The Extent of Intra-District Inequalities: Issues and Problems.
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| Title: | The Extent of Intra-District Inequalities: Issues and Problems. |
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| Authors: | Goettel, Robert J. |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 1974 |
| Document Type: | Speeches/Meeting Papers |
| Descriptors: | Educational Finance, Educational Research, Equal Education, Expenditure per Student, Resource Allocation, School Districts, School Funds |
| Laws, Policies and Program Identifiers: | Elementary and Secondary Education Act Title I |
| Abstract: | The purpose of this paper is to examine the issues concerning school-by-school resource allocation processes today and their relation to concerns about equity, educational needs, and the development of more effective educational strategies for all pupils. A description of the special case of the District of Columbia follows a brief summary of important findings on intradistrict disparities from research of the last 15 years. The court-mandated adaptation of Washington to the issue of intradistrict equity is compared to the means of resolving this dilemma adopted by comparability provisions of Title I of the Elementary and Secondary Education Act (ESEA). The author's conclusion that intradistrict equity, by prevailing definitions, has largely been achieved, rests not only on the findings in the report, but on other factors pushing for intradistrict equity, such as collective bargaining agreements, decentralization, and recent cutbacks which have urged many urban districts to reassess their means of allocating shrinking resources. (Author/JF) |
| Entry Date: | 1975 |
| Accession Number: | ED095657 |
| Database: | ERIC |
| Abstract: | The purpose of this paper is to examine the issues concerning school-by-school resource allocation processes today and their relation to concerns about equity, educational needs, and the development of more effective educational strategies for all pupils. A description of the special case of the District of Columbia follows a brief summary of important findings on intradistrict disparities from research of the last 15 years. The court-mandated adaptation of Washington to the issue of intradistrict equity is compared to the means of resolving this dilemma adopted by comparability provisions of Title I of the Elementary and Secondary Education Act (ESEA). The author's conclusion that intradistrict equity, by prevailing definitions, has largely been achieved, rests not only on the findings in the report, but on other factors pushing for intradistrict equity, such as collective bargaining agreements, decentralization, and recent cutbacks which have urged many urban districts to reassess their means of allocating shrinking resources. (Author/JF) |
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