In the 24 states providing special funding for small, rural, isolated schools, five factors are used to determine eligibility (pupil enrollment, number of teachers, population sparcity, isolation, local effort) and three means are used to direct funds (weighting for basic support, minimal support levels, size adjustment). (LC)

In a reaction to an article by Chester E. Finn, Jr., it is contended that federal dollars have provided the essential margin that makes for quality and gives institutions more independence. Loss of federal dollars would not be taken up by the states or the private sector. (MLW)

A model is described that allows for assessment of alternative funding formulas for postsecondary education systems. Emphasis is on the extent to which marginal funding proposals can offer a viable alternative to traditional linear enrollment driven formulas. The model operates at a statewide level but may be useful at other levels. (MSE)

Ronald Reagan's effect on higher education as governor of California and what effect he might have on U.S. colleges and universities if elected president are described. Three points are discussed: deep conservatism of Reagan, his passivity, and Reagan's relative disinterest in higher education. (MLW)

Reviews the political context of the changes that have taken place in the relationship between state government and higher education. Examines the impact of these changes on post-secondary education and identifies the implications of particular importance to community colleges. (AYC)

Documents and analyzes changes in the structure of educational governance in New Jersey, suggesting that these changes are indicative of general changes in the process of resolving conflict on education issues in other states. (Author/IRT)

State equalization programs for school funding have been structured around variously weighted combinations of district wealth, tax effort and student need. For rural and small school districts, these programs have not always provided adequate financing. Nine rural school finance alternatives are suggested. (MH)

Analyzes the South Dakota system of financing education in light of major cases considering the constitutionality of state finance systems and of the approaches courts have used in determining constitutionality. Examines the particular finance problems that face the school systems of South Dakota. Available from University of South Dakota School…

Describes Office of Education directly funded and specialized programs for special adult populations, emphasizing projects for which community colleges can readily apply. Also lists programs funded through state departments of education. (JG)

Reviews the effects of Proposition 13 on staffing and programs in California's community colleges. Describes a long-term finance plan that recommends: (1) no major changes in mission, goals, or priorities; (2) a marginal cost concept of support; (3) maintaining similar support patterns; and (4) overhauling the accountability system. (AYC)

Presents a general methodology that may be used by states in the design of municipal overburden provisions for their educational aid programs. (RLV)

One problem raised by minimum competency testing is the search for effective means of remediating the learning problems of students failing the competency exams. Local school districts must rely on currently existing programs, particularly ESEA Title I programs, which have been shown to have had a limited impact on student progress in the past.…

Examines the "Levittown" case in which the Nassau County Supreme Court of New York declared the state's school financing statute invalid under both the New York and the United States constitutions. Available from New York University, 249 Sullivan Street, New York, New York 10012. (Author/IRT)

The president of the Carnegie Corporation offers recommendations to Washington and explores the need for federal leadership and state responsibility, the new hostility to public universities, and the role of business. (LBH)

The experiences of the Colorado Commission on Higher Education are described, including its establishment in 1965, its abolishment in 1976, and reconsideration by the state legislature in 1977. Political and financial problems are noted. (LBH)