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District Funding and the Impact on Students

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Laura Mueller

on 22 April 2010

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Transcript of District Funding and the Impact on Students

School Districts, Money, and the
Children That We Educate DEFINITION OF PUBLIC SCHOOL Public school is an educational institution that is funded with tax revenue and most commonly administered by a local government or government agency So where does all the money come from? Federal Support Specific Program
Safe and drug free schools
Vocational and technical education
Bilingual education
Child nutrition programs
Impact aid
State Support Specific Programs
Staff improvement programs
Special education programs
Compensatory and basic skills programs
Bilingual education programs
School lunch programs
Capital outlay and debt service programs
Transportation programs
Local Support Comes From
Parent government contributions
Property taxes
Public utility taxes
Individual and corporate income taxes
All other taxes
Revenue from other school systems
Revenue from cities and counties
Tuition fees from pupils and parents
Transportation fees from pupils and parents
School lunch revenues
Fines and Forfeits
Terms to Familiarize Instructional expenditure per Student:

•Includes activities dealing with the teaching of pupils or the interaction between teachers and pupils.

•It may also be provided through some other approved form of communication, such as television, radio, telephone, or correspondence. Included here are the activities of aides or assistants of any type.

•Is instructional expenditures divided by the nine-month average daily attendance.
Operating Expenditure per Student:

•Is the gross operating cost of a school district (except summer school, adult education, bond principal retired, and capital expenditures) divided by the nine-month average daily attendance for the regular school term
Low Income Students

•are students age 3 to 17, inclusive, from families receiving public aid, living in institutions for neglected or delinquent children, being supported in foster homes with public funds, or eligible to receive free or reduced-price lunches.
SCHOOL PROFILES Bloomington SD 87 Enrollment: 5,304
Tax Rate per $100- 4.5
AYP: No, 77% M+E
Attendance: 93%
Low Income: 49%
Dropout Rate: 1.8%
Graduation Rate: 90%
Belvidere CUSD 100 Enrollment: 9,024
Tax Rate per $100- 3.9
AYP: No, 77.00% M+E
Attendance: 94.6%
Low Income: 38%
Dropout Rate: 2.2%
Graduation Rate: 82.5%
Bunker Hill CUSD 8 Enrollment: 714
Tax Rate per $100- 4.1
AYP: Yes, 81% M+E
Attendance: 95.8%
Low Income: 32%
Dropout Rate: .9%
Graduation Rate: 84%
Cairo USD 1 Enrollment: 581
Tax Rate per $100- 7.0
AYP: No, 52% M+E
Attendance: 91.8%
Low Income: 100%
Dropout Rate: 3.4%
Graduation Rate: 100%, up 18% from previous year
Champaign CUSD 4 Enrollment: 8,824
Tax Rate per $100- 3.7
AYP: No, 77% M+E
Attendance: 92.8%
Low Income: 47%
Dropout Rate: .9%
Graduation Rate: 94%

Chester CUSD 139 Enrollment: 995
Tax Rate per $100- 3.9
AYP: No, 75% M+E
Attendance: 92.8%
Low Income: 41%
Dropout Rate: .9%
Graduation Rate: 97%
City of Chicago SD 299 Enrollment: 409,055
Tax Rate per $100- 2.8
AYP: No, 62.1% M+E
Attendance: 90.5%
Low Income: 83%
Dropout Rate: 5.9%
Graduation Rate: 69.8%
Girard CUSD 3
Enrollment: 675
Tax Rate per $100- 4.6
AYP: Yes, 77.5% M+E
Attendance: 94.3%
Low Income: 36%
Dropout Rate: 4.4%
Graduation Rate: 98.1%
Kansas CUSD 3 Enrollment: 256
Tax Rate per $100- 4.3
AYP: Yes, 74% M+E
Attendance: 95.2%
Low Income: 36%
Dropout Rate: 3%
Graduation Rate: 100%
Meridian CUSD 15 Enrollment: 1,072
Tax Rate per $100- 3.9
AYP: Yes, 74% M+E
Attendance: 93.5%
Low Income: 26%
Dropout Rate: 3%
Graduation Rate: 100%
Peoria SD 150 Enrollment: 13,825
Tax Rate per $100- 4.5
AYP: No, 63.7% M+E
Attendance: 92.7%
Low Income: 70%
Dropout Rate: .8%
Graduation Rate: 85%
Red Hill CUSD 10 Enrollment: 1,093
Tax Rate per $100- 4.5
AYP: No, 79.7% M+E
Attendance: 93.6%
Low Income: 47%
Dropout Rate: .3%
Graduation Rate: 94%
Springfield SD 186 Enrollment: 14,120
Tax Rate per $100- 4.7
AYP: No, 64.9% M+E
Attendance: 92%
Low Income: 63%
Dropout Rate: 1.6%
Graduation Rate: 90.2%
Sycamore CSD 427 Enrollment: 3,711
Tax Rate per $100- 5
AYP: No, 81.5% M+E
Attendance: 95%
Low Income: 6%
Dropout Rate: .9%
Graduation Rate: 88.9%
Teutopolis CUSD 50 Enrollment: 1,242
Tax Rate per $100- 3.8
AYP: Yes, 87.4% M+E
Attendance: 97.9%
Low Income: 6%
Dropout Rate: .9%
Graduation Rate: 98.1%
Poverty and Amazing Grace Jonathan Kozol
written in 1995
met with children and parents
in South Bronx, New York
could have been anywhere
“Sometimes I think that we were better off when we were in the shelters in Manhattan. At least we were close to better hospitals.”

“Little children shouldn’t have to see that, but they see it all the time. Last time I was there, I saw two women in the hallway. One of them had a belt around her arm, the needle in her other hand.”

“Nobody’s s’posed to live like this in the United States”

“Rats, ugly rats. They’re almost everywhere. They come out in the daytime.”

“In a way it seems like they’ve abandoned us. Their kids don’t go to the same schools our children go to.”

Many of the children in these schools suffer from emotional and physical attrition that results from chronic illnesses like asthma and anxiety, as well as the misery of rotting teeth, infected gums, and festering, untreated sores. Many, like Anthony, have no bedroom of their own, but sleep on a sofa if they’re lucky, mattresses thrown down on the floor if they are not. Poverty correlates with low achievement and dropping out of school because of the following:
Poorly educated parents spend less time reading to their children.
Class or ethnic differences in patterns of language acquisition contribute to difficulties in the early years of schooling.
As poor children get older, they are more likely to become teenage parents.
As poor children get older, they are more likely to get into trouble with the law or have disciplinary problems in school.
Simple comparisons between children in poor families and children in non-poor families using national datasets indicate that poor children are more likely to do worse on indices of school achievement than non-poor children are.

Poor children are twice as likely as non-poor children to have repeated a grade, to have been expelled or suspended from school, or to have dropped out of high school.

They are also 1.4 times as likely to be identified as having a learning disability in elementary or high school than their non-poor counterparts.
The obtained relationships between the sense of school community and the student outcome measures seem consistent with:

the notion that students who experience the school as a caring and supportive environment

they actively participate

have opportunities to exercise influence will feel attached to the school community

come to accept its norms and values.

Although the deleterious effects of poverty are well known, the most encouraging aspect is the suggestive evidence that some of its negative effects can be mitigated if the school is successful in creating a caring community for its members. Poverty and Achievement
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