial adequacy, maintaining gains in distributional equality, coping with the increasing need for teachers, satisfying public preference for diversity in schools and programs, and devising performance incentives and accountability procedures. To meet these challenges, policymakers will have to adopt new policies, this paper argues. The argument begins with a brief history of education finance from the 19th century to the early 21st century, stressing the changes brought about by legislative and judicial efforts and culminating in the current policy of local control. The argument concludes with five finance policy alternatives, or models, for recalibrating state and local control: (1) state government operates and regulates local schools; (2) state regulates education but allows charter schools to deliver instruction; (3) state regulates education but allows local districts to make operating decisions, such as hiring teachers; (4) local districts maintain many of their current functions but state has larger oversight role; and (5) voucher plans empower households to make decisions on education. These models can be mixed and matched in an almost infinite matrix. (WFA)
Descriptors: Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Finance Reform, Models, Public Schools, School District Autonomy, School Districts, School Funds, State Aid
Education Commission of the States, 700 Broadway, Suite 1200, Denver CO 80203-3460. Tel: 303-299-3600; Fax: 303-296-8332; Web site: http://www.ecs.org. For full text: www.ecs.org/clearinghouse/28/19/2819.htm.
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Education Commission of the States, Denver, CO.