- Title Information
- Title
- The Effect of Increased Funding on Student Achievement: Evidence From Texas's Small District Adjustment
- Name
- Name Part
- Daniel Kreisman
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Name
- Name Part
- Matthew P. Steinberg
- Role
- Role Term (marcrelator)
(authorityURI="http://id.loc.gov/vocabulary/relators", valueURI="http://id.loc.gov/vocabulary/relators/aut")
- author
- Subject
- Topic
- School finance; Achievement; Foundation funding; Rural schools; Texas; Sparsity adjustment.
- Subject (edworkp)
- Topic
- K-12 Education
- Subject (edworkp)
- Topic
- Finance
- Origin Information
- Date Created
- 2019
- Publisher
- Annenberg Institute for School Reform at Brown University
- Abstract
- We leverage an obscure set of rules in Texas’s school funding formula granting some districts additional revenue as a function of size and sparsity. We use variation from kinks and discontinuities in this formula to ask how districts spend additional discretionary funds, and whether these improve student outcomes. A $1,000 annual increase in foundation funding, or 10% increase in expenditures, yields a 0.1 s.d. increase in reading scores and a near 0.08 increase in math. In addition, dropout rates decline, graduation rates marginally increase, as does college enrollment and to a smaller degree graduation. These gains accrue in later grades and largely among poorer districts. An analysis of budget allocations reveals that additional funding only marginally affects budget shares.
- Language
- Language Term:
Code (ISO639-2B)
- eng
- Type of Resource
- text
- Genre (aat)
- grey literature
- Related Item:
series
- Title Information
- Title
- edworkingpapers.com
- Related Item
- Identifier:
DOI
- 10.26300/8dhq-az28
- Access Condition:
use and reproduction
(href="http://rightsstatements.org/vocab/InC/1.0/")
- In Copyright