Award Date

1-1-1996

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Number of Pages

138

Abstract

The purpose of this study was to devise a model for funding Texas school districts in proportion to their varying at-risk student needs. The method employed was the development of a composite indicator--an index of need--based upon commonly accepted at-risk indicators. Advantages of an index include its objectivity and the fact that it can be constructed using commonly available statistics. Additionally, because it produces a recommended level of resource allocation predicated upon cumulative needs rather than student-or program-specific spending dictates, it fosters district-level control and authority over resources provided by the state and inhibits the student labeling and rigid program assignment characteristic of accountability measures tied to weighted funding mechanisms. A review of pertinent literature consistently identified economic disadvantage, minority status, limited- or no-English proficiency, achievement, mobility, and dropout rate as potential indicators of the degree to which students might be determined to be at-risk. This study found a strong correlation between at-risk designations as determined by the index and as determined by the state of Texas.

Keywords

Allocation Development; Districts resource; Funding; Implications; Index; Resource Allocation; Risk; School; School Districts; State; Texas; Funding; Resource Allocation; School Districts

Controlled Subject

School management and organization; Education--Finance

File Format

pdf

File Size

3563.52 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/fx8m-rpbe


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