Vai trò của các chỉ số nghèo trong việc đạt được công bằng giáo dục thông qua cải cách tài chính trường học

Springer Science and Business Media LLC - Tập 60 - Trang 109-127 - 2023
Lori Taylor1, Shawna Grosskopf2, Kathy Hayes3, Laura Razzolini4
1Texas A&M University, College Station, USA
2Oregon State University, Corvallis USA
3Southern Methodist University, Dallas USA
4The University of Alabama, Tuscaloosa, USA

Tóm tắt

Trong bài báo này, chúng tôi ước tính một loạt các hàm chi phí biên ngẫu nhiên cho các trường tiểu học, sử dụng một bảng ngắn của dữ liệu Texas cho phép chúng tôi xem xét các đặc điểm học sinh, giá đầu vào, các yếu tố môi trường và kết quả học sinh. Texas hiện tại sử dụng thông tin về tỷ lệ học sinh tham gia chương trình Bữa ăn miễn phí và giảm giá (FRL) để xác định mức tài trợ bổ sung cung cấp cho các trường học. Chỉ số FRL đã bị chỉ trích là một chỉ số cần thiết tương đối kém. Chúng tôi xem xét một chỉ số nghèo mới, được phát triển gần đây, chỉ số Dân số và Kinh tế Nội suy Không gian (SIDE), như một sự bổ sung hoặc thay thế có thể cho chỉ số FRL. SIDE sử dụng thu nhập của khu vực mà trường học nằm trong đó như là cơ sở để đánh giá nhu cầu và tình trạng nghèo. Chúng tôi phát hiện rằng việc sử dụng cả hai chỉ số nghèo nhấn mạnh các chi phí bổ sung liên quan đến việc phục vụ các dân số có hoàn cảnh nghèo trong các khu vực có hoàn cảnh nghèo, tức là, vị trí khu vực là quan trọng.

Từ khóa

#công bằng giáo dục #cải cách tài chính trường học #chỉ số nghèo #chương trình Bữa ăn miễn phí và giảm giá #Texas #chi phí biên ngẫu nhiên

Tài liệu tham khảo

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