Equity and Accountability: The Impact of State Accountability Systems on School Finance

Using an 11‐year panel data set containing information on revenues, expenditures, and demographics for every school district in the United States, we examine the effects of state‐adopted school accountability systems on the adequacy and equity of school resources. We find little relationship between state implementation of accountability systems and changes in school finance equity, though we do find evidence that states in which courts overturned the school finance system during the decade exhibited significant equity improvements. Additionally, while implementation of accountability per se does not appear linked to changes in resource adequacy, states that implemented strong accountability systems did experience improvements.     

School Finance Reform's Impact on New Jersey's State Spending Priorities

The combination of school finance reform, voter opposition to higher taxes, and rising costs forced the state of New Jersey to reorient its spending priorities. This article presents an analysis of budgetary data for the period FY 1990 to FY 1996, which clearly indicates that: 1) state resources were shifted from direct state services to state aid; 2) even though the 1991 sales and income tax hikes were revoked, the state's tax structure was more progressive in 1996 than in 1990; 3) Governor Florio's attempts to level down per pupil expenditures by reducing payments to wealthy school districts were largely stymied; 4) the proportion of state resources allocated to public education was lower in FY 1996 than the year preceding school finance reform; 5) because of education's reduced budget share, efforts to level up per pupil expenditures were severely circumscribed; and 6) state aid was diverted from homestead rebates to municipal aid.     

Interstate Variation in the Allocation of State Aid To Local Schools

Do state governments attempt to reduce the disparities amonglocal school districts with well targeted aid programs? Thisarticle examines this question with a study of virtually theentire universe of U.S. independent school districts and ofthe distribution of state aid in forty-four states in 1982.In a pooled analysis of states and in separate state analyses,state aid is found to be powerfully linked to enrollment. Despitethe general pattern of enrollment-based aid programs, thirteenstates are shown to be targeting a modest amount of state aidto school districts with greater needs, such as lower per capitaincome or lower district revenues and greater school debt perpupil.     

The implementation of school finance reform

The reform of educational finance systems is underway in various states. The results of the reforms in early states can act as guides to the design of new finance systems in other states. Based on recent experiences in New Jersey, the authors discuss the role that policy analysis can play in aiding the school finance reform process. The results of the New Jersey reform suggest that the policy analyst must understand the behavioral responses of school districts to new aid and must take into account likely changes in the underlying economic conditions of local areas if he or she hopes to accurately assess the impacts of alternative finance proposals.     

The Equality of Public School District Funding in the United States: A National Status Report

For over 30 years, the distribution of educational opportunities and the equality of education funding across communities has generated considerable interest among policy makers, the public, and the courts. This article takes advantage of national data sets to examine funding equality across school districts in 49 states for fiscal years 1992 and 1995. It presents rankings of each state's funding equality and explores factors that may be related to the level of equality within states and to changes across years.
The analyses suggest that, overall, within-state equality improved slightly between 1992 and 1995, although most states' relative rankings changed little during the period. States with fewer school districts relative to students tended to have a more equal distribution of education dollars than states with more districts. States with higher proportions of revenues provided by state governments generally showed a more equitable distribution of resources than states in which districts were more dependent on local revenues.     

Political markets, property tax referenda, and local school spending

For better or worse, fiscal decisions made through property tax referenda allow local political markets to work. Demand, supply, and voting process components of such markets are estimated for those Oregon K-12 school districts that held referenda between 1981 and 1986. Various attributes of the median voter were related to school spending, but supply decisions by school boards and administrators were also important. Large districts used state aid to substitute for local property tax revenues on nearly a one-for-one basis, while relying on reversion budgets (inadequate property tax bases and implicit threats of school closures) to extract greater-than-desired spending levels from the median voter.     

Providing Adequate Educational Funding: A State–by–State Analysis of Expenditure Needs

While school finance research and litigation has traditionally focused on the equity of funding across school districts, courts and policy makers are increasingly addressing the adequacy of educational resources. This article reviews recent developments in adequacy research and estimates the additional expenditures required to achieve adequacy across states. Using the cost–adjusted national median of current per–pupil expenditures as a benchmark for adequacy, the results suggest that additional spending of $15.6–18.5 billion is needed nationally to reach the benchmark in all districts. The additional spending would be concentrated in a small number of states, particularly in urban and urban fringe districts.     

Property Tax Responses to State Aid Cuts in the Recent Fiscal Crisis

Many states experienced fiscal crises at the beginning of this decade. Some responded by cutting state aid to local governments. This paper explores the extent to which local governments responded to these aid cuts by raising property taxes. The authors hypothesize that changes in aid help explain the observed differences in per capita property tax revenue changes across states. They find that on average school districts increased property taxes by 23 cents for each dollar cut in state aid. These results highlight the important role that the property tax plays in maintaining the stability of the state and local sector.     

The decline in the number of school districts in the U.S.: 1950–1980

Between 1950 and 1980 the number of school districts fell from 83,642 to 15,987. Data for the fifty states for 1950, 1960, 1970, and 1980 are used to identify the factors that contributed to this decline. The focus is on the tradeoff between cost savings through scale economies (a few large districts) and a diverse population's demand for choice in public schooling (many small districts). We find that much of the decline in the number of school districts has resulted from: 1) the decline in the farm population and increase in population density, which has made it easier to take advantage of scale economies; 2) the growing importance of state aid, which reduces quality variation among districts within a state; and 3) the increase in the fraction of teachers that belong to the National Education Association teacher's union, which may reflect increased political influence used to lower the costs of organizing. Several states have laws that require school district and county (or state) boundaries to coincide. In the last section of the paper we estimate the costs of these laws. First, we compare the predicted number of districts, using the regression results in the earlier section of the paper, to the actual number in these states. Then we estimate a demand equation that is used to generate the dollar amount of the cost due to diminished interjurisdictional competition.     

Why is it so hard to help central city schools?

Many states have implemented educational grant systems designed to provide more aid to school districts that are, by some standard, in greater need. Nevertheless, many if not most central city school systems continue to produce poor educational outcomes, as measured, for example, by test scores and dropout rates. Using data from New York State, this article asks why existing aid formulas fail to provide the assistance that central city school districts need to bring their educational outcomes up to reasonable standards. Two principal explanations are explored: the failure of existing aid programs to recognize the high cost of providing education in central cities and the possibility that aid simply makes central cities less efficient without raising educational outcomes. The article presents aid programs that account for costs, but shows that these revised programs will do little to help central cities without at least one politically unpopular provision, namely a large state budget or a high required local property tax rate. The article also estimates the extent to which increased aid to central cities leads to their less efficient operation, thereby undermining the objective of improved educational outcomes for central city students. The article concludes by listing the steps that a state can take to help central city schools and by discussing the yet unresolved problems that arise in helping these districts.     

Fiscal Reaction to State Aid Uncertainties: Evidence from New York State

Late budgets have become increasingly present across the states and especially persistent in states such as New York and California. The combination of delayed states budgets and institutional constraints may trigger specific budgetary strategies. Uncertainty over state aid may lead school districts to over‐ or underestimate school budgets, which ultimately may have an effect on real property taxes and the amount of education consumed. Evidence from New York State school districts suggests that school districts react to uncertainty in the state budget through a combination of revenue, expenditure, and fund balance changes. The findings suggest that districts engage in “gaming” the institutional constraints, and tend to build up large fund balances as a response to perceived uncertainty.     

State involvement in limiting textbook choice by school districts

Who gets to decide what textbooks are used in America’s public school classrooms varies by state. States can let each school district decide, provide standards that must be followed and make available an incomplete listing of books meeting those standards, or allow schools to choose books only from a list provided by the state. I present a model that provides an explanation for state limits on textbook selection by school districts. I examine the roles played by decision making costs, effectiveness of voters, religious composition, power of teachers, and propensity of state governments to interfere with or to help districts in textbook selection policies at the state level. There has been virtually no research on this topic. My findings corroborate the extant literature that addresses interference by state governments in local affairs and extend the morality politics literature by finding a strong link between religious fundamentalism and state-level policies. I also find that state book lists are less likely (1) in more educated states, where voters are better able to select the most appropriate textbook, (2) in states with smaller school districts, where voters are more involved in the schools, and (3) in states with stronger teacher unions, giving teachers more power in textbook selection.     

The effect of school district and municipal government financial health information on local tax election outcomes: evidence from fiscal stress labels in Ohio

A key informational asymmetry in local public finance is the lack of information available to local residents regarding the financial status of the school districts and local governments in which they reside. Given that voters in many states must approve property and income tax increases for these local entities, the lack of full information on the financial status of these local entities may lead to sub-optimal voting decisions. State financial intervention systems have begun to make financial problems more salient to residents, potentially alleviating these informational asymmetries. This paper examines the effect of the Ohio fiscal stress labeling program on voting outcomes and the tax-setting behavior of local officials for school district and municipal government tax referendums. We use a difference-in-differences approach to examine data from over 3000 school district and 2300 municipality property tax elections from 2004 to 2012. While we find minimal evidence that the yes vote share changed for school district referendums following fiscal stress label receipt, we find very large increases (15 to 23 percentage points) in the likelihood of referendum passage for school districts following label receipt. We do not find much evidence of changes in the likelihood of passage or the yes vote share following label receipt for municipalities, but we do find that these voting outcomes rise following label removal. We also find that local officials do not appreciably change their tax-setting behavior in response to these labels, as the size and likelihood of property tax proposal are largely unchanged following label receipt or removal.     

Measuring the Impact of Lotteries on State per Pupil Expenditures for Education: Assessing the National Evidence

State‐operated lotteries have recently been asserted by public administrators and academicians as panaceas for eradicating revenue disparities existing across public school districts in the American states. The purpose of this research project is to empirically test the hypothesis that lottery revenues raise the state expenditures for public education. A state‐level national dataset, which includes fifty American states over the period 1977–1997, was used for the analysis. Pooled time‐series cross‐sectional and ARIMA modeling was employed to test the hypothesis. This study finds that lottery revenues had a positive influence on state per pupil expenditures for education. The evidence for the impact of lotteries on state per pupil expenditures for education was robust and statistically significant.     

State support under the new federalism

The new federalism will reduce total intergovernmental revenues to local governments. The reduction will be due to both the transfer to the states of much of the federal aid which previously flowed directly to local governments and reductions in total federal aid levels. Pass-through requirements on the shifted aid will not affect this general result but may soften the impact in many states. Because of differences in the extent to which state governments substitute federal pass-through aid for state aid from own-source revenues and in the degree to which different sources of revenues are treated differently by the states, local revenue reductions will vary greatly from state to state. The losses for local governments will range from 100% of the shifted aid in some states to as little as 15–20% in others.     

Party Strength,the Personal Vote,and Government Spending

“Strong” political parties within legislatures are one possible solution to the problem of inefficient universalism, a norm under which all legislators seek large projects for their districts that are paid for out of a common pool. We demonstrate that even if parties have no role in the legislature, their role in elections can be sufficient to reduce spending. If parties in the electorate are strong, then legislators will demand less distributive spending because of a decreased incentive to secure a “personal vote” via local projects. We estimate that spending in states with strong party organizations is at least 4% smaller than in states where parties are weak. We also find evidence that strong party states receive less federal aid than states with weak organizations, and we theorize that this is because members of Congress from strong party states feel less compelled to secure aid than members from weak party states.     

An Evaluation of the Recent Move to Centralize the Finance of Public Schools in Michigan

This article examines Michigan's 1994–95 shift from its system of K–12 public education being funded largely by local property taxes, to it being funded predominately by statewide revenue sources. We briefly describe events that led up to the adoption of Michigan's school finance reform and then go into some detail about the tax and revenue-sharing specifics. Since the structure of Michigan's school finance reform is complex, somewhat unique, and likely to be considered as a model for other states to duplicate, this examination will assist policy analysts and policymakers throughout the United States. Other states considering similar reforms will benefit from the simulations we provide with regard to the likely long-run results of Michigan's school finance reform.     

Categorical Municipal Expenditures with a Focus on the Flypaper Effect

Using data for Wisconsin cities and villages the effects of grants in aid from state government on 10 categories of municipal expenditures are examined. We build on the traditional grants in aid public finance literature by looking for evidence of the flypaper effect. By focusing on the Wisconsin state shared revenues program, a pure grant of considerable size for many Wisconsin municipalities, we offer a clean test of the flypaper effect. We find a positive flypaper effect on 8 of the 10 categorical expenditures. We also find the impact of unconditional grants on categorical expenditures is stronger on nonessential “luxury” goods (e.g., parks and recreation, culture, and educational services) than on essential “normal” municipal goods (e.g., police and fire protection).     

Institutions, Policy Innovation, and E-Government in the American States

Examining the rankings of American states in one fast‐growing policy area, e‐government, states with the most sophisticated and comprehensive policies varied over a five‐year period. What factors account for change in digital government policy innovation over time? Using time‐series analysis and 50‐state data, the authors find that state institutional capacity is important for continued innovation. They also find an association between reinvention in state governments and the institutionalization of information technology, suggesting a more general orientation toward government reform and modernization. Although state wealth and education were not significant in previous studies, they emerge as predictors of later innovation. The theoretical contribution of this study is to better understand the dynamic character of innovation over time and the role of institutions. The link between reinvention and e‐government raises the possibility that the modernization of state institutions generally facilitates innovation.     

Education Aid in New York State: Targeting Issues and Measures

The distribution of state aid for public education in New Yorkis the result of a combination of political and educationalconcerns. They influence the amount of school aid distributed,the pattern of aid distribution among school districts, thetypes of programs funded, and the accountability required forthese funds. This article focuses on the forces that influencethe split between general state aid and targeted state aid.General aid refers to aid that districts may use for any purposeconsistent with local priorities or needs. Targeted aid is moneyprovided by the state to a district for a particular purpose.When a district accepts targeted aid, it must agree to spendthe funds in accord with specific statutes or regulations. Considerationsof equity, mechanics of state aid distribution, and the historyof the development of school aid legislation are also discussedin this article.