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ERIC Number: EJ1082315
Record Type: Journal
Publication Date: 2014
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0098-9495
The Tangible Impact of School Finance Litigation
Lockridge, Courtney; Maiden, Jeffrey
Journal of Education Finance, v39 n4 p344-369 Spr 2014
The purpose of this study was to address the extent to which adequacy litigation functions as a means for improving student achievement, particularly among low-income and minority students. The study extended theory established in prior studies, and took into account the idea that change takes several years to realize and that sufficient time to fully implement the court's decision and embark on a mission of reform may not have been possible with the two-year turnaround time provided for in past studies. Longitudinal NAEP data were examined to answer the research questions and contribute to current theory that deals with adequacy, school finance litigation, and student achievement. A primary finding from the study was that the filing of an adequacy lawsuit can contribute to student achievement outcomes for students overall and that litigation that results in a plaintiff victory can affect achievement among minority student populations, particularly in fourth grade. Furthermore, there is evidence to suggest that school finance litigation can contribute to overall reform efforts in education. However, with the many influences on student achievement, students living in poverty do not appear to benefit from adequacy litigation.
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota; New Jersey; Virginia
Identifiers - Laws, Policies, & Programs: Abbott v Burke; Rose v Council for Better Education
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A