Does Progressive Finance Alter School Organizations and Raise Achievement? The Case of Los Angeles
Bibliographic Data
| ID | 21581965 |
|---|---|
| Authors | JoonHo Lee (0009-0006-4019-8703, University of California, Berkeley), Joon-Ho Lee (0009-0007-8963-2117, University of California, Berkeley), Bruce Fuller (0000-0002-8256-3610, University of California, Berkeley, corresponding author) |
| Year | 2022 |
| Volume | 36 |
| Issue | 3 |
| Pages | 587-623 |
| Publication date | 2022-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Policy (JOURNAL) |
| Journal identifiers | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0895904820901472 |
| OpenAlex | W3003648458 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
State finance reforms have raised per-pupil spending and elevated the achievement of disadvantaged students over the past half-century. But we know little about how fresh funding may alter teacher staffing or the social and curricular organization of schools, mediating gains in learning. We find that US$1.1 billion in new yearly funding—arriving to Los Angeles high schools after California enacted a progressive weighted-pupil formula in 2013—led schools to rely more on novice and probationary teachers. Schools that enjoyed greater funding modestly reduced average class size and the count of teaching periods assigned to staff in five subsequent years. Yet, high-poverty schools receiving higher budget augmentations more often assigned novice teachers to English learners (ELs) and hosted declining shares of courses that qualified graduates for college admission. Mean achievement climbed overall, but EL and poor students fell further behind in schools receiving greater funding
Class size · Demographic economics · Disadvantaged · Economic growth · Economics · Fell · Geography · Mathematics education · Political science · Poverty · Retrenchment · Staffing · Higher Education Research Studies · Parental Involvement in Education · Psychology · Public Administration · School Choice and Performance
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School Finance Reform and the Distribution of Student Achievement
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Null
Organizing Schools for Improvement
Equity and Adequacy in School Funding
Understanding Student-Weighted Allocation as a Means to Greater School Resource Equity
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
I’m Not Going to Be, Like, for the AP”
Years AfterBrown
| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |