ERIC Number: EJ1179982
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
School Funding Formulae: Designed to Create a Learning Society?
BenDavid-Hadar, Iris; Case, Stephoni; Smith, Rob
Compare: A Journal of Comparative and International Education, v48 n4 p553-570 2018
The right to education depends upon a willingness to finance education fairly. Addressing the difference in educational achievement between learners of different backgrounds is a key aspect of fairness. Framed by contemporary neoliberal policies around marketisation and competitiveness, this paper examines fairness in the education finance policy (EFP) of three jurisdictions in England, Israel and Oklahoma. Using a comparative analysis of school funding formulae and an international survey on the perceptions of local policy actors, the "de jure" and the "de facto" EFPs are examined. Our findings reveal "de jure" policies attempting to address fairness through integrating different student background characteristics. However, variability is evident in the extent to which the "de facto" policies align with an aspiration for fairness. This is linked to the marketisation of education in each jurisdiction. We conclude that weightings of students' background characteristics can only be one feature in policy interventions orientated towards bringing about social equity.
Descriptors: Funding Formulas, Educational Finance, Educational Policy, Comparative Analysis, Comparative Education, Equal Education, Questionnaires, Financial Policy, Position Papers, Expenditure per Student, Resource Allocation, Elementary Secondary Education, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Israel; Oklahoma; United Kingdom (England)
Grant or Contract Numbers: N/A