Journal of Education Finance最新文献_第10页

An Efficacy Analysis of the Texas School Funding Formula with Particular Attention to English Language Learners 以英语学习者为重点的德克萨斯州学校资助公式的有效性分析

IF 0.2

Journal of Education Finance Pub Date : 2014-03-21 DOI: 10.1353/JEF.2014.0011

R. Rolle, Ó. Jiménez-Castellanos

{"title":"An Efficacy Analysis of the Texas School Funding Formula with Particular Attention to English Language Learners","authors":"R. Rolle, Ó. Jiménez-Castellanos","doi":"10.1353/JEF.2014.0011","DOIUrl":"https://doi.org/10.1353/JEF.2014.0011","url":null,"abstract":"Approximately 5.3 million students are classified as English language learners (ELLs) in elementary and secondary public schools across the United States. Concomitantly, of its 5.5 million students, the State of Texas enrolls the second largest population of K–12 English language learners1 nationally, with over 800,000 students—15% of the U.S. population of ELL students—approximately 17% of Texas’ K–12 population (Flores, Batalova, and Fix 2012). At the same time, among school districts with the largest number of students classified as ELLs, Texas superintendents manage four (i.e., Austin, Dallas, Fort Worth, and Houston) of the top 20 districts in the country (Pandya, Batalova, and McHugh 2011). And, similar to other states in the Southwest (e.g. Arizona, New Mexico, or Nevada), the overwhelming majority of students receiving ELL services in Texas are Spanish speakers. Within this context, the general purpose of this article is to extend the examination of previous efficacy analyses of Texas’ education finance system (Rolle, Torres, and Eason 2010; Rolle and Wood 2012) by paying particular attention to the ability of the Texas Foundation School Program (FSP) to generate revenue to support ELL educational activities. Specifically, this article will examine the efficacy of formula components within the Texas funding mechanism—that is, how individual components within the Texas FSP act as significant predictors of combined state and local revenue. In addition, in order to focus specifically on the varying concentrations of students defined as ELLs, this article also will examine the efficacy of individual components within the Texas funding mechanism for five sub-groups of districts—stratified by percentage of students defined as ELLs quintiles—","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"39 1","pages":"203 - 221"},"PeriodicalIF":0.2,"publicationDate":"2014-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Kansas 堪萨斯州

IF 0.2

Journal of Education Finance Pub Date : 2014-03-01 DOI: 10.2307/j.ctvxkn7bt.15

T. DeLuca

引用次数: 1

The Reliability, Impact, and Cost-Effectiveness of Value-Added Teacher Assessment Methods 增值教师评估方法的可靠性、影响和成本效益

IF 0.2

Journal of Education Finance Pub Date : 2012-05-05 DOI: 10.1353/JEF.2012.0009

Stuart S. Yeh

引用次数: 11

Does High School Facility Quality Affect Student Achievement?: A Two-Level Hierarchical Linear Model 高中设施质量影响学生成绩吗?:一个两级层次线性模型

IF 0.2

Journal of Education Finance Pub Date : 2011-08-10 DOI: 10.7916/D8V98K6N

Alex J. Bowers, Angela Urick

{"title":"Does High School Facility Quality Affect Student Achievement?: A Two-Level Hierarchical Linear Model","authors":"Alex J. Bowers, Angela Urick","doi":"10.7916/D8V98K6N","DOIUrl":"https://doi.org/10.7916/D8V98K6N","url":null,"abstract":"The purpose of this study is to isolate the independent effects of high school facility quality on student achievement using a large, nationally representative U.S. database of student achievement and school facility quality. Prior research on linking school facility quality to student achievement has been mixed. Studies that relate overall independently rated structural and engineering aspects of schools have been shown to not be related to achievement. However, more recent research has suggested that facility maintenance and disrepair, rather than structural issues, may be more directly related to student achievement. If there is a relationship, addressing facility disrepair from the school, district, or state level could provide a potential avenue for policymakers for school improvement. We analyzed the public school component and the facilities checklist of the ELS:2002 survey (8,110 students in 520 schools) using a two-level hierarchical linear model to estimate the independent effect of facility disrepair on student growth in mathematics during the final two years of high school controlling for multiple covariates at the student and school level. We found no evidence of a direct effect of facility disrepair on student mathematics achievement and instead propose a mediated effects model.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"37 1","pages":"72 - 94"},"PeriodicalIF":0.2,"publicationDate":"2011-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71368392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 52

The Hidden Cost of School Security 学校安全的隐性成本

IF 0.2

Journal of Education Finance Pub Date : 2011-02-16 DOI: 10.1353/JEF.2011.0004

K. Deangelis, Brian O. Brent, Danielle Ianni

引用次数: 23

School Vouchers in a Climate of Political Change 政治变革气候下的教育券

IF 0.2

Journal of Education Finance Pub Date : 2011-02-16 DOI: 10.1353/JEF.2011.0001

Lenford C. Sutton, Richard A. King

{"title":"School Vouchers in a Climate of Political Change","authors":"Lenford C. Sutton, Richard A. King","doi":"10.1353/JEF.2011.0001","DOIUrl":"https://doi.org/10.1353/JEF.2011.0001","url":null,"abstract":"Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates equal protection and free exercise guarantees. In addition to legal arguments is today's imperative to reform education in ways that promote safe and effective learning environments. Proponents contend that open competition would place healthy pressure on both public and private schools, thus improving outcomes for all children. In contrast, opponents point to the diversion of tax dollars from public schools to support efforts to privatize and abandon the common school just to advance the interests of a small segment of the population. They also view voucher plans as highly divisive in fostering government entanglement with churches and serving as a catalyst for re-segregating public schools. The framework for initial analyses in this article is the evolution of voucher plans, including a historical account of the social unrest that increased demand for public support of privately sponsored schooling through the early 20th century. The perspective shifts from social and economic contexts to state and federal constitutional bases for legal challenges and the reluctance of courts to embrace free exercise and equal protection claims of voucher advocates. Next, there is a description of the legal strategies available to today's voucher rivals in the aftermath of Zelman v. Simmons-Harris (2002), which effectively eliminated federal barriers to voucher expansion. The final section describes the parallel course of early school finance lawsuits and our forecast of school voucher litigation in tandem with a discussion of the political struggles around school choice which offer the most promise for influencing judicial outcomes in state courts nationwide.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"244 - 267"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

How Unwavering is Support for the Local Property Tax?: Voting on School District Budgets in New York, 2003-2010 地方房产税的支持有多坚定?: 2003-2010年纽约学区预算投票

IF 0.2

Journal of Education Finance Pub Date : 2011-02-16 DOI: 10.1353/JEF.2011.0003

R. Silverman

引用次数: 19

Education Funding in Massachusetts: The Effects of Aid Modifications on Vertical and Horizontal Equity 马萨诸塞州的教育经费:援助调整对纵向和横向公平的影响

IF 0.2

Journal of Education Finance Pub Date : 2011-02-16 DOI: 10.1353/JEF.2011.0000

C. Fahy

{"title":"Education Funding in Massachusetts: The Effects of Aid Modifications on Vertical and Horizontal Equity","authors":"C. Fahy","doi":"10.1353/JEF.2011.0000","DOIUrl":"https://doi.org/10.1353/JEF.2011.0000","url":null,"abstract":"Public school funding in Massachusetts is based on foundation budget principles. However, funding formula modifications often create disparities between district foundation budgets and actual required spending levels. This study provides an in-depth look at Massachusetts' state aid formulas used between 2004 and 2009 and utilizes two approaches to measure the effects of aid modifications on vertical and horizontal equity. The first is a regression-based approach which compares the intended effects of student characteristics on foundation spending to the actual effects on required spending. The second approach measures equity directly for each school district and uses the Tobit estimation technique to examine the effects of student and district characteristics on the equity measure. Results indicate that district characteristics such as community wealth and regional school systems increase the likelihood of a district benefiting from aid modifications. Holding community characteristics constant, there is also evidence that districts with high proportions of low income elementary school students and/or English language learners benefit from overlay provisions as well.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"217 - 243"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Differentiated Compensation: How California School Districts Use Economic Incentives to Target Teachers 差异化薪酬:加州学区如何使用经济激励措施来针对教师

IF 0.2

Journal of Education Finance Pub Date : 2011-02-16 DOI: 10.1353/JEF.2011.0002

Katharine O. Strunk, D. Zeehandelaar

{"title":"Differentiated Compensation: How California School Districts Use Economic Incentives to Target Teachers","authors":"Katharine O. Strunk, D. Zeehandelaar","doi":"10.1353/JEF.2011.0002","DOIUrl":"https://doi.org/10.1353/JEF.2011.0002","url":null,"abstract":"Many districts and schools have trouble recruiting and retaining teachers who have the necessary credentials and skills to meet the needs of their students. This trend is particularly severe in low-income, \"high-needs\" schools and districts. As such, districts and schools are implementing policies that are intended to reform compensation in order to increase teacher recruitment and retention. Although much of the recent discussion surrounding teacher compensation has centered around districts' use of merit pay, many districts are already using differentiated compensation incentives to target specific kinds of teachers in an attempt to attract and retain not only the highest quality teachers, but also the teachers districts most need to teach in their specific local contexts. Using a self-collected dataset of California school districts from the 2005-2006 and 2008-2009 school years, the frequency with which districts in California use targeted economic incentives and the kinds of districts that are most likely to implement such policies are examined. While many school districts in California have economic incentive policies targeted at teachers with specific skills or credentials, most incentive policies are focused on teachers with rough proxies for \"quality.\" Those that do target teachers in high-need subjects, for the most part, focus on rewarding those certified to teach special education students and English language learners (ELLs)—few are aimed at teachers of other hard-to-staff subjects such as math or science. In addition, there is limited evidence that particularly \"hard-to-staff\" districts—such as those with high proportions of minority and poor students and those with low academic achievement—are more likely to implement economic incentives that target teachers with specific subject credentials and are less likely to focus their efforts on attracting and retaining \"high-quality\" teachers.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"58 1","pages":"268 - 293"},"PeriodicalIF":0.2,"publicationDate":"2011-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2011.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66399133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16

The Evolution of Virginia Public School Finance: From the Beginnings to Today's Difficulties 弗吉尼亚公立学校财政的演变:从开始到今天的困难

IF 0.2

Journal of Education Finance Pub Date : 2010-11-04 DOI: 10.1353/JEF.2010.0001

R. Salmon

{"title":"The Evolution of Virginia Public School Finance: From the Beginnings to Today's Difficulties","authors":"R. Salmon","doi":"10.1353/JEF.2010.0001","DOIUrl":"https://doi.org/10.1353/JEF.2010.0001","url":null,"abstract":"Public elementary and secondary education, a vast, uneven and complex system, is the most significant cost to local government and one of the largest costs to state government in Virginia. Meeting this cost has become even more difficult as the state and nation continue to struggle with the most severe economic downturn since the Great Depression. Many observers believe Virginia, like other states, will feel an even tighter financial pinch when the current infusion of federal stimulus funding is withdrawn. In light of these pressures, the following analysis examines the historical background of public school funding in Virginia and the complicated and controversial formulas used for supporting primary and secondary education throughout the state. This article concludes that despite the harsh economic climate, Virginias public education funding is relatively stronger today than in its often-troubled past. But although Virginia has the potential to remedy the current fiscal plight, the state ranks among the lowest in the nation for fiscal effort for education based on personal income. There are severe funding disparities among Virginia school divisions, with the least affluent localities suffering the most. Solving education funding problems will not be easy, but if economic crises have a saving grace, it is in forcing stakeholders to look for the most efficient ways to operate. When federal stimulus funds are withdrawn, the state may well have to consider a tax increase if public education is to be maintained even at its current most basic level.","PeriodicalId":44075,"journal":{"name":"Journal of Education Finance","volume":"36 1","pages":"143 - 161"},"PeriodicalIF":0.2,"publicationDate":"2010-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/JEF.2010.0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66398973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10