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Peer reviewedCohen-Vogel, Lora Ann; Cohen-Vogel, Daniel R. – Journal of Education Finance, 2001
Examines equity consequences of Tennessee's 1992 education finance reform. Assesses concurrent changes in student performance over the funding formula's phase-in period, addressing test-score distribution and movement toward adequacy. Results are mixed. Tennessee should consider incorporating an outcome-based, adequacy funding approach to achieve…
Descriptors: Achievement Gains, Educational Equity (Finance), Elementary Secondary Education, Finance Reform
