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Differing Responses to School Finance Reform: The Haves Versus the Have‐Nots

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  • Laura D. Ullrich

Abstract

This article analyzes the changes in equity associated with Tennessee's switch to the Basic Education Program during the 1992–1993 school year and the factors that may have impacted changes in equity. Results indicate that the relationship between wealth and state spending has grown over time. Additionally, the relationship between locally provided funding and wealth became more positive over time and led to a considerable gap between education spending in rich and poor districts. In order to decrease this gap in spending, tighter controls are needed on locally provided spending via the school finance system. 富人和穷人对学校财政改革的不同回应 本文分析了田纳西州在1992‐1993学年中改变基础教育计划而发生的与公平有关的变化，同时分析了可能影响该变化的因素。结果显示，财富和国家支出之间的关系已随时间推移而变得更好。此外，“由本地提供的资金”（ locally‐provided funding）和财富之间的关系也随时间推移而变得更积极，从而导致富裕和贫困地区教育开支的差距变得越来越大。为减少这一开支差距，需要通过学校财政系统对本地供应的开支进行更严格的控制。 Respuestas diferentes a la reforma financiera escolar: los que tienen y los que no Este artículo analiza los cambios de equidad asociados con el cambio de Tennessee al Basic Education Program (programa de educación básica) durante el año escolar 1992‐1993 y los factores que pueden haber causado cambios de equidad. Los resultados indican que la relación entre la riqueza y el uso del dinero del estado ha crecido con el tiempo. Adicionalmente, la relación entre los fondos obtenidos localmente y la riqueza fueron más positivos con el tiempo y causaron una brecha significativa del gasto en distritos ricos y pobres. Para poder reducir esta brecha de gastos, se necesitan controles más estrictos en el gasto local a través del sistema financiero escolar.

Suggested Citation

  • Laura D. Ullrich, 2017. "Differing Responses to School Finance Reform: The Haves Versus the Have‐Nots," Poverty & Public Policy, John Wiley & Sons, vol. 9(3), pages 276-296, September.
    • Handle: RePEc:wly:povpop:v:9:y:2017:i:3:p:276-296
    DOI: 10.1002/pop4.186
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