A Study of School Finance in Arizona: Equity, English Language Learners, and the Allocation of Funding.
Closing the achievement gap between low-income, marginalized, racially, and linguistically diverse students has proven difficult. Research has outlined the effects of funding on student achievement in a manner that focuses the attention on dollars expended, in order overcome barriers to learning. Arizona has long been recognized for its education funding disparity, and its inability to balance fiscal capacity in a manner that serves to improve educational outcomes.
This dissertation examines how Arizona funds its education system. It measures horizontal inequity in a robust manner by examining those fiscal capacity resources directly related to learning and poverty. Recognizing districts with higher concentrations of special nee... (more)
|Contributor||Martinez, David G. (Author) / Pivovarova, Margarita (Advisor) / Berliner, David C (Advisor) / Dorn, Sherman (Committee member) / Arizona State University (Publisher)|
|Subject||Education finance / Education policy / Education / Critical Education / Educational Policy / English Language Learners / Equity / School Finance / Social Justice|
|Note||Doctoral Dissertation Educational Policy and Evaluation 2018|
|Collaborating Institutions||Graduate College / ASU Library|
|Additional Formats||MODS / OAI Dublin Core / RIS|
This content is under embargo until Aug 01, 2020