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ERIC Number: EJ806316
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0098-9495
Intradistrict Public School Funding Equity, Community Resources, and Performance in Nashville, Tennessee
Klein, Christopher C.
Journal of Education Finance, v34 n1 p1-14 Sum 2008
A large literature finds that resources are not significant determinants of student performance. These results may arise because resources really do not matter in public education or because local school districts allocate additional resources to poorer performing schools. To shed light on this issue, a unique data set for the Metropolitan Nashville-Davidson County School District in Tennessee, known as Metro, is analyzed. Financial data from 2004-05 are combined with academic test scores and demographic data for 2003-04 and 2004-05 academic years for each of 70 K-4 elementary schools. Econometric tests indicate that school-specific budget allocations do not discriminate against minorities and are mildly favorable for low-income students. Direct funding is not significantly related to school performance, although community resources significantly improve reading performance. (Contains 9 footnotes, 5 tables, and 1 figure.)
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: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee