Equity, Adequacy, and Categorical Funding in Colorado School Finance

A Focus on English Language Learners

Datos Bibliográficos

ID9729635
AutoresAl Ramirez (0000-0002-0671-4835, University of Colorado, Colorado Springs, CO, USA, autor de correspondencia), Michael Siegrist (0000-0002-6139-7190, University of Colorado, Colorado Springs, CO, USA), Patrick Krumholz (University of Colorado, Colorado Springs, CO, USA), Tracie Rainey (Colorado School Finance Project, Denver, CO, USA)
Año2013
Volumen45
Número6
Páginas700-713
Fecha de publicación2013-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124511424860
OpenAlexW2116590838
IdiomaEN
Citas recibidas1
Referencias citadas4

This study investigates the interrelationship of categorical funding mechanisms within the Colorado school finance system for English language learners (ELLs) in an effort to test overall equity of the system in light of an underfunded categorical program. Using several analytical techniques, the study set out to determine the degree to which issues of adequacy within the ELL categorical program bear on equity among school districts in the state. Specific attention was focused on school districts with high levels of ELL students and school districts with little or no ELL programming needs. Results show an adverse trend as the percentage of ELL students increases in a school district. Equity overall among school districts is similarly adversely affected

Actuarial science · Business · Categorical variable · Equity (law · Mathematics education · Pedagogy · Political science · School district · School system · Statistics · Finance · Mathematics · Multilingual Education and Policy · Parental Involvement in Education · Psychology · School Choice and Performance