Matching Items (6)
Description
ABSTRACT In Roosevelt v. Bishop (1994), Arizona public school districts and parents challenged Arizona's school financing system arguing that it was not "general and uniform" as required by the Arizona Constitution. The purpose of this study was to analyze Arizona's Students Fair and Immediate Resources for Students Today (Students FIRST) legislation, the remedy that resulted from the Roosevelt decision, empirically, and longitudinally. Three types of statistical analyses were conducted on a sample of 165 public school districts. Fiscal neutrality was measured for each of the eleven years of the study, to assess the association between the per-pupil Students FIRST funding level and the per-pupil property wealth. Multiple regression analysis was also conducted to assess if both property wealth and district size were associated with the distribution of Students FIRST funding. Finally, I analyzed the eleven-year average of the total Students FIRST funding distributed to school districts and assessed how the plaintiff districts ranked in the distribution. Overall, the findings revealed that Students FIRST met the fiscal neutrality standard in some, but not in all the categories and years of this study, per-pupil property wealth was only weakly related to, and district size was not associated with, Students FIRST funding. The analysis of average funding suggested that some property rich school districts benefited most from Students FIRST. These results suggest that the traditional measures used to assess the fiscal neutrality of operating funding may not be appropriate for assessing the fiscal neutrality of capital finance reforms. While the results of this study provide some suggestive evidence that Students FIRST did not fulfill the Court's mandate, additional research is needed as to whether or not Arizona's capital finance system has resulted in disparities in funding that fall short of the constitutional standard.
ContributorsBaca, Kenneth R (Author) / Powers, Jeanne M. (Thesis advisor) / Garcia, David R. (Committee member) / Essigs, Chuck (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT
This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students with special needs, English language learners, and students from low-income families. My findings show that marginalized students in U.S. public schools are experiencing a form of education injustice. This study highlights the burden placed upon the states to fund education and asserts that qualified professionals are increasingly difficult to recruit while teacher attrition rates continue to grow. The changing teacher-to-student ratio means students enjoy one-on-on time with teachers less often due to overcrowded classrooms. The interrelationship of these issues requires a multifaceted approach to solving them, beginning with a demand for more federal funding which will allow previously cut programs to be reinstated, incentives to recruit and retain highly qualified teachers which will reduce classroom sizes, and implementation of new programs targeted to ensure the success of students with special needs, English language learners, and students from low-income families.
This study of the policies of the U.S. public school system focuses on state and federal funding to examine how budget cuts, the teacher shortage crisis, and large classroom sizes are interrelated. A qualitative method of approaching these issues and a meta-analysis of the findings, combined with my personal experience as a high school English teacher in the public school system points to a ripple effect where one problem is the result of the one before it. Solutions suggested in this study are made with the intention to support all U.S. public school students with an emphasis on students with special needs, English language learners, and students from low-income families. My findings show that marginalized students in U.S. public schools are experiencing a form of education injustice. This study highlights the burden placed upon the states to fund education and asserts that qualified professionals are increasingly difficult to recruit while teacher attrition rates continue to grow. The changing teacher-to-student ratio means students enjoy one-on-on time with teachers less often due to overcrowded classrooms. The interrelationship of these issues requires a multifaceted approach to solving them, beginning with a demand for more federal funding which will allow previously cut programs to be reinstated, incentives to recruit and retain highly qualified teachers which will reduce classroom sizes, and implementation of new programs targeted to ensure the success of students with special needs, English language learners, and students from low-income families.
ContributorsCowell, Amber Nicole (Author) / Anokye, Duku (Thesis advisor) / Keahey, Jennifer (Committee member) / Elenes, Alejandra (Committee member) / Arizona State University (Publisher)
Created2018
Description
ABSTRACT
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 needs students will impact fiscal capacity at the district level, this dissertation applies a non-linear analysis to measure how English language learners/ limited English proficient (ELL/ LEP) student proportionality impacts federal and state revenue per pupil, ELL expenditures per pupil, and total expenditures per pupil.
Using the Gini Ratio, McCloone Index, Coefficient of Variation, and Theil inequality index, this dissertation confirms that significant education funding disparity exists across Arizona’s school districts. This dissertation also shows the proportion of English language learners is negatively related to local revenue per pupil, and ELL expenditures per ELL pupil.
Arizona has characteristically funded the public education system inequitably and positioned its students in a manner that stratifies achievement gaps based on wealth. Targeted funding toward ELLs is in no way meaningfully related to the proportion of ELLs in a district. Conceptually the way in which equity is defined, and measured, may require re-evaluation, beyond correlated inputs and outputs. This conceptual re-evaluation of equity must include the decision making process of administrative leaders which influence the quality of those resources related to student learning.
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 needs students will impact fiscal capacity at the district level, this dissertation applies a non-linear analysis to measure how English language learners/ limited English proficient (ELL/ LEP) student proportionality impacts federal and state revenue per pupil, ELL expenditures per pupil, and total expenditures per pupil.
Using the Gini Ratio, McCloone Index, Coefficient of Variation, and Theil inequality index, this dissertation confirms that significant education funding disparity exists across Arizona’s school districts. This dissertation also shows the proportion of English language learners is negatively related to local revenue per pupil, and ELL expenditures per ELL pupil.
Arizona has characteristically funded the public education system inequitably and positioned its students in a manner that stratifies achievement gaps based on wealth. Targeted funding toward ELLs is in no way meaningfully related to the proportion of ELLs in a district. Conceptually the way in which equity is defined, and measured, may require re-evaluation, beyond correlated inputs and outputs. This conceptual re-evaluation of equity must include the decision making process of administrative leaders which influence the quality of those resources related to student learning.
ContributorsMartinez, David G (Author) / Pivovarova, Margarita (Thesis advisor) / Berliner, David C. (Thesis advisor) / Dorn, Sherman (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study addresses the problem of low-income, first-generation college students who are academically successful, but choose to leave college before finishing due to financial constraints. This study investigates their lived experiences as well as the effects of a peer mentorship program where incoming, first-year, low-income, first-generation college students are paired with a trained peer mentor from a similar background. Together the pair jointly explore available financial resources and troubleshoot barriers to access. This study draws on four primary theories: Social Cognitive Theory, Intersectionality, Community Cultural Wealth, and Critical Pedagogy. This mixed methods action research study uses multiple types of data: individual interviews, focus group, photo elicitation, demographic questionnaires, and pre- and post-intervention questionnaires. Findings indicate increases in self-efficacy for and knowledge about accessing financial resources after participating in the program.
ContributorsBevins, Jennifer (Author) / Chen, Ying-Chih (Thesis advisor) / Carrillo, Juan (Committee member) / Morgan, Chad (Committee member) / Arizona State University (Publisher)
Created2022
Description
The purpose of this study was to examine how positive impacts could be achieved on student’s ability to successfully navigate financial aid processes within the Maricopa Community College system and specifically at Chandler-Gilbert Community College (CGCC). By evaluating existing processes and implementing enhanced system protocols (ESP), this study aimed to see how much of a positive impact ESP would have on student’s ability to access financial aid funding and enroll in classes. The study also took a closer look at how financial aid staff could better understand the systems through ESPs. In order to effectively evaluate the implementation of ESPs at CGCC, there were two approaches used within the research methodology. The first was front-end ESPs designed to target protocols that were student facing. The second was back-end ESPs targeting the financial aid staff and operations at CGCC. With the help of established ESPs, when looked at as a whole, more students were able to successfully navigate the complexities of the financial aid process, and receive their financial aid award offers at CGC. One of the front-end ESPs that held the greatest significance, in terms of successfully influencing students, was text messaging campaigns. The available evidence suggested text messaging as the most impactful way to get student’s attention. Although all of the back-end process improvements were important, the online policy and procedure repository quantitative data analysis suggested staff were empowered to provide a higher level of service with confidence and accuracy. Each of the ESPs made a small impact to student’s success and when aggregated the combined ESP results demonstrated a large enough impact that other colleges should explore the options of implementing ESPs to help more of their students receive financial aid.
ContributorsWolsey, Timothy (Author) / Graves Wolf, Leigh (Thesis advisor) / Beaty, Shaun (Committee member) / Peterson, Greg (Committee member) / Arizona State University (Publisher)
Created2020
Description
The ongoing Red for Ed movement in Arizona sparks an interesting discussion on its place as a social movement. This thesis examines the movement in close detail, particularly in regard to how it fits within the social movement literature’s insider/outsider framework. While partisanship is clearly important for understanding movement successes and failures, this study goes beyond party to explore through the case of Arizona how teacher movements are constrained by 1) teacher associations that operate as outsiders to state politics and 2) school districts that isolate the problem priorities (funding; teacher pay) from gaining large-scale public reaction that can be leveraged to change state policy. In short, I show how teacher movements face significant institutional barriers that localize their messaging and prevent insider access from state politics.
ContributorsGriffith, Matthew (Author) / Colbern, Allan (Thesis advisor) / Walker, Shawn (Committee member) / Behl, Natasha (Committee member) / Arizona State University (Publisher)
Created2020