Analysis Of The Policy Issue

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Analysis of the policy issue The largest limitation for the District’s determination for achieving financial stability is the inequality in funding of special education students that is supposed to be financed by the District to charter schools. This cost is relatively and consistently higher than the cost of those services which are offered by charter schools to special education students. This cost is also higher than the cost paid by any other District pays for the services of special education students in similar charter schools. This inconsiderably unfair payment of special education has made the District to get into financial turmoil and distress. As at now, the rate for special education tuition is supposed to be based on the expenditures of the District on special education, less federal expenditures and then divided by sixteen percent of District’s Average Daily Membership. The sixteen percent is basically a representation of those students with disabilities and students in special programs across the state, between 1994 and 1995. This formula is based on a hypothetical assumption that the percentage of special education students in a school district is the average percentage statewide. In this way the formula is a distortion of the efforts of the district’s efforts of achieving proportionality in making payments. The real approximation percentage of special education students in the District is 24 percent. In addition, the add-on rate of $29,632.13 per student
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