Vertical Equity in School Finance and the Potential for Increasing School Responsiveness to Student and Staff Needs

Rodriguez, Gloria M.

doi:10.1207/s15327930pje7903_2

Cited by 25 publications

(17 citation statements)

References 11 publications

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“…As a result, due to major developments in the educational policy arena (e.g., the Bilingual Education Act of 1968; ESEA, 1965) and several landmark court cases (e.g., Lau v. Nichols, 1974;Serrano v. Priest, 1976), educational policies have migrated from the horizontal equity model to one of vertical equity, in which students with different needs require additional resources to better address those needs. Vertical equity calls for the unequal treatment of unequals and has gained popularity among policymakers and stakeholders; making it the most widely and commonly used method for leveling the playing field (Berne & Stiefel, 1999;Rodriguez, 2004;Timar & Chyu, 2010).…”

Section: Historical Background and Shift In Focus: Ells And Supplemenmentioning

confidence: 99%

“…Bilingualism amongst immigrants and the children of immigrants is still frequently viewed as a deficit (Grant & Sleeter, 2007;Herrera & Murry, 1999;Rodriguez, 2004). Further, bilingual programs, once legislatively perceived (i.e., under Title VII of 1968, which also spearheaded state mandates for bilingual education) as the best way of educating ELLs (and widely supported by the scholars in the field; see Hakuta & Diaz, 1985;Peal & Lambert, 1962;Portes & Hao, 1998;Rumbaut & Cornelius, 1995) in the 1990s, the nation has witnessed a steady decline in bilingual programs for ELLs.…”

Section: Ells' Educational Contextsmentioning

confidence: 99%

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The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners

Okhremtchouk

2017

EPAA

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Citation: Okhremtchouk, I. S. (2017). The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners. Education Policy Analysis Archives, 25(17). doi: http://dx.doi.org/10.14507/epaa.25.2819. This article is part of the special issue, Education Finance and English Language Learners: Examining Challenges and Opportunities to Improve Education Policy and Practice, Guest Edited by Oscar Jiménez-Castellanos. Abstract:One of the aims of K-12 supplemental programs is to maximize the potential for success of students who bring special needs into a classroom. Therefore, the intent behind a large majority of these additional resources is to support programs that are designed to address the needs of otherwise marginalized students by leveling the playing field. The purpose of this work is to shed light on how supplemental funds are potentially channeled from the source to the students for whom these funds are intended and whose needs these funds intend to serve. Specifically, this article draws attention to the dynamics associated with channeling practices of supplemental dollars for English language learners. This article concludes with a practical discussion to offer insights for navigating the typical channeling practices of these funding streams. Keywords: Educational finance, educational policy, ELL, language minority students, supplemental and categorical fundingThe Politics of School and Money 2 La política de las escuelas y el dinero: La conciencia sobre las prácticas para canalizar la asignación de recursos adicionales para cumplir con los estudiantes de inglés Resumen: Uno de los objetivos de los programas complementarios K-12 es maximizar el potencial de los estudiantes para el éxito que traen necesidades especiales a un salón de clases. Por lo tanto, la intención detrás de una gran mayoría de estos recursos adicionales es apoya r los programas que están diseñados para satisfacer las necesidades de los otros estudiantes marginados, nivelar el campo de juego. Este trabajo arroja luz sobre cómo los fondos adicionales se canalizan potencialmente desde la fuente a los estudiantes para los cuales se asignan estos fondos y cuyas necesidades de estos fondos están destinados a servir. En concreto, este artículo llama la atención sobre la dinámica asociada con las prácticas para la canalización de dólares adicionales para los estudiantes de habla Inglés. Este artículo concluye con una discusión práctica de ofrecer conocimientos para navegar las prácticas de plomería típicos de estas vías de financiación. Palabras clave: financiación de la educación, la política educativa, ELL, estudiantes de idiomas minoritarios, fondos adicionales y categórica A política das escolas e do dinheiro: Conscientização sobre as práticas de canalização de alocações de recursos suplementares para atender os estudentes do inglês Resumo: Um dos objetivos dos programas complementares K-12 é maximizar o potencial de sucesso dos alunos que trazem necessidades...

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Section: Historical Background and Shift In Focus: Ells And Supplemenmentioning

confidence: 99%

Section: Ells' Educational Contextsmentioning

confidence: 99%

The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners

Okhremtchouk

2017

EPAA

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“…We focus on two key principles of equity in this analysis -horizontal and vertical (e.g., Alexander, 2016;Rodriguez, 2004;Rolle & Jimenez-Castellanos, 2014;Verstegen, 2013) and their relevance to school funding in Minnesota for EL. Both these concepts relate to equal and nondiscriminatory treatment; that is, children should be treated similarly unless there is good reason for the differentiation.…”

Section: Measuring Equitymentioning

confidence: 99%

Equity and efficiency of Minnesota educational expenditures with a focus on English learners, 2003-2011: A retrospective look in a time of accountability

Alexander

Jang

2017

EPAA

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Policymakers and practitioners often must balance distributing resources equitably and efficiently while being accountable for high student achievement. This paper focuses on these concepts as they relate to English learners and examines equity and efficiency in Minnesota’s educational funding from 2003 through 2011, the years spanning implementation of the No Child Left Behind Act and Minnesota’s waiver from its regulations. Equity refers to the distribution of resources in the achievement of established goals (Alexander, 2012); efficiency entails the attainment of those goals using fewer resources (Rolle, 2004). We measure equity by looking at three standard distribution measures: (1) McCloone Index; (2) Verstegen Index; and (3) Coefficient of Variation (Odden & Picus, 2008). We operationalize efficiency using data envelope analysis, thus getting at aspects of technical efficiency. We found that distribution of expenditures are increasingly uneven in the nine-year period examined. This inequality was largely driven by low-spending districts falling farther behind the median. Moreover, despite specific guidelines in its school finance formula that awarded additional resources for English learner populations, districts with higher portions of English learners have lower total and instructional expenditures per pupil, not higher. If more dollars are not available for EL programming, then doing more with less becomes paramount. Nevertheless, the efficiency of resource use was relatively constant over the years examined with efficiency in the use of education resources similar for English learners as it was for the population overall.

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“…27 In contrast, vertical equity is defined as the unequal, but fair treatment of unequals, and is contextualized by a fair process. 21,22 In the context of public health, vertical equity may be described as a funding allocation corresponding to needs in states reflected by their diverse sizes and levels of risk in the population. Thus, vertical equity attempts to connect funding to the needs of states beyond population size.…”

Section: Principles Of Equitymentioning

confidence: 99%

Integrating Equity in a Public Health Funding Strategy

Joseph

Rice²,

Li³

2016

Journal of Public Health Management and Practice

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Objective Equity can be valuable to guide decision makers about where to target funds; however, there are few studies for modeling vertical equity in public health program funding strategies. This case study modeled vertical equity in the funding strategy of the Centers for Disease Control and Prevention’s Colorectal Cancer Control Program. Design To integrate vertical equity by using historical funding and health data, we (a) examined the need for colorectal cancer screening, (b) conducted multiple regressions to examine the relationship between factors of need and funding of states, (c) stratified states into similar need groups, (d) estimated vertical equity within groups, and (e) assessed equity in the funding distribution. Results Certain states with similar needs had high relative funding, whereas other states with similar needs had low relative funding. Conclusion The methods used to integrate vertical equity in this case study could be applied in publicly funded programs to potentially minimize inequities and improve outcomes.

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Vertical Equity in School Finance and the Potential for Increasing School Responsiveness to Student and Staff Needs

Cited by 25 publications

References 11 publications

The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners

The politics of schools and money: Building awareness about channeling practices for supplemental resource allocations to serve English language learners

Equity and efficiency of Minnesota educational expenditures with a focus on English learners, 2003-2011: A retrospective look in a time of accountability

Integrating Equity in a Public Health Funding Strategy

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