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Author: Ryan S. Olson Publisher: ISBN: Category : Education Languages : en Pages : 196
Book Description
The system that finances Michigan's schools from kindergarten through 12th grade is a perennial topic of conversation among policymakers, parents, taxpayers and voters. A constructive discussion of this issue, however, requires a sound knowledge of the financial workings of Michigan's elementary and secondary school system. This knowledge is precisely what the authors have attempted to provide. While the Mackinac Center for Public Policy has developed numerous policy recommendations over the years, this primer is exclusively informational. This primer addresses the following: (1) how revenues are raised for Michigan's elementary and secondary public school system; (2) how money is distributed to education programs and school districts once it is collected by various taxing authorities; and (3) how districts budget monies to be spent on the various activities involved in operating schools and other educational programming. This book is arranged in four sections. The first--and the shortest--is "A Brief Overview of the Structure of Michigan's Public School System," which defines a few basic terms and sketches the main local, state and federal agencies involved in financing Michigan's public school system. This overview should help readers unfamiliar with Michigan's public school structure navigate the remainder of the book. The second, third and fourth sections are considerably longer than the first and cover the three areas: tax revenues, distribution of revenues and financial management of those revenues by school districts. Appended are: (1) U.S. Department of Education Spending in Michigan; (2) Summary of "Durant" Court Decisions; and (3) Guide to a New School Finance Electronic Module. An index is included. (Contains 29 graphs, 238 footnotes, and 410 endnotes, footnotes.) [This paper was written with the assistance of Glenda Rader, Darcy Marusich, Alison Taylor, Steve Zakem, John Schwartz, Thomas Moline, Charles Pisoni, Gary Start, Paul Soma, Tim Yeadon, Mary Ann Cleary, Douglas Newcombe, Vicki Duso, Clark Volz, Howard Heideman, Paul Brown, Phil Boone, Patrick Dillon, Jayne Klein, and Dianne Easterling.].
Author: Ryan S. Olson Publisher: ISBN: Category : Education Languages : en Pages : 196
Book Description
The system that finances Michigan's schools from kindergarten through 12th grade is a perennial topic of conversation among policymakers, parents, taxpayers and voters. A constructive discussion of this issue, however, requires a sound knowledge of the financial workings of Michigan's elementary and secondary school system. This knowledge is precisely what the authors have attempted to provide. While the Mackinac Center for Public Policy has developed numerous policy recommendations over the years, this primer is exclusively informational. This primer addresses the following: (1) how revenues are raised for Michigan's elementary and secondary public school system; (2) how money is distributed to education programs and school districts once it is collected by various taxing authorities; and (3) how districts budget monies to be spent on the various activities involved in operating schools and other educational programming. This book is arranged in four sections. The first--and the shortest--is "A Brief Overview of the Structure of Michigan's Public School System," which defines a few basic terms and sketches the main local, state and federal agencies involved in financing Michigan's public school system. This overview should help readers unfamiliar with Michigan's public school structure navigate the remainder of the book. The second, third and fourth sections are considerably longer than the first and cover the three areas: tax revenues, distribution of revenues and financial management of those revenues by school districts. Appended are: (1) U.S. Department of Education Spending in Michigan; (2) Summary of "Durant" Court Decisions; and (3) Guide to a New School Finance Electronic Module. An index is included. (Contains 29 graphs, 238 footnotes, and 410 endnotes, footnotes.) [This paper was written with the assistance of Glenda Rader, Darcy Marusich, Alison Taylor, Steve Zakem, John Schwartz, Thomas Moline, Charles Pisoni, Gary Start, Paul Soma, Tim Yeadon, Mary Ann Cleary, Douglas Newcombe, Vicki Duso, Clark Volz, Howard Heideman, Paul Brown, Phil Boone, Patrick Dillon, Jayne Klein, and Dianne Easterling.].
Author: Daphne A. Kenyon Publisher: Lincoln Inst of Land Policy ISBN: 9781558441682 Category : Business & Economics Languages : en Pages : 63
Book Description
States experiencing taxpayer revolts among homeowners are tempted to reduce reliance on the property tax to fund schools. But a more targeted approach can provide property tax relief and improve state funding for public education. This policy focus report includes a comprehensive review of recent research on both property tax and school funding, and summarizes case studies of seven states-- California, Massachusetts, Michigan, New Hampshire, New Jersey, Ohio and Texas. The majority of these states are heavily reliant on property tax revenues to fund schools. While there is no one-size-fits-all solution, the report recommends addressing property taxes and school funding separately.
Author: Michael Addonizio Publisher: W.E. Upjohn Institute ISBN: 0880993871 Category : Education Languages : en Pages : 311
Book Description
While there is no doubt that an abundance of newly enacted education policies abounds across the state and across the nation, more fundamental questions remain. What is the nature of these reforms? What do they hope to accomplish? How successful have they been? In this book, we attempt to provide some answers to these questions by examining a major set of education policy reforms undertaken in Michigan and across the country over the past 20 or more years. These innovations include finance reform, state assessment of student performance, a series of school accountability measures, charter schools, schools of choice, and, for Detroit, a bevy of oft-conflicting policies and reform efforts that have belabored but seldom helped its public schools. In the pages that follow, we examine the decidedly mixed outcomes and effects of this large array of reform policies and programs. Each chapter addresses a specific policy area, outlining reform activity across the nation with an emphasis on Michigan's efforts as well as on one or two states that led these changes.
Author: Joel Slemrod Publisher: MIT Press ISBN: 026226482X Category : Business & Economics Languages : en Pages : 397
Book Description
The fourth edition of a popular guide to the key issues in tax reform, discussing the current system and alternative proposals clearly and without a political agenda. As Albert Einstein may or may not have said, "The hardest thing in the world to understand is the income tax." Indeed, to follow the debate over tax reform, the interested citizen is forced to choose between misleading sound bites and academic treatises. Taxing Ourselves bridges the gap between the two by discussing the key issues clearly and without a political agenda: Should the federal income tax be replaced with a flat tax or sales tax? Should it be left in place and reformed? Can tax cuts stimulate the economy, or will higher deficits undermine any economic benefit? Authors and tax policy experts Joel Slemrod and Jon Bakija lay out in accessible language what is known and not known about how taxes affect the economy, offer guidelines for evaluating tax systems, and provide enough information to assess both the current income tax system and the leading proposals to reform or replace it (including the flat tax and the consumption tax). The fourth edition of this popular guide has been extensively revised to incorporate the latest information, covering such recent developments as the Bush administration's tax cuts (which expire in 2011) and the alternatives proposed by the President's Advisory Panel on Federal Tax Reform. Slemrod and Bakija provide us with the knowledge and the tools—including an invaluable voter's guide to the tax policy debate—to make our own informed choices about how we should tax ourselves.
Author: Bruce D. Baker Publisher: Harvard Education Press ISBN: 1682532445 Category : Education Languages : en Pages : 326
Book Description
In Educational Inequality and School Finance, Bruce D. Baker offers a comprehensive examination of how US public schools receive and spend money. Drawing on extensive longitudinal data and numerous studies of states and districts, he provides a vivid and dismaying portrait of the stagnation of state investment in public education and the continuing challenges of achieving equity and adequacy in school funding. Baker explores school finance, the school and classroom resources derived from school funding, and how and why those resources matter. He provides a critical examination of popular assumptions that undergird the policy discourse around school funding—notably, that money doesn’t matter and that we are spending more and getting less—and shows how these misunderstandings contribute to our reluctance to increase investment in education at a time when the demands on our educational system are rising. Through an introduction to the concepts of adequacy, equity, productivity, and efficiency, Baker shows how these can be used to evaluate policy reforms. He argues that we know a great deal about the role and importance of money in schools, the mechanisms through which money matters for student outcomes, and the trade-offs involved, and he presents a framework for designing and financing an equitable and adequate public education system, with balanced and stable sources of revenue. Educational Inequality and School Finance takes an issue all too often relegated to technical experts and makes it accessible for broader public empowerment and engagement.
Author: F. Hess Publisher: Springer ISBN: 1403980373 Category : Education Languages : en Pages : 312
Book Description
NCLB is the signal domestic policy initiative of the Bush administration and the most ambitious piece of federal education legislation in at least thirty-five years. Mandating a testing regime to force schools to continually improve student performance, it uses school choice and additional learning resources as sticks and carrots intended to improve low-performing schools and districts. The focus is on improving alternatives to children in low-performing schools. Here top experts evaluate the potential and the problems of NCLB in its initial stages of implementation. This first look provides valuable insights, offering lessons crucial to understanding this dramatic change in American education.
Author: Bryan Shelly Publisher: University of Michigan Press ISBN: 0472117653 Category : Political Science Languages : en Pages : 209
Book Description
Pointing to the disparities between wealthy and impoverished school districts in areas where revenue depends primarily upon local taxes, reformers repeatedly call for the centralization of school funding. Their proposals meet resistance from citizens, elected officials, and school administrators who fear the loss of local autonomy. Bryan Shelly finds, however, that local autonomy has already been compromised by federal and state governments, which exercise a tremendous amount of control over public education despite their small contribution to a school system's funding. This disproportionate relationship between funding and control allows state and federal officials to pass education policy yet excuses them from supplying adequate funding for new programs. The resulting unfunded and underfunded mandates and regulations, Shelly insists, are the true cause of the loss of community control over public education. Shelly outlines the effects of the most infamous of underfunded federal mandates, the No Child Left Behind Act of 2001 (NCLB), and explores why schools implemented it despite its unpopularity and out-of-pocket costs. Shelly's findings hold significant implications for school finance reform, NCLB, and the future of intergovernmental relations.
Author: Kimberly Jenkins Robinson Publisher: NYU Press ISBN: 1479825891 Category : Law Languages : en Pages : 390
Book Description
How the United States can provide equal educational opportunity to every child The United States Supreme Court closed the courthouse door to federal litigation to narrow educational funding and opportunity gaps in schools when it ruled in San Antonio Independent School District v. Rodriguez in 1973 that the Constitution does not guarantee a right to education. Rodriguez pushed reformers back to the state courts where they have had some success in securing reforms to school funding systems through education and equal protection clauses in state constitutions, but far less success in changing the basic structure of school funding in ways that would ensure access to equitable and adequate funding for schools. Given the limitations of state school funding litigation, education reformers continue to seek new avenues to remedy inequitable disparities in educational opportunity and achievement, including recently returning to federal court. This book is the first comprehensive examination of three issues regarding a federal right to education: why federal intervention is needed to close educational opportunity and achievement gaps; the constitutional and statutory legal avenues that could be employed to guarantee a federal right to education; and, the scope of what a federal right to education should guarantee. A Federal Right to Education provides a timely and thoughtful analysis of how the United States could fulfill its unmet promise to provide equal educational opportunity and the American Dream to every child, regardless of race, class, language proficiency, or neighborhood.
Author: Ryan S. Olson
Author: Ryan S. Olson
Author: Daphne A. Kenyon
Author: Andrew Lockwood
Author: Michael Addonizio
Author: Allan Odden
Author: Joel Slemrod
Author: Bruce D. Baker
Author: F. Hess
Author: Bryan Shelly
Author: Kimberly Jenkins Robinson