North Carolina: The General Fund And K-12 Education Appropriations.

Barry, C., and Wysong, C. 2010. School-Finance Reform in Red and Blue. Where theMoney Goes Depends on Wh

When local property taxes were the primary source of school funding, districts were financially stable and were able to allocate funds for appropriate spendings. With the limitations set on property taxes, school budgets became dependent on the state’s fluctuating economy and tax collections. Fortunately, in 1988, Proposition 98 was passed, which set a minimum base funding for public schools. This proposition guaranteed funding that would grow each year with the changing economy along with student enrollment. This funding, though managed by the state was a combination of state General Fund and local property tax revenues.

Funding for Oklahoma schools has fallen dramatically in recent years, with Oklahoma spending $706 less per student in inflation-adjusted dollars that it did in 2008, and Oklahomans are worried about it, and rightly so (Gene, 1). In looking toward a quick-fix, many have argued that Oklahoma need only reduce its administrative costs, thus

All three of the policies are in some way a little bit different than the current system in place in New York. Delaware uses a three-tier system that allows the state and local government to share the responsibility of making decisions regarding distribution. Tier 1 provides funding for the cost for such things as teachers salaries and their benefits. In addition, this Tier determines the amount of money needed per pupil, meaning that the number of students in the district determines the amount of funds that a district received. Tier II: this is the amount of money given to the district by the state to cover such things as schools supplies, building maintenance and utilities. Tier III: this is the fund, provided to the districts base on their pupil number, and this helps to equalize things between poor and wealthy districts.

Charter schools in North Carolina do not receive any funding from the lottery, while public schools do. Teachers complain about how they do not get paid enough. Voters go to the polls and vote for referendums that would hopefully be used for education purposes. Student population is growing, so should the money. Jessica Swencki, spokeswoman for Brunswick County Schools, said “It does not go very far. Brunswick County got about $800,000 last year which went to reroof one of the aging middle schools. The average price on one of those middle school roofing projects is around $1.2 million, so it really pays for about three-fourths of a roof, if you really think about the check that Brunswick County Schools actually receives.” Swencki also stated, “…Whenever the misperception is out there that these dollars are flowing into the public school system may or may not be using them to their fullest extent.” Teachers are starting to go on more strikes to protest for better pay. Schools never received half of the lottery money. Based on poverty concentration, North Carolina received a ‘B’, which was much better than the ‘Fs’ the state received during the early 2000s. North Carolina then cut funding for wealthy districts, but continued to fund for the poorer districts. Well, what followed the cut? Teachers went years without seeing a raise in their salaries. The amount of students in a classroom increased. Countless numbers of teacher assistants were cut from

“Shrinking state and local education budgets matched with the added pressure of the No Child Left Behind Act of 2001, which sets rigid standards in reading and math that schools must achieve in order to receive federal funding, have created a new challenge for districts” (Van Harken).

To get to this point, Massachusetts had to completely change its educational reform. To achieve a better outcome for the system, school investment had to be doubled. The current total expenditure in Arizona’s K-12 education is clearly not enough. If a real progress wants to be made, a larger amount of funding should be invested. Increasing the amount invested in Arizona’s K-12 education will allow the state government to

Abernathy, Scott Franklin. No Child Left Behind and the Public Schools. U of Michigan P, 2007. eBook Academic Collection (EBSCOhost). In this eBook, Scott Franklin Abernathy, an Associate Professor of Political Science and a Distinguished Teaching Professor at the University of Minnesota, presents a balanced critique of No Child Left Behind (NCLB). Abernathy argues that all policy makers must ask themselves “Can we ever really know if a child’s education is good?”, rather than assuming any test can accurately measure the elusive thing called a good education. Along with strengths and weakness of NCLB, Abernathy also presents many new models that law makers have been seeking to replace or use

1. The Charlotte-Mecklenburg school system, which includes the city of Charlotte, North Carolina, had more than 84,000 students in 107 schools in the 1968-1969 school year. Approximately 29% (24,000) of the pupils were Negro, about 14,000 of whom attended 21 schools that were at least 99% Negro.

It is an undeniable fact that children from poor families often start school far behind their high income peers, as shown by the chart from "Troubled Schools on Trial". Judge Thomas Moukawsher urged changes to Connecticut's educational policies that can only be enacted by the General Assembly. One could argue that Judge Moukawsher overstepped his boundaries as a judge in his decision, but that doesn't mean it should be automatically overturned. A legislative approach is always preferable to a judicial decision in lawmaking. However, both legislators and judges should be focused on their constitutional duty to provide adequate educational opportunities to all students, which means closing funding disparities between wealthy and poor districts,

There are five local sources of income that schools rely on for revenue, and there are advantages and disadvantages to each with respect to equity, yield, and acceptance. Property tax, income tax, sales tax, “sin”

The article “The Wrong Ruling on Vouchers” argues that continuing Cleveland’s controversial voucher program is a “bad decision on Constitutional grounds, and a bad one for American education” (Unknown 2002 NP).

When schooling was first created in the US, there were not nearly as many rules. One-room schoolhouses where there were all different kinds of ages and education levels were the norm, and the type of education that was given to students was far different than what they receive today. As education developed and various needs came to light, larger schools were built and students were segregated based on criteria such as age. Separate schooling based on learning ability (special education) was something that came later, but it was eventually developed. The system that is available today is working well in many cases, but there are areas in which it is still failing the students - mainly because there are still too many countries getting ahead of the US in areas such as science and mathematics (Darling-Hammond, 2001; Figlio, 2002). Until the US takes back the number one spot, today's students will be at a disadvantage based on what they are learning and how they can put that education to use in the job market (Collins, 1999; Darling-Hammond, 2001).

The U.S. citizenry has expressed divergent views in the past on how public schools should be funded. In most cases, states primarily raise funds to support public schools through property and/or sales taxation. The extent to which respective states rely on either of these forms of taxation differs from state to state, with some relying on one or both methods of taxation. Reliance on either sales or property taxes as a primary source of funding presents related challenges to state governments since both tax forms bear significant shortcomings. This paper specifically argues that states such as Georgia, which have property tax as the primary source of funding, should not shift to the sales tax option. However, in addition to the current system of property taxes, these states should consider a hybrid plan using both property and sales taxes for better education funding.

But then again funds on schools are not the same from state to state. This can be explained by the different educational input costs like real estate and teachers salaries. But that’s a whole other story. Funding for schools is not the issue obviously it just needs more of a balancing. The balancing can help out drastically because there will not be a huge gap in the financing of schools. In other words, many Americans will not have to worry about their child attending a school with overcrowded classrooms.