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|NCES 2022301||Revenues and Expenditures for Public Elementary and Secondary Education: FY 20
The finance tables and figures introduce new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2020. Specifically, the tables include the following school finance data:
|NCES 2019016||Study of the Title I, Part A Grant Program Mathematical Formulas
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to understand how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
|NCEE 20124057||State and District Receipt of Recovery Act Funds: A Report from Charting the Progress of Education Reform—An Evaluation of the Recovery Act's Role
This report uses Department of Education and publicly-available data sources, including Recovery.gov, to examine: (1) how much states and districts received in Recovery Act K-12 education funds and (2) whether and how the distribution of funds varied by key characteristics (e.g., child poverty rates) of the recipient states and districts. Findings reveal: (1) The Recovery Act K-12 education funding provided an average of $1,396 per pupil to individual states, with amounts ranging from $1,063 to $3,632 per pupil. (2) On average, 81 percent of Recovery Act K-12 funding was awarded to local education agencies (LEAs), either through sub-grants from states or through direct grants from ED. In total, 93% of all districts in the nation received Recovery Act funds from at least one program. (3) When states were grouped according to key characteristics, some variations in funding amounts were found. In particular, states with the largest budget shortfalls and states with the highest student achievement received more per pupil ($143 and $159 respectively) than did states with the smallest budget shortfalls and lowest student achievement, even though neither funding formulas nor award criteria emphasized these variables. In contrast, there was less variation when states were grouped by child poverty rates or the percentage of students in persistently lowest-achieving (PLA) schools. (4) Districts with the highest child poverty rates received, on average, twice as much per pupil ($1,369) as did districts with the lowest child poverty rates ($684). Similarly, districts with the highest percent of PLA schools received considerably more ($867) than did districts with no PLA schools ($867).
|REL 2012124||Differences in Spending in School Districts Across Geographic Locales in Minnesota
This study examines differences in spending in school districts across geographic locales in Minnesota and factors that might contribute to these differences. The study finds that district spending per student in 2008/09 varied across locale types in Minnesota. These differences are largely accounted for by differences in regional characteristics and level of student need.