|
 |
|
||
 |
|
 |
||
NCEF is a program managed by the National Institute of Building Sciences. |
||||
  
SCHOOL FACILITIES FUNDING - ADEQUACY AND EQUITY ISSUES
Information on school funding policies that effect school construction in economically disadvantaged areas, compiled by the National Clearinghouse for Educational Facilities. 
Building a Sustained School Facilities Remedy: Arizona's Innovative Blueprint for Capital Funding.http://www.equitycampaign.org/i/a/document/13675_Hunter07-20-10.pdf Hunter, Molly (Columbia University, Teachers College, Campaign for Educational Equity, New York, NY , Jul 2010)
Analyzes the results of Arizona's 1998 school facilities lawsuit, the Students FIRST Act, on the state process for financing and constructing school facilities. The Students FIRST Act was established by Arizona's Legislature to address inequities in the state's system of financing capital improvements for public schools. This Act established Arizona's School Facilities Board. The document explores the Board's progress in funding new school facilities and renovation, and lists funding mechanisms that still need improvements. 40p.
Equal or Fair? A Study of Revenues and Expenditures in American Charter Schools.(University of Colorado, Education and the Public Interest Center, Boulder , Jun 2010)
Uses national data to provide review of charter school finance and uncovers patterns in both income and expenditures. Charter schools managed by education management organizations (EMOs) receive particular attention. The study's research questions focus on examining and comparing the amounts and sources of revenues and expenditures between charter schools and traditional public schools, and among several categories of charter school. 77p.
Comparing the Level of Public Support: Charter Schools versus Traditional Public Schools.
http://gothamschools.org/2010/02/24/study-finds-charter-schools-get-less-money-how-much-less-varies/ (New York City Independent Bugdet Office , Feb 2010)
Reports that New York City charter schools receive $300 less per student than district schools, if housed in a public school building, but that charter schools that own their own buildings or lease them receive more than $3,000 less per student in public funding than district schools. Critics counter that charter schools, especially those housed in city-owned buildings, receive many hidden subsidies that either equalize or boost charter school resources above what district schools receive. Because of the complicated ways charter schools and district schools are funded, a fair comparison of how much money district and charter schools actually spend on students is difficult to draw. Questions of how charter schools are funded, and the effect of the city's practice of granting public building space to charters, are currently under heavy public scrutiny. 9p.
The Role of State Courts in Securing School Facility Adequacy and Equity.
http://www.epc.msu.edu/documents/policy_report_31.pdf Mason, Mary; Arsen, David (Michigan State University, Education Policy Center, East Lansing , Feb 2010)
Examines the problem of school facility disparities in Michigan and the prospects of litigation to address the problem. The report examines the impact of facilities on students, teachers and communities, and then provides an overview of litigation aimed at state school finance systems across the U.S. Michigan law is then examined, followed by data reflecting the state's capital facilities problem and considerations of how it might be viewed by the courts. 12p.
Report NO: Policy Report 31
School Finance: Three States' Experiences with Equity in School Funding.
http://frwebgate.access.gpo.gov/ (U.S. General Accounting Office, Washington, DC , Dec 2009)
GAO reviewed the experiences of three states that reformed their school finance systems, focusing on the: (1) reforms made to each school finance system; (2) legal, budgetary, and political pressures that their state legislatures faced in making the finance reforms; and (3) impact of the legislative remedies in addressing educational funding disparities. GAO found that: (1) lawsuits prompted each state to address the education funding disparities within its district; (2) the legislative solutions in all three states helped poor districts without harming the educational programs of wealthy districts and were sensitive to public sentiments concerning property taxes; and (3) other states undergoing similar education finance reforms should define the equity goals of their school finance systems in terms of the funding needed to achieve a certain level of student performance, link funding reform with greater accountability for student performance, and encourage all groups affected by education finance reform to participate in the decision-making process. 56p.
Report NO: GAO/HEHS-96-39
School Overcrowding: Limiting Hispanic Potential.
http://uno-online.org/SRO-Study-4-21.pdf (United Neighborhood Organization, Chicago, IL , Apr 2009)
Reports that 69 percent of overcrowded Chicago elementary schools have enrollments that are more than 50 percent Hispanic. Also reported is that whereas Hispanic students make up 43.5 percent of public elementary school enrollment, their presence at charter schools is only 35.1 percent. 23p.
A Quality Education for Every Child: Stories from the Lawyers on the Front Line.
Long, (Institute For Educational Equity & Opportunity, Washington, DC , 2009)
Examines seventeen of the most important school finance and educational equity cases in this country from the viewpoint of the lawyers who litigated them with the goal of securing a quality education for every child. Outstanding lawyers in the field of school finance and educational equity wrote the articles providing an overview of the cases in which they were involved, where they primarily litigated the meaning and requirements of the state constitution education clauses, which determine the type of education the state is required to provide and fund. The articles cover seventeen states in all regions and involve rural and urban school districts and everything in between. 435p.
TO ORDER:
http://www.ifeeo.org/id11.html
Nebraska School Facilities: Educational Adequacy of Class III School District Structures.
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1008&context=cehsedaddiss Weidner, John (University of Nebraska, Lincoln , 2009)
Reports on the the educational adequacy of Nebraska's numerous Class III school districts, which offer a wide array of school settings, from urban to extremely rural, and from the third largest school system in Nebraska to a single school district occupying a county in the western sandhills. The answers submitted by the superintendents and building administrators were compared and analyzed against the responses tendered in 1993. Significant differences were found between the opinions of the building administrators who participated in 1993 study and those who participated in the 2009 study. In 1993, 14% of building administrators perceived their facilities as overcrowded. In 2009, approximately 5% shared that perception. In 1993, 46% of building administrators held the perception that their facilities did not accommodate the use of technology. In 2009, 30% of building administrators had the same opinion. In 1993, 32% of the buildings were reported as air conditioned. In 2009, 94% of the buildings were reported as air conditioned. 281p.
Building Minds, Minding Buildings: School Infrastructure Funding Need, A State-by- State Assessment and an Analysis of Recent Court Cases.
http://www.aft.org/topics/building-conditions/downloads/BMMB_Funding.pdf Crampton, Faith; Thompson, David (American Federation of Teachers, Washington, DC , Dec 2008)
Reports on a study that aimed to estimate the current level of school infrastructure funding need in all 50 states, on a state-by-state basis, to compare these estimates to those of a similar 2001 assessment, and to determine the impact of recent court cases that have addressed school infrastructure. The report concludes that the total estimated national need is approximately $254.6 billion, representing a 4.3 percent decrease from 2001. Also examined are the nature and impact of recent court cases that have addressed school infrastructure. Includes major policy recommendations that the federal government assume a strong leadership role and direct funding to states. 82p.
Good Buildings, Better Schools: An Economic Stimulus Opportunity with Long-term Benefits.
http://www.21csf.org/csf-home/publications/GoodBuildingsBetterSchools-EPI-Paper.pdf Filardo, Mary (Economic Policy Institute, Washington, DC , Apr 2008)
Advocates federal spending to improve the condition of school buildings, noting the respective short- and long-term economic benefits of construction industry promotion and an improved learning environment. The document includes an examination of the size and condition of the U.S. school inventory, a discussion of the importance of school facility quality, details on how capital investment in schools can improve local economies and close achievement gaps between low- and higher-income students. Charts illustrate per student maintenance and operation expenditures, as well as construction spending according to school district levels of free and reduced lunch students. Includes 22 endnotes and references. 9p.
Final Report: New School Construction Grant Adequacy Study.
http://www.documents.dgs.ca.gov/opsc/SAB_Agenda_Items (California Department of General Services, Office of Public School Construction, Sacramento , Jan 24, 2008)
Reports results from a study to determine whether or not new construction allocations under the California Office of Public School Construction School Facilities Program (SFP) are adequate to build "complete" schools in California. The study analyzed the adequacy of new school construction funding by examining trends in funding allocations and construction costs for 366 schools built between 1999 and 2007, and compared funding allocations and costs for a selected group of 46 school projects identified by the California Department of Education (CDE) as having the essential components of a "complete" school. In addition, six case studies were conducted to determine the manner in which individual school districts met or failed the challenge of bringing construction projects in on budget. 117p.
Unlevel Playing Fields.
http://www.washlaw.org/projects/public_ed/documents/unlevel_04.pdf.pdf (Washington Lawyer's Committee, Washington, DC , Jan 2008)
Reports on inadequate athletic programs and facilities in District of Columbia schools. The report shows how the District lags in critical areas, such as funding and facility management; compares the District's investment in its athletic programs with those in the surrounding counties and other peer cities; and looks at the deteriorated state of the athletic facilities at Cardozo High School, which was highlighted in an earlier report by the same organization. Finally, the report closes with a discussion of the need for renewed efforts by city officials, concerned citizens, and business leaders to close the gap between District of Columbia Public School's athletic programming and the opportunities and facilities available elsewhere. 26p.
Facilities in School Funding Adequacy Cases.
http://www.schoolfunding.info/policy/facilities/facilitiescases.pdf (National Access Network, Teachers College, Columbia University, Dec 2007)
This chart reflects the scope of school funding adequacy cases and includes new, in-process, and already resolved cases. Some states have more than one adequacy case, and therefore appear in more than one column. 1p.
Proposed Methodology for Evaluating the Adequacy of State Funding Assistance under the California School Facility Program.
(California Dept. of General Services, Office of Public School Construction, Sacramento , Sep 2007)
Presents the methodology of a California study to determine if new school construction allocations (state assistance grants and local matching contributions) provided to school districts are adequate to build a "complete" new school facility. The study will examine California new school facility construction financing and cost levels from fiscal years 1997 to 2007. New school facility construction projects for elementary, middle and high school will be included in the study for comparison purposes. This study will examine new school construction costs for design, project management, construction, and "other costs" closely related to the actual construction of the school buildings from building design to certificate of occupancy. "Other costs" include testing, inspection, and furniture and equipment. 19p.
Williams v. California: The Statewide Impact of Two Years of Implementation.
http://www.decentschools.org/settlement/WilliamsReportWeb2007.pdf (Decent Schools for California , Aug 2007)
Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first two years of implementation. The first two chapters provide a general summary of key findings, the case, and the settlement legislation. Chapter three discusses the statewide impact of implementation, with special focus on the entire state, as well as on specific geographical regions. Throughout the report, facility improvement information is combined with that for textbooks, materials, and qualified teachers. 62p.
School Facility Investments in the Washington Metropolitan Area.
http://www.urban.org/uploadedpdf/411458_school_investments.pdf (The Urban Institute, Washington, DC , Apr 2007)
Analyzes patterns of investment for public school construction in the Washington, D.C., metropolitan area from 1995 to 2004. The greatest investment was for new school construction in the outlying suburbs. Spending increased over time throughout the region, led by large increases in renovation construction expenditures within the District of Columbia. Schools with high proportions of minority and low-income students received less investment on average. 23p.
A Year of Reform and Rededication: New Jersey Schools Construction Corporation 2006 Annual Report.
http://www.njsda.gov/RP/reports/2006AnnualReport.pdf (New Jersey Schools Construction Corporation, Newark , 2007)
Presents a report of the Corporation's work in calendar year 2006. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report describes the Corporation's structure and significant reforms made during the year, as well as highlighting projects in the disadvantaged "Abbott Districts." Grant totals for each county are also reported. 25p.
Comprehensive State Facility Programs.
http://www.ecs.org/clearinghouse/72/91/7291.htm (Education Commission of the States, Denver, CO , Jan 2007)
Summarizes the attributes of statewide school facility funding programs in Arizona, New Mexico, Ohio, Washington, and Wyoming. These programs, typically created as a result of lawsuits, are designed to distribute more school construction funding to low-property-wealth school districts. 3p.
The Property Tax-School Funding Dilemma.
http://www.lincolninst.edu/pubs/PubDetail.aspx?pubid=1308 (Lincoln Institute of Land Policy, Cambridge, MA , 2007)
Addresses the issues of school funding through property taxes in an era where taxpayers are increasingly opposed to this mechanism. Chapters of the report explain the link between property taxation and school funding, provide case studies from seven states, and then discuss property tax, school funding, and state education aid myths. Recommended and not recommended polices are offered, along with 148 references and legal citations. 66p.
Public School Facilities: Providing Environments That Sustain Learning.
http://www.schoolfunding.info/resource_center/issuebriefs/facilities.pdf Hunter, Molly A. (National Access Network, Teachers College, Columbia University, New York, NY, Nov 2006)
This issue brief on school facilities financing policies discusses the obstacles that impair efforts to build and maintain schools that are conducive to learning, including state funding systems that rely heavily on local bonds and provide incentives to build schools cheaply and defer maintenance, and state policies that limit funding specifically for their facilities. This also addresses rising facilities costs, inadequate schools in urban and rural districts, and recent court rulings. 4p.
Growth and Disparity: A Decade of U.S. Public School Construction.
http://www.edfacilities.org/pubs/GrowthandDisparity.pdf Filardeo, Mary; Vincent, Jeffrey; Sung, Ping; Stein, Travis (The 21st Century School Fund, Washington, DC , Oct 2006)
Analyzes who has benefitted from $600 billion of United States school construction expenditures from 1995-2004. The report reveals that construction funds have not been equally distributed, with the least affluent school districts making the lowest investment of $4,800 per student, and the most affluent the highest at $9,361 per student. It shows schools with the greatest need, those in high-poverty and minority school districts, have seen the least investment. Money spent on low-income schools was more likely to fund basic repairs such as roofs or asbestos removal, but that spent in affluent districts frequently funded educational enhancements such as labs or performing arts centers. Numerous tables include school construction growth by type of project, by state, enrollment growth, and spending by family income, community household income, and race and ethnicity. Includes 23 references. 40p.
Safety, Growth, and Equity: School Facilities.
http://www.policylink.org/Projects/Infrastructure/documents/infrastructureequity_schools _final.pdf Raya, Richard; Rubin, Victor (Policylink, Oakland, CA , Oct 2006)
Examines the role that some states are taking to resolve school facility inequities between wealthy and poor districts. Litigation, standards and assessment, targeting of high-need areas, increasing overall funding, and joint-use arrangements are addressed. Includes 26 references. 10p.
Third Report to the Governor by the Interagency Working Group for School Construction.
http://www.edlawcenter.org/Newsletters/nlf_iss4_art3_detail.htm (Education Law Center, Newark, NJ , Sep 14, 2006)
Recommends that the New Jersey legislature authorize an additional $2.5 billion for school facilities projects in New Jersey's urban or "Abbott" districts, along with $750 million for projects in suburban, rural and other districts across the state. The report, however, conditions the new funding on the adoption of a "Strategic Plan" by the state School Construction Corporation (SCC). The report presents a new method for prioritizing Abbott projects for funding, including those now stalled because of a lack of funds, and suggests changing the way in which state funding for construction would be allocated to projects in non-urban school districts. The report recommends the Legislature consider moving from guaranteed grants covering at least 40 percent of a community's construction costs to annual aid for debt service on local bonds. 30p.
A Report on Legislative Hearings for the 2006 Interim Study on Educational Adequacy.
http://web.archive.org/web/20071222101517 (Arkansas Legislature, Little Rock , Aug 20, 2006)
Reports on Arkansas legislative hearings on educational adequacy, including continued and new recommendations for school and class size; custodial, maintenance and groundskeeping staffing; transportation; facilities funding; and bond debt assistance. 112p.
Safe and Adequate: Using Litigation to Address Inadequate K-12 School Facilities.
http://www.edlawcenter.org/ELCPublic/Publications/PDF/Safe_and_Adequate.pdf Sciarra, David; Bell, Koren; Kenyon, Susan (Education Law Center, Newark, NJ , Jul 2006)
Explores the significance of the school facilities funding issue through case studies of “comprehensive” and “focused” approaches in nine states that have experienced school funding adequacy litigation. In the comprehensive approach, a state’s overall school financing system was challenged. In the focused approach, the method of financing facilities was the sole object of the challenge. Cases of both types reveal that, regardless of the particular legal approach used, school finance litigants have been effective in their utilization of facilities evidence to address capital deficiencies and courts have responded, recognizing facilities improvements as central component of educational opportunity. The document details each state’s litigation and provides summaries of the respective legislative response to date. In three states that experienced a comprehensive challenge to school funding formulas, the courts used the facilities issue to initiate their broad-based adequacy analyses and to determine, in the first instance, that the entire school funding scheme was constitutionally infirm. 45p.
Educational Facilities Construction and Financing Act: Moving the Program Forward.
http://www.edlawcenter.org/ELCPublic/AbbottSchoolFacilities/FacilitiesPages/Resources/FacilitiesConstruction_NJK12Architects.pdf (Education Law Center, Newark, NJ , Feb 15, 2006)
Reflects on New Jersey's struggle to comply with the Abbott vs. Burke decision. Recommendations for improvement include: 1) bridge funding to move stalled projects forward; 2) encouragement of funding alternatives such as public/private partnerships and mixed use developments; 3) establishment of a construction and a permanent funding source; 4) leadership from The Department of Education and Abbott Districts in school programming, educational specifications, schematic design, and project budgeting; 5) delegation of land acquisition to the district and municipalities; 6)flexibility in project delivery methodology; 7) performance-based standards for design and construction; 8)districts treated as separate entities with distinct abilities, needs, and educational, & community goals; 9) an executive order to get the program moving again; 10) systemic change enacted through the legislature. 11p.
The High School "Space Race": Implications of a School-Choice Market Environment for a Michigan Metropolitan Region.
http://www.people.umass.edu/mattm/Documents/HSAR.pdf Militello, Mathhew; Metzger, Scott; Bowers, Alex (University of Massachusetts, Amherst , 2006)
Examines the implications of competition between school districts in a mid-Michigan metropolitan area. Over the past decade, many urban and suburban districts have found themselves competing over per-pupil state funding. Suburban districts need extra students in order to make up budgetary shortfalls and protect instructional programs that are essential in today's political climate of school accountability. Several districts in this study have built new or substantially renovated state-of-the-art high schools, possibly signaling a "space race" between the districts to build bigger, better, newer capital assets in order to attract more students. The central-city district, surrounded by growing suburbs with higher-value taxable property, is at a disadvantage in this competition. 42p.
The Williams v. California Settlement: The First Year of Implementation.
http://www.aclu-sc.org/attach/w/williams_first_year_report.pdf (American Civil Liberties Union of Southern California, Los Angeles , Nov 2005)
Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first year of implementation. The first section provides a general summary of the case and the Settlement Legislation, breaking down the approximately $1 billion in new funds and describing how the new legal standards for instructional materials, school facilities, and teachers apply to all public schools. The facilities section explains how the new "good repair" and "emergency facilities needs" standards were developed through regulations and how the overlapping accountability systems in this area improved school facility conditions around the state. 54p.
CCC Settlement Agreement Status Report, 2004-2005.
http://www.broward.k12.fl.us/research_evaluation/Reports/CCCReport81505.pdf Aug 2005)
Presents a compliance report for district, area, and school staffs, according to the conditions stipulated by an August, 2000, settlement agreement that addressed public school inequity, including imbalances in the district's Five-Year Capital Plan. 131p.
Charter School Funding: Inequity's Next Frontier.
http://www.edexcellence.net/doc/Charter%20School%20Funding%202005%20FINAL.pdf (Thomas B. Fordham Foundation, Washington, DC , Aug 2005)
Examines charter school funding in 16 states and the District of Columbia, determining that charter schools are significantly underfunded relative to district schools, funding discrepancies are even wider in most big urban school districts, the chief culprit is charter schools' lack of access to local and capital funding, and that quality data is often unavailable. Individual reports for each state are included, policy issues and implications are detailed, and the methodology of the study is described. 141p.
Recommendations for a State School Capital Funding Program in Colorado.
http://web.archive.org/web/20060929153559 (Donnell-Kay Foundation, Denver, CO , Aug 2005)
Details numerous recommendations to resolve inequity in the state's school capital, including conducting a statewide facility assessment; adopting statewide minium standards for building adequacy, health, safety, and condition; the founding, staffing, and duties of a capital construction oversight board; funding to address serious backlogs in an order indicated by the assessment, and for continued capital improvement; and the makeup of revenues to be used in capital school construction. Four possible revenue and funding options, derived from how Colorado's taxation system works and what has worked in other states, are analyzed. Finally the report examines the statewide school capital construction programs in other states, especially Colorado s neighbors Arizona, New Mexico and Wyoming. 35p.
Understanding Equitable Infrastructure Investment for California.
http://www.ppic.org/main/publication.asp?i=613 Pastor, Manuel; Reed, Deborah (Public Policy Institute of California, San Francisco , Jun 02, 2005)
Addresses equitable distribution of infrastructure funding in California, including school facilities. Recent state bonds show promise, but a lack of a comprehensive statewide school facilities assessment makes it impossible to prioritize projects. 61p.
Recommended Policies for Public School Facilities, Section 4: Public School Facilities Funding Policies.
http://www.21csf.org/csf-home/publications/modelpolicies/FacilitiesFundingSectionMay2005.pdf (21st Century School Fund, Washington, DC , May 2005)
Provides policy guidance and recommendations to officials and administrators at the state, local, and school district level to improve facilities funding. Policy recommendations cover long-term funding sources, the scope and form of funding relationship between state and local school districts, funding allocation for school building improvements and/or new construction and alternative financing methods. Best practices examples and a list of resources are also provided. 19p.
Taking Adequacy to the Courts: Examining School Finance Litigation
http://www.nsba.org/site/docs/36000/35973.pdf May 2005
This outlines current school finance adequacy court cases and legislation pending at both state and federal levels.
8p.
Adequacy, Equity and Capital Spending in Michigan Schools: The Unfinished Business of Proposal A.
http://www.epc.msu.edu/publications/publications.htm Arsen, David; Clay, Tom; Davis, Thomas; Devaney, Thomas; Fulcher-Dawson, Rachel; Plank, David (Michigan State University, Education Policy Center, Lansing , May 2005)
Reviews the inequities in Michigan's capital spending on schools, due to the disparity between wealthy and poor districts' taxable property. Five alternative to local facilities funding are discussed: 1) Modifying the state's School Bond Loan Fund to help poorer districts, 2) Direct state financing of selected projects, 3)Facility financing grants on a per-pupil basis, 4)District power equalization to subsidize the per pupil yield of property tax, and 5)State assumption of all facility financing. Includes a table of financial indicators for Michigan school districts. 65p.
School Finance Litigation and Beyond
http://www.ecs.org/clearinghouse/60/26/6026.htm Griffith, Michael (Education Commission of the States. Policy Brief. , Apr 2005)
As of February 2005, 45 states have been involved in some form of school finance litigation. These school funding lawsuits have addressed such issues as the state’s role in assuring equitable spending among districts, providing suitable school facilities, and adequate funding of programs such as those designed for special education and at-risk students. The most recent, and now most common, trend in lawsuits against states are those based on the adequacy of K-12 education spending. Thirty-two states have faced adequacy lawsuits and 14 states have lost such suits. While school funding lawsuits have produced broad changes in some states, there are instances where the cost of litigation – both financially and in terms of impacts on the education system – may outstrip any benefits. This paper outlines some of the costs that school funding lawsuits pose to states and offers several strategies beyond litigation for policymakers and members of the education community.
Corridor of Shame: The Neglect of South Carolina's Rural Schools.
(Ferillo and Associates, Inc., Columbia, SC , 2005)
Documents decrepit school facility conditions in eight rural South Carolina school districts. The schools profiled date from the late 19th and early 20th centuries, and reside in districts with diminishing employment and property values, where no funds are available to repair or replace them. The DVD tracks the evidence presented on behalf of these districts in the Abbeville County School District versus The State of South Carolina case, which eventually grew to include 36 districts and to be considered by the state supreme court.
TO ORDER:
http://www.corridorofshame.com/
Detailed Information on the Impact Aid Construction Assessment.
http://www.whitehouse.gov/omb/expectmore/detail/10003309.2005.html (U.S. Office of Management and Budget, ExpectMore.gov, Washington, DC , 2005)
Reports on the program to provide grants to districts that lose revenue due to the presence of children who live on or whose parents work on federally owned land in the district, which is exempt from local taxes. The program is not achieving its long-term goal, but data are showing improvement. The program has increased the percentage of schools receiving grant funds that report the overall condition of their school buildings as adequate from 44 percent in 2001 to 52 percent in 2005, and aims to have 61 percent of districts receiving funds reporting adequate conditions in 2007. The program is managed well and program managers have consistently sought ways to make the program more effective and efficient. 12p.
Responsibility+Results+Renewal=the 3R's of School Construction: New Jersey Schools Construction Corporation 2004 Annual Report.
http://www.njsda.gov/RP/reports/SCC_AnnualReport2004.pdf (New Jersey Schools Construction Corporation, Newark , 2005)
Presents a report of the Corporation's work in calendar year 2004. The Corporation is charged with ensuring that the state complies with court mandated full funding of school construction in areas of greatest need, to partial funding in less impoverished areas. The report describes the Corporation's responsibilities, highlights statistics illustrating successes in school facility improvement in 2004, and reports the year s grant totals for each county. 20p.
Equity Beyond Dollars: California's Choice for Children-Lessons Learned.
Abel, David; Oh, Angela; Zasloff, Jonathan; Takashima, Edward; Mobley, Alan (New Schools Better Neighborhoods, Los Angeles, CA , 2005)
Examines the history of California's incomplete efforts to attain funding equity, and several case studies of how planned integration of schools into the fabric of communities has improved equity of educational opportunity. The report documents how, over time, California has created a school construction funding mechanism comprised of statutes, judicial decisions, consent decrees, and voter initiatives which serves to systematically discriminate against poor urban school districts. Recent years have seen a marked improvement in the allocation process. Case studies presented in the latter half of this report illustrate effective current examples of this kind of leverage in action. 36p.
TO ORDER:
New Schools Better Neighborhoods, 811 W. Seventh St., Suite 900, Los Angeles, CA, 90017; Tel: 213-488-0737
The Shame of the Nation: The Restoration of Apartheid Schooling in America.
Kozol, Jonathan (Crown Publishers, New York, NY , 2005)
Reports on the re-segregation of America's educational system, focusing on overcrowded and underfunded urban schools, and the unsatisfactory disciplinary and instructional experiences of the minority children who attend them. Appendices illustrate per-pupil spending in public schools of six metropolitan areas and an extensive bibliography is included. 404p.
Rural School Facilities: State Policies that Provide Students with an Environment to Promote Learning.
http://web.archive.org/web/20050910214147 McColl, Ann; Malhoit, Gregory C. (Rural School and Community Trust, Arlington, VA , Jun 2004)
Defines the essential components of a fair and effective state school facilities policy and suggests a series of policies in five key areas: 1) Setting priorities for approving and funding school facilities; 2) Adopting funding mechanisms that do not penalize rural and low wealth districts; 3) Creating standards for school facilities; 4) Defining the appropriate state role, setting ethical standards, and encouraging local participation; and 5) Establishing processes to evaluate state school facility programs and projects. Appendices offer guidelines and a checklist for state school facility programs and referrals to additional resources. (Includes 76 references.)
23p.
Making the Right to a Sound Basic Education a Reality. Part II. Building Aid Reform, Adequate Facilities for All.
http://web.archive.org/web/20060929153605 (Campaign for Fiscal Equity, New York, NY , Apr 13, 2004)
Examines New York State's Building Aid Formulas and proposes seven reforms to the system. These reforms are urged to address the New York City's serious facility issues and its present violations of constitutional educational adequacy requirements. Alongside those reforms, a proposed "catch up" program for New York City entitled "BRICKS" ("Building Requires Immediate Capital for Kids") is detailed. 53p.
Breaking Ground: Rebuilding New Jersey's Urban Schools The Abbott School Construction Program.
http://www.edlawcenter.org/ELCPublic/elcnews_040427_BreakingGround.pdf Ponessa, Joan (Education Law Center, Newark, NJ , Apr 2004)
Recounts the history of New Jersey's Abbott School Construction Program, from 1990 court rulings on school facility deficiencies in poorer school districts to the present. The work of the Program in creating facilities plans, integrating planning and design with educational needs, and lessons learned from the first years of the program are described. It is written to assist policy-makers and advocates in New Jersey and elsewhere in their efforts to renovate and construct educationally adequate, and community-centered public schools. 40p.
The Abbott School Construction Program: Report on the NJ Department of Education Proposed Regulations on Long-Range Facilities Plans
http://www.edlawcenter.org/ELCPublic/elcnews_040216_NJDOEProposedRules.pdf Ponessa, Joan (Education Law Center, Newark, NJ , Feb 16, 2004)
According to findings contained in this report, Abbott districts must develop new five-year facility
improvement plans next year, but lack guidance from the New Jersey Department of Education (NJDOE)on how to perform
this critical task. In addition, rules recently proposed by NJDOE fail to address minimal requirements for sound facilities planning, and must be completely overhauled. The proposed rules are under review by the State Board of Education. The rules fail to: 1) Direct districts to adopt a schedule and budget to ensure effective completion of the plans by the EFCFA deadline, and to maximize participation of stakeholders in the planning process; 2) Instruct districts on conducting a thorough
re-assessment of their education program as a foundation for planning new or renovated facilities; 3)Provide standards for planning community centered schools; 4) Require NJDOE to maintain a reliable, public
database to promote community engagement in facilities planning and State and district accountability for effective program implementation.
15p.
Task Force to Study Public School Facilities: Final Report.
http://mlis.state.md.us/other/education/public_school_facilities_2003/Final_Report.pdf (Maryland Dept. of Legislative Services, Annapolis , Feb 2004)
Presents the results of two years work by this task force to examine the adequacy and equity of Maryland's public school construction program. The Task Force began with a facility assessment of all schools in the state, found deficiencies in every jurisdiction, and concluded that it will cost 3.85 billion dollars to bring all schools up to the minimum standard for educational programming, health, and safety requirements. It recommends that the state establish a School Emergency Repair Fund, with an initial investment of $2 million, to address deficiencies that present an immediate hazard. It also proposes funding levels, formulas, creative financing options, and changes to Maryland's school construction statutes. 58p.
The Abbott School Construction Program. NJ Department of Education Proposed Facilities Regulations: Analysis of Preschool Issues
http://www.edlawcenter.org/ELCPublic/elcnews_040109_PreschoolFacilitiesReport.pdf Ponessa, Joan; Boylan, Ellen (Education Law Center, Newark, NJ , Feb 2004)
This report on preschool facilities analyzes regulations proposed by the New Jersey Department of Education (NJDOE)to implement the Educational Facilities Construction and Financing Act. The report begins with a summary of key findings and recommended amendments to the NJDOE proposed regulations. It then provides background on the Abbott preschool and school construction programs, analyzes the proposed NJDOE regulations, and makes recommendations for needed changes. As the report makes clear, substantial revision of the proposed rules are necessary to improve implementation of the Abbott preschool and facilities programs over the next five-year construction cycle. 14p.
Prioritization of 31 Criteria for School Building Adequacy.
http://www.schoolfunding.info/policy/facilities/ Earthman, Glen I. (American Civil Liberties Union Foundation of Maryland, Baltimore , Jan 05, 2004)
Prioritizes the 31 criteria for school facilities established by the Maryland Task Force to Study Public School Facilities based on the links beteween conditions in school buildings and student achievement. The author, drawing on a large quantity of research, recommends addressing first the criteria that relate to student health and safety: 1) potable water, 2) fire safety, 3) adequate lavoratories, 4) security systems, and 5) emergency communications systems. Elements directly linked to student achievement should then be addressed as follows: 1) human comfort, 2) indoor air quality, 3) lighting, 4) acoustical control, 5) secondary science laboratories, and 6) student capacity. The 31 criteria may be found at http://www.mlis.state.md.us/other/education/public_school_facilities_2003/Definition%20of%20Standards.pdf. (Contains 75 references.) 66p.
The Condition of School Funding in Arizona.
http://epsl.asu.edu/aepi/EPSL-0405-114-AEPI.pdf Wiggell, Richard (Arizona State University, Phoenix, AZ., 2004)
This brief examines how Arizona’s public education funding has evolved over the last 25 years. It includes an extensive discussion of the Student FIRST legislation that established a new Arizona School Facilities Board and assigned it the responsibility for creating standards for school facilities and administering appropriations for school construction and renovation. 20p.
Bureau of Indian Affairs Schools: Expenditures in Selected Schools Are Comparable to Similar Public Schools, but Data Are Insufficient to Judge Adequacy of Funding and Formulas.
http://www.gao.gov/new.items/d03955.pdf (U.S. General Accounting Office, Washington, DC , Sep 2003)
Reports that the Dept. of Interior, which administers Bureau of Indian Affairs (BIA) Schools, does not collect and therefore has little data on which to base its school budgets. The researchers learned that BIA schools spent less on instruction and more on facilities than comparable public schools, and their transportation budgets did not cover actual costs. However, the goal of determining adequacy of these funding formulas was not achieved due to lack of data. 57p.
Building on Judicial Intervention: The Redesign of School Facilities Funding in Arizona.
http://www.schoolfunding.info/resource_center/research/azFinal6.PDF Hunter, Molly A. (Studies in Judicial Remedies and Public Engagement; Campaign for Fiscal Equity, Inc. , Sep 2003)
This article analyzes the Arizona litigations that challenged the state education finance system for facilities and other capital items, examines a unique, three-day public engagement event, and documents an iterative decision-making process that led to enactment of a remarkably successful, innovative capital funding system and resulted from standards-based funding principles established by the Arizona Supreme Court. Also discusses current litigations that ask the courts to extend those principles to funding for English language learners and "at-risk" students.
31p.
Adequacy and Equity of Facility Funding for the Kentucky Public School System
Ralston, Jerry Wallace (Dissertation, University of Kentucky, 2003)
Historically, adequate and equitable funding has been an issue in financing school facilities in Kentucky. The Kentucky Education Reform Act (KERA) of 1990 provided a new funding mechanism, the Support Educational Excellence in Kentucky (SEEK), to correct inequities in the funding for Kentucky's public schools and school facilities. The purpose of this study was to investigate the funding of school facility construction and renovation in Kentucky school districts to determine whether adequacy and equity were characteristic of Kentucky's facility funding system and whether or not programs designed to produce adequacy and equity were effective. The results of this study indicate clearly that the funding of facilities across Kentucky school districts is not adequate. Programs designed to improve adequacy for high growth districts have been somewhat successful, but more improvement is needed. Results also indicate that vertical equity and fiscal neutrality do exist in Kentucky's facility funding. However, programs designed to improve horizontal equity have not been successful. [Author's abstract]
Report NO: UMI: AA13077714TO ORDER: UMI Dissertation Express http://disexpress.umi.com/dxweb
Educational Adequacy Assessments: Making a Difference Where Our Children Learn.
http://web.archive.org/web/20061019130503 Wilson, Donald T. (Magellan K12 Consulting Firm, TX , 2003)
Describes the assessment of educational facilities for adequacy to the educational program, covering issues of capacity, educational program support, technology, security, equipment, physical characteristics, environmental quality, and relationship of spaces. 12p.
School Finance: Per-Pupil Spending Differences Between Selected
Inner City and Suburban Schools Varied by Metropolitan Area.
http://www.gao.gov/new.items/d03234.pdf (General Accounting Office, Washington, DC, Dec 2002)
This study focuses on per-pupil spending, factors influencing spending, and other similarities and differences between high-poverty, inner city schools and selected suburban schools in seven metropolitan areas: Boston, Chicago, Denver, Fort Worth, New York, Oakland, and St. Louis. The inner city schools that GAO examined generally spent more per pupil than suburban schools in Boston, Chicago, and St. Louis, while in Fort Worth and New York the suburban schools in GAO's study almost always spent more per pupil than the inner city schools. In Denver and Oakland, spending differences between the selected inner city schools and suburban schools were mixed. In general, higher per-pupil expenditures at any given school were explained primarily by higher staff salaries. Two other explanatory factors were student-teacher ratios and ratios of students to student support staff, such as guidance counselors, nurses, and librarians. 53p.
Estimating the Cost of Educational Adequacy: A Comparison of Approaches.
http://web.archive.org/web/20050323102129 Duncombe, William (Syracuse University, Syracuse, NY , Mar 2002)
Examines three common approaches of estimating the cost of educational adequacy: empirical identification approach, resource cost model, and cost function approach. Discusses the steps for estimating adequacy within these methods, adjustments needed, and variations that will occur. The suitability and importance of respective methods and adjustments are examined in light of geographic and economic differences. Includes 44 references. 55p.
The Unending Search for Equity: California Policy, the "New" School Finance, and the Williams Case.
http://www.eric.ed.gov/contentdelivery Grubb, W. Norton; Goe, Laura 2002
This paper examines school finance as a potential solution for inequity, identifying problems with the conventional solution of simply providing additional funding when inequities and inadequacies appear. The paper notes that states have developed a large roster of policy instruments, or state mechanisms of achieving educational policy. California's finance system is complex, and while it establishes greater equity in funding in some provisions, it undermines them in others. School finance reforms have always been argued in terms of dollars spent on schooling. New school finance, instead, concentrates on how dollars are actually used within classrooms and schools to produce desirable educational outcomes. In California, the most recent in a long line of litigation promoting greater equity is Williams v. State of California. This case provides an example of a new school finance lawsuit, since the facts of the case (too many uncredentialed teachers, inadequate and outdated textbooks, and inadequate and deteriorating facilities) move beyond dollars to the instructional conditions students experience in schools and classrooms. The paper asserts that solutions for these inequalities may require a complex combination of top-down funding patterns with a bottom-up process based on inequities in either instructional conditions or outputs. (Contains 148 references.) 73p.
Public School Construction in Utah.
http://le.utah.gov/lfa/reports/schoolconst.pdf Walthers, Kevin (Utah State Legislature, Office of the Legislative Fiscal Analyst, Salt Lake City , Sep 11, 2001)
Examines Utah's public school construction program in light of creating school equity. Recommendations include streamlining approval of construction projects, the creation of a school facility database that will track the condition of all public school buildings, and the creation of a revolving loan fund to assist school districts with the construction of new buildings. 23p.
Financing New School Construction and Modernization: Evidence from California.
http://www.ppic.org/main/publication.asp?i=100 Brunner, Eric; Rueben, Kim (Public Policy Institute of California, San Francisco , Jun 2001)
Examines the level and distribution of school facilities spending in California. While spending on school facilities has increased in the past decade, California's per capita spending is still 20 percent lower than the national average. Revenue for school facilities is unequally distributed across school districts. This disparity is explained almost equally by differences in enrollment growth and those in assessed values of property. Includes 12 references. 29p.
Vermont's Act 60
http://www.newrules.org/equity/act60.html (New Rules Project, 2001)
The Vermont legislature passed Act 60, The Equal Educational
Opportunity Act, in June 1997, following a February state Supreme Court
ruling in a class-action suit that Vermont's method of paying for education
was inequitable and unconstitutional. Includes links to the full text of Act 60 , Act 60 factsheet; Equal Educational Opportunity Act (Act 60): Measuring Equity Report 2001 - by the Vermont Department of Education, May. 2001. This report, the first EEOA evaluation required under law,
lays the groundwork for measuring outcomes in the years ahead.
Cash Management: A Financial Overview for School Administrators.
Jones, Enid Beverley (Scarecrow Press, Lanham, MD, 2001)
This book is a succinct overview of public school finance, blending theoretical concepts and factual information. The information on basic school procedures includes the budgeting and financing of school facilities. One chapter covers the concepts of adequacy and equity. 144p.
Rural Action Strengthens Ties between School and Community during Appalachian Ohio's Long Fight for Equitable
School Funding. Rural Trust Featured Project.
http://web.archive.org/web/20060104113326 Null, Elisabeth Higgins (Rural School and Community Trust, Washington, DC. , 2001)
Because school systems throughout America depend on local property taxes for much of their revenue, districts
with poor property valuations, especially rural districts, are facing fiscal crises. In response to a lawsuit filed in 1991, the Ohio
Supreme Court twice decided that the state's heavy reliance on local property taxes for school funding violated provisions in the
Ohio Constitution, mandating a thorough and efficient system of common schools throughout the state. The state responded
with a "cookie cutter" program of school construction and renovation based on minimum numbers of enrollments and class
sizes. This program is forcing school closings and consolidation. Meanwhile, the state has not yet developed equitable per-pupil
funding formulas, overhauled its school financing system, provided enough money for the construction and renovation program,
or paid for unfunded and partially funded mandates. The issue is still before the state's Supreme Court. Rural Action, a regional
organization dedicated to social, economic, and environmental justice, has launched an initiative to help citizens learn about
funding and facilities issues, develop priorities for their schools, develop leadership talent, and translate their ideas into action.
It has published a series of "Little Red School Books" clarifying tax terms, mechanisms, and policies; compiling readings and
resources; and helping communities learn how to set goals in advance of design and construction. It has also organized events
where students and teachers meet with state legislators, architects, and agency representatives to explain what their
communities need and want. 10p
Building America's Schools: State Efforts To Address School Facility Needs
http://www.nga.org/cda/files/000620SCHOOLNEEDS.pdf (National Governor's Association (NGA), Education Policy Studies Division, NGA Center for Best Practices; Washington, DC , Jun 14, 2000)
This document provides summaries of each state's activities to address their shortage of school buildings by supporting school construction. It reveals that 11 state subsidize, reimburse, or match local funding for construction projects; 10 states have an established formula for determining the amount of state funding each school district receives; 6 states have established a new agency to oversee school construction with the state; 5 states provide low-interest loans for low-income school districts to help support their school construction efforts; and 4 states require the Governor and the state legislature to approve all school construction projects prior to state funding being made available. Contact information for each state is included. 15p.
School Facilities. Construction Expenditures Have Grown Significantly in Recent Years Report to the Chairman, Committee on Education and the Workforce, U.S. House of Representatives.
http://www.gao.gov/new.items/he00041.pdf (General Accounting Office, Washington, DC , Mar 2000)
A General Accounting Office report examines how states and local school districts have been dealing with the issues facing their public school facilities: (1) the trends since 1990 in elementary and secondary school construction expenditures and how these expenditures were divided between land, buildings, and equipment; (2) trends since 1990 in the amount of expenditures for elementary and secondary schools construction by type of school and type of construction; and (3) the amounts and mix of state and local funding for elementary and secondary school construction. Data show a 39 percent increase in elementary and secondary school construction annual expenditures. Most of the increase was for new buildings; expenditures for equipment such as heating and air conditioning systems only slightly increased during the 8-year period. It also reveals most of the construction expenditures was for construction of primary schools and high schools, and most of the contract spending for new facilities and additions to existing facilities, with less being spent on renovations. Fifteen states provided little or no funding in 1998-99. Appendices provide the scope and methodology of the research, statistical tables, and comments from the Department of Education. 33p.
Report NO: GAO/HEHS-00-41
Bond Funding. [California]
http://www.nsbn.org/case/bond/ (New Schools Better Neighborhoods, Los Angeles, CA, 2000)
The State of California is spending $9.2 billion in state school bond funds
to modernize and build new schools to begin addressing an estimated $40
billion in statewide school infrastructure needs. At the same time, billions
of dollars have been authorized by the voters for investment in parks,
libraries, and local school bonds throughout the state.
Nevertheless, urban school districts continue to have difficulty accessing
the necessary resources to build new schools. Many districts have been
unable to meet the 2/3 majority voter approval requirement for passage
of local school bonds. Meanwhile, state school construction funds are
based on a "first come, first served" allocation system in which those
school districts who submit their applications first - regardless of need -
receive priority.
This provides an insight to various efforts to provide greater
accessibility to bond funding.
State of New Jersey Education Facilities Construction and Financing Act.
http://web.archive.org/web/20060902162340 Brzezowski, Edward (Facility Energy Services, Inc., Chester, NJ , 2000)
Analysis, highlights, and graphics explaining the Education Facilities Construction and Financing Act (EFCFA), including facility management plans, school facilities project design/construction, and maintenance. 6p.
Equality and Liberty in State Policy for the Funding of School Capital Expenditures.
http://www.eric.ed.gov/contentdelivery Schmielau, Robert E. (Dissertation, Ball State University, Muncie, IN , 2000)
The primary purpose of this study was to determine the provisions for equality and liberty in the funding of school capital expenditures in each of the 50 states. More specifically, the following issues were analyzed: (1) the extent to which state policies provide equality in funding school facility construction; (2) the extent to which state policies provide local boards liberty in decisions on funding school facility construction; and (3) categorization of the 50 states with respect to provision of liberty and equality for capital outlay funding. Data were collected from August through November 1999 using a survey instrument developed by the author. Usable data were received from all states. States were categorized as high, moderate, or low with regard to their potential to achieve funding equality and liberty for local districts. Only one state, Hawaii, ranked low in liberty; however, 18 states ranked low in equality. Six states ranked high in both liberty and equality. The following conclusions were formulated: (1) states that continue to rank low in equality are likely to face future litigation; (2) the courts have tolerated some degree of inequality to preserve liberty; (3) politics and not economics often determined how state legislatures responded to equality concerns; (4) differences among the states are far greater with respect to equality than they were with respect to liberty; and (5) many states will continue to experience considerable conflict over funding school construction because of the inevitable tensions between liberty and equality. 193p.
Report NO: UMI AAI9963090
Financing Public School Facilities in Texas: A Case Study.
http://www.eric.ed.gov/contentdelivery Dawn, Lisa (Austin, TX: Moak, Casey and Associates, LLP , Oct 1999)
A case study is presented of a Texas educational facilities program that was developed to provide long-term state assistance to school districts for the construction or renovation of these facilities by providing equal access to revenue for the specific purpose of repaying debt that is issued to finance instructional facilities. This report presents a brief historical context in which the facilities program was developed, then describes the schema for Texas school finance. Next, the facilities program is described, including the eligibility criteria and the funding formulas that deliver state aid. The impact of the program on local tax rates and debt issuance is discussed and the unique features of the program and its future challenges are assessed. Appendices present statistical tables on the instructional facilities allotment awards for 1998-99 listed by school district, and the principal debt financed with instructional facilities allotment for 1997-99 listed by school district. (Contains 19 references.) 28p.
School Facility Financing: A History of the Role of the State Allocation Board and Options for the Distributions of Proposition 1A Funds. [California]
http://www.library.ca.gov/crb/99/01/99001.pdf Cohen, Joel (California Research Bureau, Sacramento, CA , Feb 1999)
In November 1998 California voters passed Proposition 1A, a bond measure that provides $6.7 billion for public K-12 school construction and repair and that establishes two new programs for the disbursement of the funds. This paper provides details regarding these new programs and compares them to programs previously administered by the State Allocation Board. This reviews the history of school construction financing in California and explores the role of the Board, which is responsible for establishing policies for the distribution of school facility financing funds. 43p.
Report NO: CRB-99-01
A Study of School Facilities and Recommendations for the Abbott Districts. [New Jersey]
http://web.archive.org/web/20080101123430rn_1 (New Jersey Department of Education, Trenton , 1999)
The New Jersey Department of Education (NJDOE) presents a study of facilities' needs for the Abbott School District's 28 educational facilities and provides recommendations concerning how the state should address those needs, including appropriate and alternative funding. Study assessment data show the estimated cost for existing facility rehabilitation would be over $1.8 billion, of which half the amount would be for facility expansion and architectural and structural refurbishing. The study also lists recommended facility specifications deemed necessary to assure students can achieve the Core Curriculum Content Standards. Other state's educational facility construction and funding practices are highlighted as promising approaches for New Jersey to consider. Final comments address the state's plan for Abbott District facilities improvement, including the administrative actions of the NJDOE, and the issues related to the development of a state financing plan which is outside of the special areas of expertise of the department. 13p.
State School Finance Litigation: A Summary and an Analysis
Whitney, Terry N. (National Conference of State Legislatures , Oct 1998)
This report offers an analysis of school finance litigation during 1998. It
summarizes cases in New Jersey, Ohio, Arizona, Texas, Wyoming,
Colorado, New Mexico, and New York. These states were sued due to
failure to provide a thorough and efficient system of common schools,
ineffective efforts to provide equitable financing to poorer school districts,
methods of funding school facilities, and other matters. Only five states
have not been sued over school-finance issues: Delaware, Hawaii, Iowa,
Mississippi, and Nevada. Historically, school-finance suits have focused
on the equity and adequacy of state funding, and the decisions handed
down in 1997 and 1998 have followed that pattern. However, in recent
years several cases have dealt with other questions such as the quality
of facilities or special-education funding. The issues of what constitutes
an adequate educational system and how it is defined continue to be the
main battleground for distinguishing constitutional from unconstitutional
systems. An appendix offers a state-by-state summary of
school-litigation cases.
TO ORDER:
http://www.ncsl.org/programs/pubs/pubs.htm
State Support of Educational Facility Construction: A Policy Study.
http://www.eric.ed.gov/contentdelivery Vornberg, James A.; Andrews-Pool, Kimbroly (Paper presented at the Annual Summer Conference of the National Council of Professors of Educational Administration, Juneau, AL , Aug 04, 1998)
This study examines the extent to which states fund local school district school construction projects and explores the governance of that funding. It determines if the state participates in funding the construction and renovation of educational facilities, the different types of funding assistance that state departments of education provide to local school districts for their educational facilities, and what state-level policymakers and administrators have currently mandated to ensure equity in school facilities for all students. Major findings show most states fund school construction projects utilizing either full funding, equalization grants, percentage matching grants, flat grants, or state loans. Construction funding, however, is a low priority in the majority of states. Thirty-six percent of the states do not address equity among facilities within the state. State distinctions between funds for construction of new facilities and funds for renovation are minimal. Recommendations are offered that include the need for state evaluation of the adequacy and effectiveness of their current capital outlay provisions, the need for facility equity policies, and a greater need to address the decaying infrastructure of America s schools. (Contains 10 references.) 27p.
Financing Facilities in Rural School Districts
http://www.eric.ed.gov/contentdelivery Hughes, Mary F. (Paper presented at the Invitational Conference on Rural School Facilities, Kansas City,MO , May 02, 1998)
This paper addresses how rural school facilities are financed. It provides an overview of school facilities funding in the United States as summarized by the literature, a mini study of school facilities funding in Arkansas, and comments from practitioners and researchers on the issues presented. It argues that the same equity issues raised on expenditure per pupils and equal educational opportunity should be raised in school facility funding too; and educational quality, including that of school facilities, should not rely on the wealth of the local community. Arkansas, one state that does depend on local wealth for the quality of school buildings, is examined in terms of its great diversity between quality and ability to support school facilities. 32p.
California School Finance 1998-99: More Money for Schools, but What Will It Buy?
http://www.eric.ed.gov/contentdelivery Picus, Lawrence O. (Paper presented at the American Educational Research Association, San Diego, CA , Apr 13, 1998)
A summary of proposed K-12 educational spending in California for
1998-99, comparing today's proposals with expenditure patterns of the
recent past, is presented in this report. The text highlights current
spending proposals and provides some background on historical
spending patterns and their causes, as well as demographic information
on the 5.3 million children enrolled in California's 999 public school
districts. The
paper focuses on how California's spending compares to other states;
the state's class-size reduction program; school finance equalization;
and categorical programs, which account for 30 percent of total school
district revenues. The paper argues that, in the future, California
legislators will need to concentrate efforts on constructing new facilities
and maintaining existing ones; simplifying the existing finance system;
focusing categorical programs on students and not on districts; and
funneling more money to the schools. 15p.
Survey of State Education Finance Legislative Activity and Trends, 1994-1997
http://www.eric.ed.gov/contentdelivery Crampton, Faith E. (American Education Finance Association , Mar 1998)
This paper presents the results of the second annual survey of state
school-finance legislation conducted by the Education Finance and
Economics Program of the National Education Association's Research
Unit. The report, the only comprehensive 50-state survey being
conducted, has three major purposes: (1) to provide an annual snapshot
of state legislative activity in school finance; (2) to serve as a reference
guide for legislative language with regard to particular education-funding
areas; and (3) to contribute to the development of a long-term database
of school-finance legislation that will allow for trend studies and policy
analysis. 159p.
How Level a Playing Field?: The Search For Equity In Charter School Funding
Mandala, Cheryl (University of Minnesota, Center for School Change at the Hubert H.Humphrey Institute of Public Affairs, Minneapolis, 1998)
Presents findings of an analysis of funding disparities existing between charter public schools and
traditional public schools in Minnesota. School district revenue data from
the 1995-96 school year were analyzed for fourteen public schools and the traditional public schools in
the districts in which the charters were located.
TO ORDER:
Center for School Change - Publications, Hubert H. Humphrey Institute of Public Affairs, University of Minnesota,301 19th Avenue South, Minneapolis, Minnesota 55455
http://www.centerforschoolchange.org
Class Struggle.
Mathews, Jay (Random House, Times Books, New York, NY , 1998)
Ranks American high schools according to academic opportunities, rather than reputation, and proposes what should be done to maximize learning for the widest possible range of students, not just the rich. The example of diverse students at a New York high school is offered, detailing the struggles between the stakeholders over appropriation of funds. 320p.
School Facilities. Reported Condition and Costs To Repair Schools Funded by Bureau of Indian Affairs
http://www.gao.gov/archive/1998/he98047.pdf (General Accounting Office, Health, Education, and Human Services Division, Washington, DC , Dec 1997)
This report presents information on the funding required to repair Native American educational facilities, the condition the school buildings, adequacy of the school environment for instruction, and the extent to which schools can meet future technology and communication requirements. Compared to schools nationally, it reports that BIA schools are generally in poorer physical condition, often lack key facilities requirements for education reform, have unsatisfactory environmental factors, and are less able to support computer and communications technology. 22p.
Report NO: GAO-HEHS-98-47
The State of Washington's School Finance System.
http://www.eric.ed.gov/contentdelivery Plecki, Margaret L. (Paper presented at the American Educational Research Association , Mar 1997)
The largest share of Washington's operating budget is devoted to K-12
education. This paper portrays critical features of Washington's school
finance system. It first examines current and historical sources and
levels of K-12 funding. Next, it analyzes school spending and outlines
basic principles underlying Washington's system of collecting and
distributing school revenue. The paper also examines
school-construction funding and the condition of school facilities, and
concludes with a look at the fiscal challenges Washington is likely to
face in the near future. Challenges include the increasing number of
bilingual students, the need for extensive school repair and replacement,
increasing fiscal pressures, and an input-driven funding system that is
not aligned with a performance-based educational system. (Contains 16
references.) 18p.
School Finance: State Efforts To Equalize Funding between Wealthy and Poor School Districts. Report to Congressional Requesters
http://frwebgate.access.gpo.gov (General Accounting Office, Health, Education, and Human Services Div., DC , Feb 05, 1997)
Disparities in funding for education have resulted in lawsuits in more than
40 states since 1970. To better understand states' accomplishments in
equalizing educational funding, the Government Accounting Office (GAO)
examined factors surrounding funding gaps between poor and wealthy
school districts. It was found that two key factors reduced the size of the
funding gap between poor and wealthy districts: (1) the extent to which a
state's poor districts make a greater tax effort than the wealthy districts;
and (2) a state's effort to compensate for differences in district wealth
through its equalization policies. Concerning these two factors, the study
demonstrates that the larger tax effort of poor districts compared to that
of wealthy districts contributed more to reducing funding gaps than did
state equalization efforts in school year 1991-92.
Report NO: GAO/HEHS-97-31
Selected Laws Relating to the Construction and Repair of Public School Facilities in North Carolina.
http://www.eric.ed.gov/PDFS/ED414719.pdf (North Carolina State Dept. of Public Instruction, Raleigh , Feb 1997)
Schools in North Carolina are governed by numerous laws pertaining to construction and repair. Financial concerns constitute the bulk of these statutes, covering areas such as bids (financial outlay, advertisement, rejecting bids, and withdrawing bids); sources of state funds; the selling or buying of school property; bonds required; capital outlay funds; general loan information such as loan sources, loan terms, securing and paying loans the issuance of bonds, and the computer loan revolving fund; special appropriations; grants; and budgetary parameters. Other statutes dealing with school construction include architectural and engineering services such as specific guidelines on conflict of interest and compliance; basic education programs; classroom sizes; the duties of local boards, of superintendents, of principals, and of teachers; inspections; energy savings contracts; lease properties; long-range plans for school facility needs; the North Carolina Historical Commission; public building contracts; facilities guidelines; repair of damage to school property; replacement of buildings; fire safety and prevention; and vocational programs affiliated with schools. 67p.
States' FY 1998 Education Budgets Increase 7.2%. State Fiscal Brief, No. 44.
Liebschutz, David S.; Schieder, Jeffrey S.; Boyd, Donald J. (State Univ. of New York, Albany; Nelson A. Rockefeller Inst. of Gov't.; Center for the Study of the States , 1997)
Examiniation of education budgets passed by state legislatures,
contrasted with proposed gubernatorial budgets. The generally strong
economy allowed state legislatures to increase total state FY 1998
education spending by over $2 billion (1.5 percent) from governors' own
proposed budgets. Nine states increased their budgets by over 10
percent from FY 1997, and four states increased their budgets less than
3 percent. The major factors influencing education budgets were finance
and tax system changes (toward greater state funding responsibility) and
increasing enrollments. Court mandates in six states (Alabama, Arizona,
New Jersey, Ohio, Vermont, and Wyoming) and threatened mandates in
two others (Mississippi and Illinois) spurred legislators to alter their
finance systems. Additionally, eight states enacted property tax
changes, with New York, Texas, and Vermont the most far-reaching.
Many changes involved mandated local property-tax reductions, with the
state reimbursing local governments for lost revenue. With enrollment up
over 1.4 percent nationally, legislatures had to accommodate the
increased student population through hiring additional faculty, building
new schools, and/or enhancing existing facilities. 14p.
School Construction. Background Paper 97-4. [Nevada]
http://www.leg.state.nv.us/Division/Research/Publications Sturm, H. Pepper (Nevada Legislative Counsel Bureau,Research Division, Carson City, NV , Jan 1997)
Examines the background and current practices in Nevada school
construction capital funding and what some other states are doing to
fund their school construction projects. Funding policy alternatives are
outlined. Policy options addressed involve use of state general obligation
bonds, state revenue bonds, state appropriations, and dedicating new or
existing revenue on a pay-as-you-go basis. The report reveals that few
states provide substantial support for school construction and highlights
several court cases where financial equities have been argued. The
report cautions that state-level involvement in school construction must
also address educational equity for capital expenditures. An appendix
provides the historical practices of state assistance for school
construction.
School Facilities Equity in California: An Empirical Study.
http://www.eric.ed.gov/contentdelivery Lowe, Davison Duane (Ph.D. Dissertation, University of Southern California , 1996)
This is an equity study focusing on the crowdedness and adequacy of
California's public school facilities. Facilities data are from a 1988 state
survey and include information about building space, age of facilities, air
conditioning, and construction type. Three strategies for achieving equity
are recommended: (1) increase local fundraising capability by lifting the
two-thirds voter requirement for general obligation bonds; (2) devote
sufficient state funds to school districts by channeling sufficient funds to
school districts, and (3) increase federal support to the states, with
particular emphasis on districts at the bottom half of the adequacy
distribution. 84p.
Children in America's Schools with Bill Moyers. [Videotape].Hayden, Jeffrey (South Carolina Educational Television Network, Columbia, SC , 1996)
A 2-hour videotape presentation explores the crisis in school building quality in the United States as illustrated by those public schools found in Ohio; the challenges dilapidated school facilities impose on child health, safety, and the physical learning environment; and the difference that money makes in providing high-quality educational facilities. Through comparisons between well-funded and under-funded schools it reveals how funding inequities create severely unequal school facilities and unequal educational opportunities. The viewer guide explains how current school funding methods result in unequal schools; reviews the lessons learned from attempting to pass bond issues for facility improvement and what can be done to find funding that creates equal opportunities for all students; and discusses the limited access to learning opportunities available through technology and what can be done to help students make full use of technology to help them be competitive in a global, technically rich economy. It also explains how Charlotte-Mecklenburg school system used multiple solutions, including community and business collaborations to upgrade its school facilities. Final discussions explore legal remedies for school facility improvement and eight strategies for getting started in developing school funding opportunities.
TO ORDER:
South Carolina ETV Network, P.O. Box 11000, Columbia, SC 29211; Tel: 800-553-7752 (Toll Free)
School Facilities Funding [Texas].
http://www.eric.ed.gov/contentdelivery (Intercultural Development Research Association (IDRA) Special Bulletin , Mar 1995)
Examines the Texas Supreme Court's January 1995 final opinion in the
Edgewood vs. Meno case, the latest in a series of rulings on the
constitutionality of the Texas public school funding system. The first
article summarizes the majority opinion, discusses the implications of
the court's 5-4 ruling, and suggests that further litigation to equalize
funding is almost guaranteed. The second article suggests that, while
disparities in educational funding were considerably reduced as a result
of the Edgewood vs. Meno litigation, significant inequities remain,
especially in regard to school grounds, equipment, and facilities. 11p.
Equity and Funding of School Facilities: Are States at Risk?
Crampton, Faith E.; Whitney, Terry N. (State Legislative Report, National Conference of State Legislatures, Denver, CO , Feb 1995)
Inequality in school facilities is emerging as a pivotal factor in court
decisions that have ruled state school-funding systems unconstitutional.
This report examines cases in Arizona, Ohio, and Texas where courts
considered school facilities paramount in ruling the funding system
unconstitutional. Arizona's school funding system was the first to be
declared unconstitutional based solely on the condition of school
facilities. The Ohio court decision detailed a constitutionally acceptable
system of school funding. The lack of a separate facilities component in
Texas could render the entire school finance system unconstitutional.
Because states should not expect significant assistance from the federal
government for school facilities, it is recommended that states conduct
statewide assessments of the condition of existing school facilities and
needed new school construction; develop an equitable funding formula;
and mandate the allocation of school aid for routine maintenance. 10p.
TO ORDER:
National Conference of State Legislatures, 7700 East First Place, Denver, CO 80230; Tel: 303-364-7700http://www.ncsl.org/index.htm
School Finance Litigation: A Review of Key Cases.
http://www.financeproject.org/Publications/litigation.html VanSlyke, Dore; Tan, Alexandra; Orland, Martin (The Finance Project, Washington, DC, Dec 1994)
Summarizes court rulings in the major school finance cases that have
been decided over 20 years, and highlights a number of issues that
policymakers must address in the process of reforming funding systems
overturned by state courts.
Moving toward School Funding Equity: Implementation of HB 28.
Merrill, Andrea L. (Montana Legislative Council, Helena, MT , 1990)
Montana's House Bill No. 28, an effort to equalize school funding among
Montana public school districts, is described in this report. Included are:
the study resolution; summary of committee recommendations; history
of the school funding lawsuit and legislative reactions; explanations of
elements of the new school funding mechanism, changes in revenue
sources, other components of the bill, and equalization of transportation
and facility funding; and related study topics. Appendices contain a chart
showing the general fund structures for 1988 and 1991 and a brief paper
explaining the oil and gas severance tax corrections bill. 50p.
Methods of Financing Educational Facilities in the United States.
http://www.eric.ed.gov/contentdelivery Thompson, David C. (University Council for Educational Administration, Manhattan, KS , 1990)
In February 1990, special hearings were held by the Kansas Senate and House Education Committees on the physical condition of school facilities. This document offers a three-part synopsis: a brief and selective review of the testimony given in February 1990; an overview of general finance methods; and a state-by-state executive summary of the individual states' facility finance provisions. The testimony argued that for legal, ethical, and economic reasons Kansas should consider assisting districts with their facility needs; more generally, there is a history of litigation that intimates that states may increasingly be held responsible for assisting local districts. In regard to finance methods, capital outlay as an issue of equity has been subjected to three standards: resource accessibility, wealth neutrality, and taxpayer effort. Currently 30 states provide some true grant-in-aid assistance, and 35 states provide either grants or loans. The methods are generally: (1) full state support; (2) equalization grants; (3) matching grants; (4) flat grants; (5) state loans; and (6) building authorities. In the third part, details of individual state methods are provided in alphabetical order by state. (17 references) 20p.
Capital Outlay as an Issue of Equitable Concern
Thompson, David C. Sep 1988
Capital outlay for school facilities is receiving interest as focus is turned toward all facets of education, including the condition of the physical learning environment. Recent court decisions have brought about some equity in school financing, but the potential exists for future lawsuits for equity in educational facilities. There is a concern in the research literature for construction, maintenance, renovation, and similar capital outlay issues. Several studies conducted in Kansas suggest that state school districts are confronted with facility finance problems. The age and condition of facilities suggest continued and increasing maintenance and replacement costs. Kansas districts will continue to face obvious facility needs and inequalities. Conclusions of the study include: (1) methods of funding capital outlay need to be changed; (2) neither rural nor urban school districts have a distinct advantage in facility funding; (3) there exists an inaccurate assumption that rural areas are wealthier than the urban areas; (4) rural and urban districts have different circumstances but similar problems; (5) the size of the capital outlay problem in Kansas is growing due to the age of the facilities and the deferral of maintenance and improvement; (6) tax rates, local economic health, and adequacy of the tax base determine the ability to bond for construction; (7) ability to finance facilities varies from district to district; (8) a majority of Kansas districts are unable to fund either the mean ability level or the mean expenditure level; and (9) the impact of facilities on educational programs must be a central concern in the assessment of equity. Suggestions for funding and state aid mechanisms are given. Contains 30 references, and 10 tables outlining research data. 52p.
[Kansas] State Involvement in Capital Outlay Financing: Policy Implications for the Future
http://www.eric.ed.gov/contentdelivery Thompson, David C.; et.al 1988)
This monograph addresses the issues surrounding financing school
buildings. Kansas finances school buildings from the property tax base
of the school district in which the building is located. Research in
Kansas indicates that inequities in facilities will widen among its 304
school districts, 80 percent of which are rural. The monograph evaluates
the legal potential for state responsibility to aid facilities in Kansas and
provides recommendations for state involvement. It describes court
litigation involving the issue of facilities funding. If research shows a
relationship between facility adequacy and instructional outcomes, then
courts will likely follow with mandates that the states bring their school
buildings into compliance with predetermined minimum standards for
describing adequacy for instructional facilities. 56p.
The Equity of School Facilities Funding: Examples from Kentucky.
http://www.eric.ed.gov/PDFS/EJ861524.pdf Glenn, William J.; Picus, Lawrence O.; Odden, Allan; Aportela, Anabel Education Policy Analysis Archives; v17 n14 , 18p. ; Aug 2009
This article presents an analysis of the school capital funding system in Kentucky since 1990, using the operating-revenue analysis concepts of horizontal equity, vertical equity, and fiscal neutrality. In general one could tentatively conclude that Kentucky's capital-funding system was reasonably equitable until an expansion of district options in 2003-04 was followed by greater measures of inequity. This analysis points to specific methods for Kentucky to restore equity to its school capital funding structure as well as a model for analysis of other capital funding systems.
Funding for the Next Generation.
http://www.facilitiesnet.com/ms/article.asp?id=8593 Matt, Chris Maintenance Solutions; v16 n4 , p6,8 ; Apr 2008
Discusses the success of Oregon's West Linn-Wilsonville School District in passing school bonds. Each bond issue typically proposes funding for a variety of projects, thus helping to ensure community-wide support.
Formula for Success: Building an Equation for School Construction.
Willis, Dail School Business Affairs; v74 n4 , p8,10-12 ; Apr 2008
Details the Charlotte-Mecklenburg Schools' technique for prioritizing school capital improvements by means of complex calculations involving demographics, enrollment, facility condition, and type of project. The system promotes equity and helps avoid politicization of the process.
School Construction and Renovation Spending: Who's Benefiting?
Vincent, Jeff; Filardo, Mary Educational Facility Planner; v42 n1 , p26-30 ; 2007
Summarizes recent data that shows a doubling of school construction spending from 1995 to 2004, how the money was divided between new construction and renovation, how the states compare in spending, reasons for the increase, and that the disparity of spending by community income was greater than both the disparities by race and family income. Charts and 12 references accompany the text.
Facilities Spending Criticized as Uneven
Greifner, Laura Education Week ; v26 n10 , p18-19 ; Nov 2006
This article features a report on states and school districts spending almost $600 billion on building and renovating schools from 1995 to 2004, an amount that far exceed earlier expectations. The report also emphasized the uneven facilities spending between minority and affluent districts. Besides receiving the least money for facilities, the report says, high-poverty, predominantly minority districts were more likely than better-off districts to use the funds for basic safety needs, such as roof repairs or asbestos removal. Schools in the more affluent districts were likelier to spend their money for improvements intended to directly enhance learning, such as science laboratories and computer rooms. Aside from these, the author talks about lawsuits involving school facilities funding.
School Funding Litigation: Changing the Face of Public Education.
Murry, Greg School Business Affairs; v72 n10 , p32,34,35 ; Nov 2006
Reviews the effect of school funding adequacy litigation in Arkansas. Various cases and the funding formulas applied as a result are described, including the reasons why they failed or were otherwise rejected. It is expected that the state will continue to be in litigation over school funding for the foreseeable future.
TO ORDER:
http://asbointl.org/index.asp?bid=4884
Breathless: Schools, Air Toxics, and Environmental Justice in California
Pastor, Manuel; Morello-Frosch, Rachel; and Sadd, James L. Policy Studies Journal; v34 , p377 ; Aug 2006
The exposure of children to environmental disamenities has emerged as a key policy concern in recent years, with some analysts and activists suggesting that minority children are disproportionately impacted. Utilizing a dataset that combines air toxics at the census tract level with school-based demographic and other information, this article indicates disparate exposures for students of color in California schools and suggests that there may be negative impacts on one measure of academic performance, even after controlling for other factors usually associated with test scores. Policy implications include a special focus on school remediation and strengthening overall efforts to reduce emissions "hot spots." [Authors' abstract]
Planning for Equity.
http://web.archive.org/web/20070607120556 Carey, Kelley American School Board Journal; v193 n4 , p53-57 ; Apr 2006
Reviews the mixed record of magnet schools and school choice as a means to desegregate schools. Twelve planning steps are suggested and detailed that may help establish and maintain desegregation and equity within a school system.
School Design, Site Selection, and the Political Geography of Race in Postwar Philadelphia
http://jph.sagepub.com/cgi/reprint/5/3/241 Journal of Planning History; v5 n3 , p241-263 ; 2006
Through a close exploration of site selection and school design, this article seeks to demonstrate the continued significance of school buildings on the landscape of Philadelphia. By assessing the decisions made by school district bureaucrats in the post–World War II era in light of race, the roots of a separate and unequal school system are revealed.
Taj Mahals or Decaying Shacks: Patterns in Local School Capital Stock and Unmet Capital Need
Arsen, David; Davis, Thomas Peabody Journal of Education; v81 n4 , p1-22 ; 2006
Despite growing interest in the condition of school facilities as a dimension of school finance adequacy, reliable measures of capital stock for large samples of schools are hard to come by. In this article, we offer new methods for (a) measuring the existing capital stock of public schools, (b) defining adequacy in school facilities, and (c) measuring the cost of bringing existing school facilities up to an adequate standard. We apply our procedures to all school districts in Michigan, one of the few states that offers no state aid to local districts for the construction of capital facilities. Our estimates indicate large variations in school buildings and facilities across local communities that are highly correlated with local property wealth. Because we use publicly available data that are recently available for school districts nationwide, these methods can be readily replicated for other states. [Authors' abstract]
TO ORDER:
http://www.leaonline.com/doi/abs/10.1207/s15327930pje8104_1
Age Old Battle: The Struggle for Equality.
French, James Educational Facility Planner; v41 n1 , p19-22 ; 2006
Discusses challenges of perceived equity when newer school facilities are compared to older ones within a district. Thorough demographic planning, use of prototype schools, programmatic standards, and communicating what the district is doing to maintain parity are suggested as ways to address public opinion.
The Grand Irony of Equity.
Quinn, Patrick Educational Facility Planner; v41 n1 , p16-18 ; 2006
Discusses concepts of equity and viability in schools, recommending student success after graduation as a measure of fairness in educational delivery. The author advocates examination of viability of school programs in advance of equity distribution of funds.
Charter School Type Matters When Examining Funding and Facilities: Evidence From California.
http://epaa.asu.edu/epaa/v13n50/v13n50.pdf Krop, Cathy; Zimmer, Ron Education Policy Analysis Archives; v13 n50 , p1-27 ; Dec 14, 2005
Examines the finances of charter schools in California, highlighting their fiscal challenges. Using survey data of California charter and conventional public schools, the results suggest that the degree to which a charter school is struggling with resources and facilities depends upon charter school type, and most likely experienced by start-up rather than conversion charter schools. The researchers conclude that California's funding models for start-up schools should be addressed, given the recent growth in these schools and the quest for equity funding throughout the state. Includes 33 references.
Statewide Facility Assessments: Leaving No School Behind.
http://web.archive.org/web/20070221163505 Healy, Trace; Staskiewicz, Carolyn Jul-Aug 2005
A statewide facility assessment provides education officials with a comprehensive overview of all education facilities so that they can develop a master plan to correct inequities. This article discusses the benefits of a facility assessment, and uses Arkansas and Ohio as examples. p38-39
Equity and Adequacy.
http://asumag.com/mag/university_equity_adequacy/ Kennedy, Mike American School and University; v77 n10 , p18-20,22,24,26 ; May 2005
Relates the history of educational adequacy litigation, its legacy of multiple appeals and legislative inaction, and details ongoing actions in New York and Idaho. Only five of 50 states — Delaware, Hawaii, Mississippi, Nevada and Utah — have not had litigation challenging the constitutionality of K-12 school funding. Cases are "in process" in 23 states: Alaska, Arizona, Connecticut, Georgia, Idaho, Kansas, Kentucky, Louisiana, Maryland, Missouri, Montana, Nebraska, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, South Carolina, Tennessee, Texas, West Virginia and Wyoming. School-funding cases have led to increased spending on facilities in Ohio, Arizona, and New Jersey.
School Funding Caught Up in Tax Reform Battles.
http://www.stateline.org/live/ Peterson, Kavan Stateline.org; Feb 2005
Legislators in at least two-thirds of the states in 2005 are considering overhauling the way they fund elementary and high schools. But efforts to fix school finance are liable to run aground in states where the remedy necessitates tax reform.
Separate But Equal.
http://www2.districtadministration.com/viewarticle.aspx?articleid=517 Kendler, Peggy District Administration; v41 n2 ; Feb 2005
Advises on how equally distribute construction efforts in a school district, so that citizens feel that everyone is being fairly served. Districts should plan construction efforts simultaneously, communicate actively and involve the community, make equity a part of the process from the beginning, add the same elements at different schools, and develop a five-year refresh plan.
A Level Playing Field.
http://www.edweek.org/ew/articles/2005/01/06/17atrisk.h24.html?querystring Gewertz, Catherine Education Week; v24 n17 , p41,42,44,46-48 ; Jan 06, 2005
Reviews the student achievement results in New Jersey's Abbott districts after seven years of increased funding to these poorer districts. Significant improvement has been achieved at the elementary level, but middle and high school improvement has been elusive. Also described are changes in preschool program requirements and disagreements over how funding is calculated.
Education Finance Adequacy Lawsuits: Trends and Rulings.
http://asbointl.org/asbo/files/ Hunter, Molly School Business Affairs; v70 n11 , p24-27 ; Dec 2004
Reviews the history of education finance adequacy litigation, describes recent Massachusetts and Kansas cases, the standards used to determine educational adequacy, and the role of funding in educational outcomes. Includes six references.
Educational Equity and School Structure: School Size, Overcrowding, and Schools- Within-Schools.
http://www.blackwell-synergy.com/links/doi/10.1111/j.1467-9620.2004.00424.x/abs/ Ready, Douglas; Lee, Valerie; Welner, Kevin Teachers College Record; v106 n10 ; Oct 2004
Discusses educational equity in relation to school size, school overcrowding, and schools-within-schools. The article is an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Evidence is cited that define which size high schools are best for all students, which responses to school overcrowding are appropriate, and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies are shown to have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences.
N.J. Principals Cite
Unmet Facility Needs.
http://www.edweek.org/ew/articles/2004/05/19/37nj.h23.html Sack, Joetta Education Week; v23 n37 , p24 ; May 19, 2004
This article discusses a survey of more than 400 New Jersey principals on the condition of their schools. While most principals give decent grades to the conditions of their facilities, the lowest marks are most likely to come from principals in high-poverty districts. A report on the survey urges the state to take another look at the facility needs of its most impoverished districts. [Free subscriber registration is required.]
School Construction Defies Fiscal Doldrums.
http://www.edweek.org/ew/articles/2004/03/17/27construct.h23.html Sack, Joetta L. Education Week; v23 n27 , p1,28,30 ; Mar 17, 2004
This first of a three-part series reports on record school construction beginning in 2002, despite a sagging economy. Reasons for the increase include bond issues passed during the strong economy of the late 1990's, equity lawsuits, and demographic shifts. Creative financing methods are highlighted, as well as potential problems in planning due to rapid growth. [Free subscriber registration is required.]
Public School Facilities: Providing Environments that Sustain Learning.
http://www.schoolfunding.info/resource_center/newsletter/Winter2004.pdf (Campaign for Fiscal Equity, New York, NY, Winter 2004) ACCESS: The Quarterly Journal of the Advocacy Center for Children's Educational Success with Standards; v4 n1 , 4p. ; Winter 2004
Despite evidence demonstrating the importance of quality facilities, a number of obstacles impair efforts to build and maintain schools that are conducive to learning, including: state funding systems that limit financial support and provide incentives to build schools cheaply and defer maintenance; a growing number of facilities requirements; and significant enrollment growth. Urban and
rural districts face additional challenges due to dense and sparse populations, respectively, and state policies that limit funding specifically for their school facilities. As a result of these barriers, countless students across the country, and particularly those in urban and rural areas, attend school in substandard facilities that negatively affect their education.
The Forgotten Side of School Finance Equity: The Role of Infrastructure Funding in Student Success.
Crampton, Faith E.; Thompson, David C.; Vesely, Randall S. NASSP Bulletin; v88 n640 , p29-52 ; 2004
Traditionally, local school districts have shouldered the burden of funding school infrastructure in the name of local control, relying upon local property tax revenues and the willingness of local voters to approve bond issues. Given vast disparities in school districts' property wealth, gross inequities in school facilities will remain without new state or federal funding. With emerging research establishing the critical role of the physical environment of schools in student success, adequate and equitable funding of infrastructure takes on new urgency.
TO ORDER:
http://bul.sagepub.com/cgi/content/abstract/88/640/29
School Finance Litigation: The Promises and Limitations of the Third Wave
Roellke, Christopher; Green, Preston; Zielewski, Erica Peabody Journal of Education; v79 n3 , p104-133 ; 2004
Equity and adequacy in school finance has been a concern of scholars and reformers since the early 1900s and became a subject of court litigation in the late 1960s and early 1970s. Despite intensified school finance litigation and legislation over the past several decades, school systems in the United States continue their struggle to operate equitably and adequately. This persistent inequity, both in terms of educational inputs and outcomes, has generated a long and complex series of lawsuits, which is summarized in this article. [Author's abstract]
Public School Funding Litigation: Recent Decisions and Directions.
http://asbointl.org/asbo/files/ Dayton, John; Rienstra-Kiracofe, Christine School Business Affairs; v69 n7 , p11-16 ; Jul-Aug 2003
This article briefly reviews recent public school funding litigation decisions in five states (Alabama, Arkansas, New Hampshire, Ohio, and Tennessee) and discusses possible future directions of this litigation based on an assessment of the cases and an analysis of the 3 decades of litigation since Serrano v. Priest (1971).
Resource Allocation Through Space Guidelines in Alaska.
Mearig, Tim Educational Facility Planner; v38 n1 , p16-19 ; 2003
Describes the history and implementation of Alaska's allowable space guidelines, used by the state to allocate school construction funds. Space per pupil formulas are used rather than dollars per pupil because construction costs vary so widely in Alaska's diverse climatological and geographical situations.
The Road to Equity.
Rushin, Thomas D. Educational Facility Planner; v38 n1 , p13-15 ; 2003
Describes the lengthy litigation that preceeded Arizona's Students FIRST (Fair and Immediate Resources for Students Today) legislation. To ensure proper funding of school facilities in tax-poor areas, the legislation transferred resonsibility for school construction from local to state jurisdiction and required the state's School Facilities Board to create minimum adequacy quidelines for school buildings.
The Shifting Sands of School Finance.
Ramirez, Al Educational Leadership; v60 n4 , p54-57 ; Dec-Jan 2002
Briefly describes history of public-school funding, including tuition and charity-support schools and flat grants. Discusses contemporary school-funding approaches from the perspective of educational equity and educational adequacy: the foundation method, extra funding for poor children, and funding tied to student learning. (12 references)
Financing Facilities. Who Pays for School Construction, and How Much? Recent Litigation is Likely to Alter the Landscape of Construction Funding.
Augenblick, John; Silverstein, Justin American School Board Journal; v189 n10 , p40-42 ; Oct 2002
Reviews several issues having implications for the future nature and funding of school construction, including recent state educational adequacy and equity litigation, smaller class sizes, full-day kindergartens, educational technology, and charter schools.
Rural Schools Score Major Victory in Arkansas Supreme Court.
http://www.ruraledu.org/keep_learning.cfm?record_no=634 Rural School Finance Report; 2002
The Arkansas Supreme Court issued a decision on November 21, 2002 in Lake View School District v. Huckabee concluding that the state’s system for funding education is both inequitable and inadequate, and as such, violates the state constitution. The court cited underpaid teachers, unsafe facilities, lack of basic equipment and labs, and limited advanced placement course offerings as evidence of deficiencies caused by the inadequate and inequitable finance system. These deficiencies have resulted in low student achievement, high college remediation rates, and poor educational outcomes for thousands of Arkansas students
Short-Term Effects of State Deregulation on the Adequacy and Equity of School Facility Projects.
Kowalski, Theodore J.; Decman, John C. Education Leadership Review; v3 n1 , p26-31 ; Winter 2002
In 1995, the Indiana Legislature deregulated state controls over public-school construction projects by reducing the status of required specifications to guidelines. Also, local taxpayers were given greater authority to prevent proposed projects. This study examines the short-term effects of this policy shift. (Contains 5 tables and 16 references.)
Texas State Support for School Facilities, 1971 to 2001.
Clark, Catherine Journal of Education Finance; v27 n2 , p683-700 ; Fall-Winter 2001
Reviews 30 years of state efforts to support school-facilities construction and renovation in Texas. Describes recent state programs to provide direct funding for school facilities: Instructional Facilities Allotment, Existing Debt Allotment, and New Instructional Facilities Allotment. Although state funding of school facilities has increased, inequities in facilities among districts remain.
The Impact of Litigation on School Facilities Funding in Ohio.
Edlefson, Carla; Barrow, Robert Journal of Education Finance; v27 n2 , p701-12 ; Fall 2001
Describes Ohio's efforts to fund school facilities following a state court decision that Ohio's Constitution required adequate facilities. Explores political and economic factors for relative success of state programs to fund school facilities. Despite these efforts, voter-approved bond issues remain the principal means of funding facilities.
New Schools for a New Millennium: Court-Mandated School Facilities Construction in New Jersey.
Erlichson, Bari Anhalt Journal of Education Finance; v27 n2 , p663-82 ; Fall-Winter 2001
Describes history of state school-finance litigation and legislative
efforts related to the construction and renovation of school facilities in New
Jersey. Provides a detailed description of the Educational Facilities
Construction and Finance Act. Discusses current status and challenges in
implementing the act, concluding with an analysis of unresolved issues.
New Schools for a New Millennium: Court-Mandated School Facilities Construction in New Jersey.
Erlichson, Bari Anhalt Journal of Education Finance; v27 n2 , p663-82 ; Fall-Winter 2001
Describes history of state school-finance litigation and legislative efforts related to the construction and renovation of school facilities in New Jersey. Provides a detailed description of the Educational Facilities Construction and Finance Act. Discusses current status and challenges in implementing the act, concluding with an analysis of unresolved issues
Arizona Takes on School Construction and Renovation.
http://asbointl.org/ASBO/files/ Geiger, Philip E. School Business Affairs; v67 n8 , p76-79 ; Aug 2001
Spurred by a state superior court deadline for developing a
constitutional school capital finance system, Arizona Governor Jane Hull signed legislation (Students FIRST) that dramatically reformed school construction. This legislation created a School Facilities Board and established three funds for improving school conditions and meeting building adequacy guidelines.
Doling Out Facilities Aid Proves Tricky.
http://www.edweek.org/ew/articles/2001/06/20/41facilities.h20.html Sandham, Jessica L. Education Week; v20 n41 , p21-24 ; Jun 20, 2001
Discusses how state courts are forcing states to shift their focus of funding for school facilities to the neediest school districts. State problems in prioritizing the distribution of school funds are examined. [Free subscriber registration is required.]
Urban Renewal.
http://www.edweek.org/ew/articles/2001/06/13/40newark.h20.html Johnston, Robert C. Education Week; v20 n40 , p32-35 ; Jun 13, 2001
Discusses the court-ordered, multibillion-dollar infusion of funds to New Jersey cities for improving their school facilities and whether these additional funds will cause an urban renaissance. Some examples of New Jersey urban school facility needs are highlighted. [Free subscriber registration is required.]
Out in the Cold.
http://www.edweek.org/ew/articles/2001/06/13/40alaska.h20.html Richard, Alan Education Week; v20 n40 , p28-31 ; Jun 13, 2001
Discusses how the Alaska state courts are forcing state leaders to improve the condition of schools in the state's far-flung rural areas. The state s response and why it has not done more are explored. Examples of rural school needs are examined. [Free subscriber registration is required.]
Building a New Role: States and School Facilities.
http://www.eric.ed.gov/ Sandham, Jessica L.; Alan, Richard; Johnston, Robert C. Education Week ; , 41p. ; Jun 2001
This report presents articles that explore the changing role of the states in addressing the nation's need to build and modernize its public schools. The article, "Doling Out Facilities Aid Proves Tricky," explains how some states have learned that securing funds is only one part of helping districts pay for construction. "Some States Help Charter Schools Put a Roof Overhead" discusses charter school facility funding. "Town and Country" explores why urban and rural communities are going to court in search of more help from their states in constructing and upgrading schools. "Out in the Cold" discusses how Alaskan state leaders have been court ordered to improve the condition of schools in the state's far-flung rural villages. "Urban Renewal" examines how, after a lengthy court battle, New Jersey's cities are on the brink of receiving a multibillion-dollar infusion of state aid to improve their school buildings. "Capitol Expenditures" shows how more states are abandoning their traditionally hands-off approach to helping districts build and upgrade schools because of litigation over inequities, increasing enrollments, and evolving educational demands. Finally, "Side-by-Side States are Far Apart in Funding for Facilities" discusses Washington state's leading role in helping fund school construction and renovation while Idaho leaves these issues for the school districts to handle.
Liberty Provisions in State Policies for Financing School Construction
Kowalski, Theordore J.; Schmielau, Robert School Business Affairs; v67 n4 , p32-37 ; Apr 2001
A study based on policy data from 50 state education
departments revealed that all states (except Hawaii) have policies and laws
providing moderate or high potential for exercising local control over
financing school construction. Liberty has remained a dominant value for
school-finance policy despite legal interventions favoring equity. (19
references)
Unequal and Inadequate.
Funding Litigants Eyeing Facilities Issues.
http://web.archive.org/web/20060104113829 Rural Policy Matters; v3 n3 ; Mar 2001
This explores whether or not a challenge to the adequacy of school facilities for rural areas under a state constitution education clause provides a second chance in states that have already upheld the constitutionality of k-12 school finance systems. This looks at two facilities cases: Idaho Schools for Equal Educational Opportunity v. Idaho, in Idaho (1999) and Roosevelt Elementary School District No. 66 v. Bishop, in Arizona (1994).
Disparities in Public School Financial Support.
Ritchey, David School Business Affairs; v66 n9 , p29-30,32-36 ; Sep 2000
Shifts in state funding, improved school facilities, and changes in other
measurable resources do not lead directly to improved student achievement.
Choice may be exacerbating existing disparities. School business officials can
expect increased pressures to provide more parental choice opportunities and
innovative funding solutions.
Equality of Athletic Facilities.
Fickes, Michael School Planning and Management; v39 n6 , p32, 34, 36-37 ; Jun 2000
Discusses when one school greatly upgrades or builds a new athletic facility and the issue of parity involving other schools in the district. How the Clark County School District (Las Vegas) addressed parity issues is examined.
Class Struggle.
http://asumag.com/mag/university_class_struggle/ Kennedy, Mike American School and University; v72 n8 , p16-20 ; Apr 2000
Explores the issue of school district financial needs and the construction of school facilities for low income areas. Discussions on state and federal aid are highlighted. Arizona's experience in providing educational equity by revamping its old system of paying for school construction is discussed.
QZABs: An Underutilized Resource for Renovating Poor Schools.
School Board News; Feb 22, 2000
About 100 school districts nationwide are renovating schools with federal assistance
through Qualified Zone Academy Bonds (QZABs), but many others have not taken advantage of
this program because they don't know about it. Twenty states haven't even implemented the program and will lose their allocations if school
districts don't apply before the program expires.
Wyoming Finance Case Nearing Final Decision.
http://www.edweek.org/ew/articles/2000/01/12/17wyo.h19.html Coles, Adrienne D. Education Week Online; Jan 12, 2000
A judge in Wyoming has ruled that the state's funding formula for major
school construction and maintenance projects is unconstitutional because it
favors wealthy school districts. But he upheld the state's cost-based
system for funding school operations as constitutional. [Free subscriber registration is required.]
Bridging the Digital Divide.
http://asumag.com/mag/university_bridging_digital_divide/ Kennedy, Mike; Agron, Joe American School and University; v72 n2 , p16-18,20,22 ; Oct 1999
Examines the difficulties schools face in providing equal educational opportunities for all students particularly in implementing technology into the classrooms of poor school districts. Obstacles in getting schools wired for the Internet are discussed, particularly in areas of funding. Examples of how some poorer schools are getting connected and their funding efforts are highlighted, including available funding sources.
Education and Equity Finance: A Look at Judicial Decisions in Four States
Howe, Warren P. School Business Affairs; v65 n9 , p32-43 ; Sep 1999
Analyzes six issues collectively addressed in school finance equity rulings by the supreme courts of New Jersey, Vermont, Ohio, and
New Hampshire: responsibility for public education, court jurisdiction,
constitutional definitions of an efficient/thorough education, district
funding levels, state education finance systems, and property-tax/funding
disparity connections.
Equity and Public Education in Virginia
Verstegen, Deborah A. Educational Considerations; v25 n1 , p48-51 ; Summer 1999
Virginia's school funding system is characterized
by large inequalities and inadequacy. Disparities are
increased when the state fails to pay for the full cost of
education, state funding is inadequate, facilities are not
state-funded, funding rewards only wealthy localities, and
ability to pay is measured inaccurately. (25 references)
Tattered Promise.
http://www.edweek.org/ew/articles/1999/03/03/25indian.h18.html Schnaiberg, Lynn Education Week; v18 n25 , p40-47 ; Mar 1999
Examines why tribal leaders are saying that deteriorating Bureau of Indian Affairs (BIA) schools are a symbol of the Federal government's unfulfilled pledge to the education of Native American children. The Santa Fe Indian School is discussed to illustrate the numerous safety and deterioration concerns faced by the BIA and the BIA's difficulties in fulfilling Native American educational needs.
A Study of Disparities among School Facilities in North Carolina: Effects of Race and Economic Status.
Burton, Ramona L. Educational Policy; v13 , p280-295 ; 1999
This study examines the relationship between the physical state of elementary school facilities in North Carolina and the proportion of low-income and African-American children attending each schools. Finding suggest that as the proportion of low-income students increases (other things being the same) the condition of facilities worsens. However ironically, as the proportion of black students increases the condition of facilities appears to improve modestly. North Carolina's black and white children generally attend school buildings of equal quality. Yet a disparity exists between the maintenance of facilities where poor and nonpoor are educated. Whether this difference stems from discrimination or fiscal disparities, reflected by the ability of some districts to raise taxes, the need for equal educational facilities remains.
TO ORDER:
http://www.ingentaconnect.com/
Capital Improvements.
http://www.catalyst-chicago.org/issue/index.php?issueNo=49 Catalyst: Voices of Chicago School Reform; v10 n3 ; Nov 1998
A series of articles discuss funded projects in the Chicago area. The School Reform Board is spending the bulk of its $2 billion in
capital improvement dollars on the
most basic, urgent projects, an
analysis shows. In
general, the projects are spread
citywide without regard to race, class
or political clout.
Court Rules.
Agron, Joe, Ed. American School and University; v70 n10 , p20-25 ; Jun 1998
Discusses how a recent New York State Supreme Court decision
ordering the repair of all facilities within the New York City School
system could have far-reaching implications for other districts. The
school system's history of school building neglect that prompted the
Court's decision and the decision's affect are examined as are similar
litigation problems in other states.
TO ORDER:
http://asumag.com
Fair and Adequate Funding for School Facilities
Sielke, Catherine C. School Business Affairs; v64 n1 , p24-29 ; Jan 1998
The nation's schools are facing multiple problems regarding facilities and capital outlay needs for new buildings, additions, and renovations to support technology and instructional infrastructures. Options include use of current revenues, sinking funds, full-state funding, equalization grants, and state aid or loan programs. Financing of facility needs should be subject to the same equity measures that have been established to provide educational programs for children.
Michigan School Facilities, Equity Issues,
and Voter Response to Bond Issues
Following Finance Reform
Sielke, Catherine C. Journal of Education Finance; v23 n3 , p309-22 ; Winter-Spring 1998
Examines voter response to bond issues
immediately following Michigan' s elimination of its property
tax school-funding system. Reviews equity measures,
discusses court cases addressing school facility equity issues,
and compares other states' funding approaches. Michigan's
system for financing school facilities remains inequitable, and
facility needs are heading for crisis. (28 references)
Equity and Adequacy in School Funding.
http://web.archive.org/web/20071013025828 Augenblick, John G.; Myers, John L.; Anderson, Amy Berk Future of Children; v7 n3 , p63-78 ; Fall 1997
Traces the history of school finance litigation, discussing methods of measuring funding equity and methods of calculating an adequate level of funding for all schools. Although equity is usually measured in terms of variation in per-pupil revenues among districts in a single state, there are no universally accepted definitions of equity or adequacy.
A Quarter Century of Turmoil: School Finance in California on the 25th Anniversary of "Serrano."
Picus, Lawrence O. Educational Considerations; v25 n1 , p5-9 ; Fall 1997
Explains problems with complex system of educational finance in California.
Addresses issues such as diversity, per pupil expenditure, and equity at district and school level;
problems with special education, pupil transportation, supplemental grants, and "mega-item;" and
brief history of California's school financing--including Serrano v. Priest ruling, Proposition 13, and
Proposition 98--illuminating source of current difficulties. Concludes with general solutions.
The Best Possible Environment for the Most Productive Learning
Earthman, Glen I. School Business Affairs; v63 n7 , p21-24 ; Jul 1997
There has been no significant legal action to force states or localities to
equalize school facilities, despite U.S. public education's equal
treatment philosophy. Another facilities issue is provision for access to
the latest technology. Strategic planning can help educators create a
positive learning environment by maintaining and improving existing
facilities, and raising necessary funding.
Equal Access to Quality School Facilities
Johnson, Roy Intercultural Development Research Association (IDRA) Newsletter; v24 n3 , p6-7, 10 ; Mar 1997
Discusses the relationship of student achievement to school environment
in light of the deteriorating school facilities attended by many
disadvantaged and minority students.
Financing Schools.
http://www.futureofchildren.org/futureofchildren/publications/journals The Future of Children ; v7 n3 ; Winter-Spring 1997
Articles in this publication look at the educational and financial issues facing states today, including the link between school funding and student outcomes; the distribution of funding for schools; the creation of accountability mechanisms, etc. Appendix A covers the issue of school facilities.
The Impact of Property Wealth and Income Wealth on School Bond Elections.
Jacobson, Thomas Educational Facility Planner; v34 n2 , p10-12 ; 1997
Examines the linkage between facility bond elections and the indicators
of wealth (property valuation and income) and the appropriateness of
relying on property valuations as the primary indicator of school district
wealth. Results from 31 randomly selected schools in Nebraska show an
unclear relationship between wealth factors and success in facility bond
elections.
An Economical, Thorough, and Efficient School System: The West Virginia School
Building Authority "Economy of Scale" Numbers
Purdy, Deirdre H. Journal of Research in Rural Education; v13 n3 , p170-182 ; Winter-Spring 1997
The West Virginia School Building Authority has arbitrarily emphasized
economies of scale as a requirement for statewide facilities funding. This requirement has
forced consolidation in sparsely populated areas with resultant "diseconomies of scale"
related to transportation costs, increased dropout rates, and decreased parental and
community involvement. Proposes changes in school funding criteria to reflect statutory goals.
Contains 45 references.
Allocation of State Funds for Construction and Renovation of Schools in Georgia
Walker, Mary Beth; Sjoquist, David L. Journal of Education Finance; v22 n2 , p161-179 ; Fall-Winter 1996
Examines Georgia's model capital outlay program for public schools. Despite the current program's many positive aspects, incentives provided to local school districts can lead to inefficiencies, contradictions, and inequities for districts with older physical plants. The program also contains an incentive to use debt financing, rather than property-tax financing of construction projects. (16 footnotes)
Savage Inequalities.
Kozol, Jonathan (Crown Publishers, New York, 1991)
Documents the segregated and unequal public education of children from poor families in the inner cities and less affluent suburbs, and describes how children of poor families get less real education, less hope, and less concern than children from rich families. Deplorable facility conditions in many of the nation's urban schools are described, with examples from East St. Louis, New York, San Antonio, Chicago, Washington, D.C., and Camden. 262p.
ACCESS Network. Litigation.
http://www.schoolfunding.info/litigation/litigation.php3 Lawsuits challenging state methods of funding public schools have been brought in 45 of the 50 states. This section of the ACCESS website provides brief summaries, by state, of the historical background and recent events in these litigations and related "costing-out" studies. It provide links to court decisions, where available, and to policy and advocacy organizations on the State-by-State pages. It also identifies useful resources for a more in-depth understanding of developments in particular states. ACCESS is a project of the Campaign for Educational Equity, Teachers College, Columbia University
California School Finance
http://www.edsource.org/school-finance.html EdSource is a California non-profit organization founded in 1977 that provides analytical information about California school finance and other state-based education policy issues. This website includes research and reports, issues and commentary, news and events, information on the finance system and district budgeting, and more.
Campaign for Fiscal Equity
http://www.cfequity.org The Campaign for Fiscal Equity is a coalition of parent organizations, community school boards, concerned citizens and advocacy groups seeking to reform New York
State’s education finance system to ensure
adequate resources and the opportunity for a sound
basic education for all students in New York City. Provides an extensive list of publications that can be ordered.
Critical Exposure
http://www.criticalexposure.org/ Critical Exposure is dedicated to building public demand for a quality education for all children through the use of compelling documentary photography and first-person narrative to strengthen campaigns and organizations working to improve student achievement through the passage of education policies that will promote adequacy and equity in public schools. The website includes information on current projects, events, and a list of resources.
Decent Schools for California
http://www.decentschools.org/ This website was designed to provide the public with information about the adequacy and equity lawsuit, Williams v. California, and the state of education in California. This lawsuit addresses concerns about overcrowded schools in terrible condition.
Education Commission of the States. Finance. Facilities.
http://www.ecs.org/html/issue.asp?issueid=48&subIssueID=42 ECS has compiled information on the issue of financing education facilities. The Quick Facts section provides detail on state facility expenditures and needs. The What States Are Doing section details the types of financing programs in each state and tracks states policies/activities. Also includes Selected Research & Readings, and Other Web Sites.
Education Law Center
http://www.edlawcenter.org/ Non-profit organization dedicated to the pursuit of equal educational opportunity on behalf of poor, minority children and children with disabilities, especially those attending public schools in New Jersey's urban communities. Includes extensive information on school facilities issues concerning New Jersey's Abbott Districts.
Finance Project
http://www.financeproject.org/ The Finance Project is a national initiative to create knowledge and
share information on federal and state financing issues and options
including school finance issues. Produces papers on finance reform
issues.
Intercultural Development Research Association
http://www.idra.org/ IDRA works for excellence and equity in education in Texas and across
the United States. IDRA conducts research and development activities;
creates, implements and administers innovative education programs; and
provides training and technical assistance.
KidsOhio
http://www.kidsohio.org KidsOhio.org is an Ohio-led, nonpartisan, nonprofit organization working to improve the lives and education of Ohio’s nearly three million children, especially disadvantaged youngsters. Based in Columbus, KidsOhio.org advocates on a range of children’s issues, including health, early childhood education, and improving public education for Ohio’s children.
National Center for Education Statistics, Education Finance Statistics Center
http://nces.ed.gov/edfin/ NCES provides education finance information for elementary/secondary
public or private education. Includes publications, education finance
data, and answers to frequently asked questions in education finance.
National Conference of State Legislatures
http://www.ncsl.org/ Information, research, and publications on critical state issues including
school financing.
Policy: Facilities [National Access Network]
http://www.schoolfunding.info/policy/facilities/facilities.php3 The National Access Network, Teachers College, Columbia University compiles policy analysis and research on school facilities issues, including an overview of the issue, useful resources, recent facilities news, and a facilities policy brief.
Recent State Policies/Activities: Finance--Facilities.
http://www.ecs.org/ The Education Commission of the States continuously updates summaries of policies enacted in state legislatures on issues related to the financing of school facilities. Summaries are collected from state Web sites, state newsletters, StateNet, LexisNexis and Westlaw. Descriptions often reflect the content of bills as introduced and may not reflect changes made during the legislative process.
The Committee for Education Funding.
http://www.cef.org/ The Committee for Education Funding (CEF) is a membership organization that works toward the goal of achieving adequate federal support for the nation’s education system. The nonpartisan and nonprofit organization consists of individuals, educational institutions, agencies, associations, and other organizations, whose interests range from preschool to post graduate education in both public and private systems. The Committee provides its members, the general public, the United States Congress, the Executive Branch, and the press with information enabling them to better assess the necessity for adequate financial support for federal education programs.
Condition of Schools in America http://www.ncef.org/rl/conditions.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on the physical condition of school and university buildings across the country, compiled by the National Clearinghouse for Educational Facilities.
Rural School Facility Issues http://www.ncef.org/rl/rural.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on rural school facilities issues, including funding challenges, equity and adequacy, community support, size considerations, and facility improvements.
School Facilities Funding - State and Local http://www.ncef.org/rl/statelocal_funding.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on methods used by state and local governments and school districts to finance school construction, renovation, and repair projects, compiled by the National Clearinghouse for Educational Facilities.
Urban School Facility Issues
http://www.ncef.org/rl/urban_issues.cfm (National Clearinghouse for Educational Facilities, Washington, DC) Information on urban school facilities issues including funding challenges, equity and adequacy, site and size considerations, schools as agents for urban revitalization, historic preservation, and schoolyards.
|
||||
|
©
National Clearinghouse for Educational Facilities at the National Institute of Building Sciences 1090 Vermont Ave., NW Suite 700, Washington, D.C. 20005 · Toll free: 888-552-0624 · 202-289-7800 · www.ncef.org Funded by a grant from the U.S. Department of Education |
||||
