“A False Dilemma”: Should Decisions about Education Resource Use Be Made at the State or Local Level?

Timar, Thomas B.; Roza, Marguerite

doi:10.1086/651414

Cited by 16 publications

(15 citation statements)

References 9 publications

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“…Equity, efficiency, and adequacy are the three primary concerns of school finance (Odden & Picus, 2008;Rice, Monk, & Zhang, 2010), and California's previous school finance formula was heavily criticized for being inequitable and inefficient and for providing districts with inadequate funding (Loeb, Bryk, & Hanushek, 2008;Timar & Roza, 2010). Efficiency in allocating resources involves maximizing student outcomes given a set of inputs (Stiefel, Schwartz, Rubenstein, & Zabel, 2005) or using the least costly combination of resources to produce a certain student outcome (Rice et al, 2010).…”

Section: A Brief Overview Of School Finance In Californiamentioning

confidence: 99%

A preliminary analysis of California’s New Local Control Funding Formula

Wolf

Sands

2016

EPAA

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California recently overhauled its K–12 public education finance system. Enacted in 2013, the Local Control Funding Formula (LCFF) replaced California’s 40-year-old funding formula. The LCFF increases district officials’ fiscal flexibility; provides more resources to districts serving larger proportions of low-income, English learner (EL), and foster youth students; and requires district officials to engage community members in district decisions. This article expands on a study conducted by a team of 12 independent researchers that investigated the early implementation of the LCFF. The study sought to answer three research questions: (a) how are district officials using their newfound budget flexibility? (b) how are district officials engaging parents and other stakeholders? (c) what are the opportunities provided to districts under the LCFF and the challenges it creates for them? Data include 71 semi-structured interviews with district stakeholders across 10 diverse districts in California and 22 interviews with county office of education (COE) officials across the state. Findings include that respondents were cautiously optimistic about the LCFF. District officials appreciated increased budget flexibility and the focus on community engagement. Inevitably, however, district and COE officials experienced challenges in implementing the law during its first year.

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Section: A Brief Overview Of School Finance In Californiamentioning

confidence: 99%

A preliminary analysis of California’s New Local Control Funding Formula

Wolf

Sands

2016

EPAA

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“…Moreover, these students often receive instruction from teachers who, though qualified in special education methods, have little or no up-to-date contact with general education curriculum content (Brownell, Ross, Colón, & McCallum, 2005;Furney, Hasazi, Clark-Keefe, & Hartnett, 2003;McLeskey & Billingsley, 2008), but are still expected to participate in annual state assessments aligned to it. Indeed, some research attributes, at least in part, low performance in schools to education silos (Duncombe & Yinger, 2007;Timar & Roza, 2010). The difficulty inclusive school reformers face is how to ''de-silo'' well-entrenched systems and supports to create and sustain unified teaching and learning environments.…”

Section: Fragmented Systems and Supportsmentioning

confidence: 99%

A Framework for Inclusive Educational Delivery Systems

McCart¹,

Sailor²,

Bezdek³

et al. 2014

Inclusion

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This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidencebased practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that builds educational agency capacity to independently implement and sustain inclusive educational delivery systems in their communities.

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“…The revenue limits placed the focus on equalizing resources across districts without regard for their differences in student populations or providing adequate education (Kirst, 2006). The funding formula, which had been in place for 40 years, was complex and heavily criticized for being inequitable, inefficient, and inadequate (Loeb et al, 2008;Timar & Roza, 2010).…”

Section: Chapter 3 Methodologymentioning

confidence: 99%

“…On July 1, 2013, Governor Brown signed the Local Control Funding Formula (LCFF), a new school finance system with the intended goal to achieve greater systemic equity, transparency, and performance through localized control of school funding allocations. California's revenue limit formula, which had been in place for 40 years, was complex and heavily criticized for still being inequitable and inefficient (Loeb, Bryk, & Hanushek, 2008;Timar & Roza, 2010). LCFF is based on an equity premise that students with greater need require additional resources to have the same educational opportunities and to be academically successful (Affeldt, 2015).…”

Section: Current Education Finance Reformmentioning

confidence: 99%

“…Categorical funds were not equitably allocated across districts and they were not systematically allocated to districts on the basis of students' need, even though districts serving greater proportions of low-income students generally received more categorical funding than other districts (Loeb et al, 2008;Timar, 1994;Timar & Roza, 2010). Even so there was substantial variation in categorical funding for districts with similar populations (Weston, 2011).…”

Section: General Purpose Fundsmentioning

confidence: 99%

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Fiscal Transparency in the Era of California's Local Control Funding Formula

Baltazar-Sabbah

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This research presents an analysis of California's Local Control Funding Formula (LCFF) before and after implementation (AY 2013 to AY 2016). Funding allocations, expenditures, and student achievement data were analyzed across nine school districts in Northern California. Findings revealed a significant increase in state and local funding after implementation of LCFF for all districts. Statistical analyses showed larger districts received the greatest increases in funding and per pupil funding increases with the number of students who were eligible for Free and Reduced Lunch (FRL). While these trends were consistent both before and after the implementation of LCFF, the percent of funding spent on instruction, instruction-related services, pupil and ancillary services did not differ. Although expenditures for total revenue are tracked, there is no statewide system for tracking supplemental and concentration fund grants and yet, districts have full flexibility on how to spend these additional dollars within the eight state priorities. The lack of transparency at the district level compromises the replicability and scalability of district practices and undermines ongoing efforts for educational reform. Furthermore, findings revealed a significant increase in graduation rates after implementation of LCFF for all students, English Learners, and students eligible for FRL. v ACKNOWLEDGMENTS First and foremost I would like to express my gratitude to my family for their unconditional love and support during this journey. Specifically to the love of my life Faris, and my sons, Zahir and Amir who inspire me to be a better person every day. They are my guiding light and bring peace to my heart. I am lucky to have such caring siblings, Cesar, Ulises, and Wendy who are strong role models to my children and are always willing to step in when needed. I am grateful for the warm and kind words of encouragement from my husband's family. I thank my comadres for sharing tears of joy and struggle with me. I am blessed to have my mother Silvia who has instilled in me a strong work ethic, humility, and faith. Without her support, it would have been nearly impossible to finish my dissertation. I honor my late father Cruz for teaching me the importance of building trusting relationships and that quality time with loved ones is to be cherished. This dissertation is dedicated to my late abuelita Maria whose consejos, fuerza, and prayers shaped the person I am today.

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“A False Dilemma”: Should Decisions about Education Resource Use Be Made at the State or Local Level?

Cited by 16 publications

References 9 publications

A preliminary analysis of California’s New Local Control Funding Formula

A preliminary analysis of California’s New Local Control Funding Formula

A Framework for Inclusive Educational Delivery Systems

Fiscal Transparency in the Era of California's Local Control Funding Formula

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