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.     

“Robin Hood” and Texas School District Borrowing Costs

The “Robin Hood” system of school financing in Texas takes property tax funds from wealthy school districts and gives them to poorer districts. This paper examines Permanent School Fund‐insured, school district debt and discovers that under the “Robin Hood” system, Texas school districts with either Aa or A1 underlying credit ratings have higher borrowing costs than districts with lower ratings. Also, the borrowing costs of Texas school districts with underlying credit ratings of Aa and A1 are higher than those for non‐Texas, privately insured school districts with the same ratings, while the borrowing costs of A and Baa‐rated Texas school districts are lower.     

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.     

Local Autonomy and Groundwater District Formation in High-Plains West Texas

In response to pressure from declining underground water reservesand state government demands, West Texas agriculture is organizingunder local groundwater conservation districts. The districtsuse persuasion, education, and access to low-interest loansand grants to encourage water conservation. Little regulatoryauthority is vested in district managers and, outside of statefunds to subsidize irrigation technology, the state has limitedinfluence. This article narrates the creation and operationsof West Texas groundwater districts and analyzes the reasonsfor a recent increase in district organizing as well as theirsuccess in acquiring state funds for conservation.     

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.     

Schoolhouses,courthouses, and statehouses after Serrano

The constitutionality of public school finance systems has been challenged in 43 states in the 25 years since the landmark Serrano decision. Using data on revenues from more than 16,000 school districts over the 1972-1992 period, this article assesses the impact of court-mandated reform on the role of the states in school finance. We find that resources from the state increased while revenues from local districts were roughly unchanged after successful litigation. States also followed a more aggressive redistribution policy in the aftermath of court-mandated reform; after successful litigation, state aid to the poorest districts increased and aid to the wealthiest districts remained unchanged. Finally, we find that reforms that were initiated by the states without judicial prodding were typically ineffective.     

Local Government Responses to Fiscal Stress: Evidence from the Public Education Sector

This article investigates local government responses to fiscal stress through the lens of the K–12 public education sector, examining two major policy options available to school districts for managing fiscal hardship: (1) cutting costs, especially through layoffs, and (2) raising revenues locally through voter referenda. The article employs district‐level administrative and survey data from California and Indiana to examine whether school districts exhibit features of a rational or natural system—in which their behaviors largely reflect fiscal pressures only—or whether they exhibit features of an open system in which nonfinancial factors also shape responses. In Indiana, district fiscal characteristics explain differences in cost‐cutting and revenue‐raising behaviors; there is little empirical evidence that school districts exhibit features of an open system. In California, both fiscal and environmental attributes, including poverty characteristics, average student achievement levels, and the enrollment of English learner students, explain school district behaviors.     

The Check Is in the Mail: Interdistrict Funding Flows in Congressional Elections

This article analyzes the financial ties between congressional candidates and individual donors residing outside those candidates' districts. Congressional campaigns today rely more heavily on nonresidents than in the past, with contests in the typical district drawing more than two-thirds of individual donations from nonresidents. Empirical results reveal that nonresident contributions are primarily partisan and strategic in nature, rather than access-oriented or expressive/identity-based. Funds are efficiently redistributed from a small number of highly educated, wealthy congressional districts to competitive districts anywhere in the country. Big donors direct funds where they can make a difference for party control of seats, even if those investments are hundreds, or even thousands, of miles away.     

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.     

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.     

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.     

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.     

Contracting Revisited: Determinants and Consequences of Contracting Out for Public Education Services

The determinants and consequences of contracting are examined in more than 1,000 Texas school districts for 1997–2008. The results largely replicate prior research by O'Toole and Meier, showing that contracting is negatively related to spending on school districts’ core instructional functions and that the relationship between contracting and bureaucracy is reciprocal. The present findings, based on data from a longer period, indicate that contracting is positively related to school district performance. This article also finds support for an extended model of contracting determinants involving two environmental shocks: negative budget shocks and enrollment shocks.     

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.     

Direct certification in the national school lunch program expands access for children

Under the policy of direct certification for free school meals, school districts use information shared by state agencies about household eligibility for means‐tested programs in the state in order to determine the potential eligibility for free meals of students enrolled in the district. This information allows districts to automatically approve students in these eligible households for free meals without requiring the household to complete the application process. This paper examines the impacts of direct certification on students' likelihood of becoming certified for free meals, using data from a national survey of school food service directors as well as statelevel administrative data on program participation. A state‐level fixed effects model is estimated to account for the possibility of selection bias. The key finding is that direct certification leads to a statistically significant increase in the number of children getting free school meals. More generally, this finding highlights a promising approach for improving access to means‐tested programs without compromising program integrity. © 2008 by the Association for Public Policy Analysis and Management.     

The Use and Efficacy of Capacity‐Building Assistance for Low‐Performing Districts: The Case of California's District Assistance and Intervention Teams

The theory of action upon which high‐stakes accountability policies are based calls for systemic reforms in educational systems that will emerge by pairing incentives for improvement with extensive and targeted technical assistance (TA) to build the capacity of low‐performing schools and districts. To this end, a little discussed and often overlooked aspect of the No Child Left Behind Act (NCLB) mandated that, in addition to sanctions, states were required to provide TA to build the capacity of struggling schools and Local Education Agencies (LEAs, or districts) to help them improve student achievement. Although every state in the country provides some form of TA to its lowest performing districts, we know little about the content of these programs or about their efficacy in improving student performance. In this paper, we use both quantitative and qualitative analyses to explore the actions taken by TA providers in one state—California—and examine whether the TA and support tied to California's NCLB sanctions succeeds in improving student achievement. Like many other states, California requires that districts labeled as persistently failing under NCLB (in Program Improvement year 3, PI3) work with external experts to help them build the capacity to make reforms that will improve student achievement. California's lowest performing PI3 districts are given substantial amounts of funding and are required to contract with state‐approved District Assistance and Intervention Teams (DAITs), whereas the remaining PI3 districts receive less funding and are asked to access less intensive TA from non‐DAIT providers. We use a five‐year panel difference‐in‐difference design to estimate the impacts of DAITs on student performance on the math and English language arts (ELA) standardized tests relative to non‐DAIT TA during the two years of the program intervention. We find that students in districts with DAITs perform significantly better on math California Standards Tests (CSTs) averaged over both treatment years and in each of the first and second years. We do not find evidence that students in districts with DAITs perform higher on ELA CSTs over the combined two years of treatment, although we find suggestive evidence that ELA performance increases in the second year of treatment relative to students in districts with non‐DAIT TA. Ordinary least squares (OLS) regressions that explore the association between specific activities fostered by DAITs and changes in districts’ gains in achievement over the two years of treatment show that DAIT districts that report increasing their focus on using data to guide instruction, shifting district culture to generate and maintain high expectations of students and staff, and increasing within‐district accountability for student performance, have higher math achievement gains over the course of the DAIT treatment. In addition, DAIT districts that increase their focus on ELA instruction and shift district culture to one of high expectations have higher ELA achievement gains than do DAIT districts that do not have a similar focus. © 2012 by the Association for Public Policy Analysis and Management.     

An examination of the structure of governance in California school districts before and after Proposition 13

This paper explores the structure of governance in California school districts. Two alternative models are considered, the decisive voter (benevolent dictator) model and a model that allows for rent-seeking behavior on the part of district decision makers. A formal test between these two models is proposed and implemented. The decisive voter model is found wanting as an explanation of school district decision making both before and after the passage of Proposition 13. There is, however, some evidence that the constraints imposed on some districts by Proposition 13 have forced decision makers to act in a manner more consistent with the preferences of their constituents.     

Subsidizing the affluent: the case of medical education.

State and federal funds are important sources of revenue for medical schools, and a strong case can be made for public support for these institutions. Although the federal role is more widely known, the states in fact provide the bulk of direct support for medical training. The nature of aid from the two sources differs in significant ways. Most federal aid supports research or patient care, but much of state aid goes to support unconditional tuition subsidies. The primary beneficiaries of these subsidies are relatively affluent nonminority students who are beginning lucrative careers in the medical field--careers that would be lucrative even if no subsidies were provided. Nor does it appear that general subsidies are needed to attract poor and minority applicants. While targeted loans and scholarships to individuals may be justified, general tuition subsidies are not.     

The effect of school district structure on education spending

This paper develops a theoretical and empirical model of local spending on education that analyzes the effect of institutional structure on education spending. It attempts to determine whether the theory of bureaucratic behavior is consistent with school district spending decisions by testing the hypothesis that the number of school districts in a county has a negative effect on per pupil expenditures. The results are not consistent with the theory, but indicate that a fragmented school district structure serves to increase expenditures.