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ERIC Number: EJ884981
Record Type: Journal
Publication Date: 2010-Jun
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0964-5292
Dual Standards of School Performance and Funding? Empirical Searches of School Funding Adequacy in Kentucky and Maine
Lee, Jaekyung
Education Economics, v18 n2 p207-228 Jun 2010
This study examines potential consequences of the discrepancies between national and state performance standards for school funding in Kentucky and Maine. Applying the successful schools observation method and cost function analysis method to integrated data-sets that match schools' eight-grade mathematics test performance measures to district funding, this study conducts empirical searches for adequate instructional expenditures per pupil to meet desired proficiency targets on national versus state assessments. While Kentucky (high-stakes testing state) had a lower performance standard than Maine (low-stakes testing state), this study reveals a relatively lower level of school funding adequacy and a weaker relationship between school expenditures and performance for Kentucky than for Maine. The study suggests that state educational accountability systems and policies may influence the level of state performance standards and the proficiency gaps between national and state assessments, which in turn lead to potential gaps in school funding. Implications for policy and research are discussed to address problems with dual standards of school performance and to improve school funding adequacy and efficiency. (Contains 7 notes, 5 tables, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky; Maine
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress