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Equity in Rural School Finance [microform] / John Augenblick and Paul M. Nachtigal
Bib ID 5455456
Format BookBook, MicroformMicroform, OnlineOnline
Author
Augenblick, John
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1985 
30 p. 
Summary

Rural education is characterized by diversity, isolation, and small enrollments. Because of these characteristics, equity in rural school finance is very difficult to achieve. Lacking a workable taxonomy which can accommodate the variations in rural reality, there is neither the information to accurately assess the adequacy of educational programs in small rural schools nor the ability to judge the capacity of rural communities to support adequate educational programs. Although rural schools comprise approximately three-fourths of the nation's school districts and enroll approximately one-third of the student population, this lack of information and inability of the rural constituency to coalesce into a viable political force means rural education has received little, if any, special attention from past school finance reform initiatives. Traditionally, states have acknowledged the "overburden" argument in the funding of rural schools which recognizes the higher per pupil costs related to small size. Recent school reform legislation, mandating additional courses and student and teacher evaluation programs, has added significantly to rural "overburden." Until we can assemble a data base on the real educational needs of rural communities and their ability to support those programs, debate about equity of rural school finance can only proceed at the emotional, political level. (Author/NEC)

Notes

ERIC Note: Paper presented at the National Rural Education Forum (Kansas City, MO, August 12-14, 1985). For related documents, see RC 015 364-372.

Educational level discussed: Elementary Secondary Education.

Policymakers.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Community Resources.  |  Educational Equity (Finance)  |  Educational Finance.  |  Educational Needs.  |  Elementary Secondary Education.  |  Finance Reform.  |  Fiscal Capacity.  |  Information Needs.  |  Rural Education.  |  School District Spending.  |  School Support.  |  Small Schools.
Form/genre Information Analyses.  |  Speeches/Meeting Papers.
Other authors/contributors Nachtigal, Paul M., author  |  Department of Education, Washington, DC
Available From ERIC 
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035 |9(ericd)ED258788
037 |aED258788|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aAugenblick, John.
245 1 0 |aEquity in Rural School Finance|h[microform] /|cJohn Augenblick and Paul M. Nachtigal.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1985.
300 |a30 p.
500 |aERIC Note: Paper presented at the National Rural Education Forum (Kansas City, MO, August 12-14, 1985). For related documents, see RC 015 364-372.|5ericd
500 |aEducational level discussed: Elementary Secondary Education.
520 |aRural education is characterized by diversity, isolation, and small enrollments. Because of these characteristics, equity in rural school finance is very difficult to achieve. Lacking a workable taxonomy which can accommodate the variations in rural reality, there is neither the information to accurately assess the adequacy of educational programs in small rural schools nor the ability to judge the capacity of rural communities to support adequate educational programs. Although rural schools comprise approximately three-fourths of the nation's school districts and enroll approximately one-third of the student population, this lack of information and inability of the rural constituency to coalesce into a viable political force means rural education has received little, if any, special attention from past school finance reform initiatives. Traditionally, states have acknowledged the "overburden" argument in the funding of rural schools which recognizes the higher per pupil costs related to small size. Recent school reform legislation, mandating additional courses and student and teacher evaluation programs, has added significantly to rural "overburden." Until we can assemble a data base on the real educational needs of rural communities and their ability to support those programs, debate about equity of rural school finance can only proceed at the emotional, political level. (Author/NEC)
521 8 |aPolicymakers.|bericd
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aCommunity Resources.|2ericd
650 1 7 |aEducational Equity (Finance)|2ericd
650 1 7 |aEducational Finance.|2ericd
650 0 7 |aEducational Needs.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 0 7 |aFinance Reform.|2ericd
650 1 7 |aFiscal Capacity.|2ericd
650 1 7 |aInformation Needs.|2ericd
650 1 7 |aRural Education.|2ericd
650 0 7 |aSchool District Spending.|2ericd
650 0 7 |aSchool Support.|2ericd
650 1 7 |aSmall Schools.|2ericd
655 7 |aInformation Analyses.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
700 1 |aNachtigal, Paul M.,|eauthor.
710 2 |aDepartment of Education, Washington, DC.
856 4 1 |uhttps://eric.ed.gov/?id=ED258788
984 |aANL|cmc 2253 ED258788|d77000000264410
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