ERIC Number: EJ1082347
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 52
Learning to Count: School Finance Formula Count Methods and Attendance-Related Student Outcomes
Ely, Todd L.; Fermanich, Mark L.
Journal of Education Finance, v38 n4 p 343-369 Spr 2013
School systems are under increasing pressure to improve student performance. Several states have recently explored adopting student count methods for school funding purposes that incentivize school attendance and continuous enrollment by adjusting funding for changes in enrollment or attendance over the course of the school year. However, no empirical evidence existed to support these policy changes. This exploratory article empirically tests the relationship between state student count methods and three measures of attendance-related student outcomes from different federal data sources. Our analysis finds that states with high incentive student count methods have statistically and practically higher graduation rates and lower dropout and repeated absences rates. States considering a transition away from existing student count method policies should proceed with caution and consider potential equity and administrative implications.
Descriptors: Educational Finance, Funding Formulas, Average Daily Attendance, Attendance Patterns, Regression (Statistics), Least Squares Statistics, Graduation Rate, Dropout Rate, Predictor Variables, Models
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: email@example.com; Web site: http://www.press.uillinois.edu/journals/main.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States