The method California uses to count students for funding purposes is an important decision that drives both resources and behaviors. For more than 100 years, California has funded school districts based on the average number of students who attend school each day. Although this average daily attendance (ADA) method was once used by many states,…

Dividing the number of students in average daily attendance (ADA) in a district into that district's assessed value can result in a distorted view of the district's actual wealth if the number of students in nonpublic schools is not taken into consideration. To attempt to see what this means to communities, three Illinois districts in which both…

Compares Illinois' funding formula with a mathematical model for resource compensating formulas. Describes the variables used (including district enrollment, wealth, tax effort, and state guaranteed valuation). Uses graphs to illustrate varying equity effects of the formula for K-12, K-8, and high school districts, both statewide and in selected…

To obtain a clearer understanding of the problems of urban education in Illinois, a committee of seven State legislators and 14 lay citizens engaged in a three-part study: (1) A series of statewide public hearings was held, resulting in 27 proposed solutions, and five universities submitted plans for their increased participation in the…

A longitudinal study of the rate of growth of school districts' resources in large central cities in Illinois is presented. The data analyzed covered the years 1972-73 and 1981-82 and were derived from the State Board of Education and the 1970 and 1980 United States Census. The study looked at the changes in average daily attendance (ADA), changes…