This study surveys the history of school finance equity in Illinois after the major reforms introduced in that state in 1973 and then evaluates the success of the Illinois general grant-in-aid system. The authors describe the reform coalition that altered Illinois school funding in 1973 and trace the rise and subsequent erosion of those efforts.…

The report describes the approach used by each of the 50 states to fund educational and related services for children served as handicapped by the public schools. An initial chapter discusses state school finance systems, covering equalization and non-equalization aid formulas used for general aid, and special education funding formulas used for…

Argues that educational provision components satisfying private demands almost invariably prevail over their public goods components. People find educating other people's children more onerous than educating their own. This effect diminishes the supply of social benefits and stifles social mobility. The condition of black, inner city, and…

This article reports the results of a comprehensive analysis of a school finance formula implemented in Virginia in 1974-75, the purpose of which was to provide increased fiscal equity throughout the state. Results show, however, that per-pupil revenue disparities have actually increased since that time. (TE)

This report updates developments relating to public school finance legislation in Texas during a special summer legislative session in 1984. Discussion focuses on House Bill 72, which increased teachers salaries, distributed state aid more equitably, increased equalization aid, mandated new programs, and increased state taxes. (TE)

This article examines a method of determining school aid, potential sources of abrupt changes arising from revaluation, an illustrative case, and policy options. It finds many problems caused by jurisdictional fragmentation and time lags inherent in the equalization process. Tables include full-value determinations and school district property…

Data concerning state-local systems of financing public education in Illinois reveal inequities across districts of different types as well as between districts of the same type. The procedure should be of value in appraising school finance inequities in states with diverse patterns of school district organization. (MLF)

This paper describes funding formulas for the new Foundation School Program in Texas enacted under the Education Opportunity Act (H.B. 72), raises issues that have accompanied its first year of implementation, and provides preliminary data to compare prior and existing law. The state finance system, which previously distributed state aid according…

This comparative analysis updates the effects on school finance of the Delaware Legislature's passage of a new equalization law in 1984. The formula for allocation of equalization funds was modified by increasing the level of state support and by requiring greater local tax effort for districts to qualify for the funds. Analysis focuses on four…

Wide scale reform in Texas education financing was enacted in 1984 under the Equal Education Opportunity Act (Texas House Bill 72). This paper examines the reform through an analysis of the newly enacted weighted pupil Foundation School Program (FSP) during the 1985-86 school year. Two modes of inquiry were used: correlational analysis between…

This paper evaluates the equity dimensions of a grant-in-aid system based on the Resource Cost Model (RCM), as proposed by the Illinois State Board of Education. The first section is an independent evaluation of the conceptual and legal aspects of the RCM, focusing on both the weaknesses and the strengths of the model. In the second section, an…

This study's purpose was to explore the premise that increasing state support for elementary/secondary schools increases equal student access to educational opportunity. Following a brief overview of the background of the problem, including a description of the so-called "Minnesota Miracle" or Omnibus Tax Law of 1971 with its provisions…