Education Finance Reform, Education Spending, and Student Performance

Evidence From Maryland’s Bridge to Excellence in Public Schools Act

Datos Bibliográficos

ID9730299
AutoresIl Hwan Chung (0000-0003-0061-2827, City University of New York, NY, USA, autor de correspondencia)
Año2015
Volumen47
Número4
Páginas412-432
Fecha de publicación2015-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124513498413
OpenAlexW2105380627
IdiomaEN
Referencias citadas32

The disparities in achievement among income and racial-ethnic groups of students have long been a major concern of educational policies. Among several identified factors that help explain the student performance gap, this paper focuses on inequity in funding for education among school districts, which resulted from heavy reliance of school districts’ revenue on local wealth. In 2004, the State of Maryland witnessed a significant change in financing methods for educational services by providing more resources for school districts with larger share of disadvantaged students. This is the first study to examine the effects of Maryland education finance reform on school spending and student performance. The findings show that reform has improved spending equity by providing more aid to school districts with larger share of disadvantaged students, but found little evidence that reform closed the student performance gap. This study holds policy implications for the current debate on reducing gaps of spending and student performance across school districts by using education finance reforms

Business · Disadvantaged · Economic growth · Economics · Educational Equity · Equity (law · Ethnic group · Political science · Revenue · Finance · Higher Education Research Studies · Parental Involvement in Education · School Choice and Performance