Local equitable funding reform in education

Abstract

Disproportionality with academic achievement continues to exist in public education. Students of color, those coming from a low-socioeconomic status, and students served in special education are more likely to underperform than their grade-level counterparts. In attempts to solve the opportunity and achievement gaps, 45 states have faced court challenges over the adequacy and equity in education funding, but research has shown mixed results on whether court-mandated reform results in more equitable funding and improved student achievement. A significant gap in research exists on how state funding reform directly affects the local level. Using a case study from Washington state and following a semi-structured qualitative interview design, this research focused its attention directly on local educational leaders' perspectives exploring how to overcome barriers to implement an equitable allocation model at the local level to target students furthest away from educational justice. This research has shown that equitable allocation models must consider more than achievement levels and instead address specific needs as identified through student and stakeholder input. Equitable funding reform is possible; however, educational leaders must be poised to do more than have equity goals based on improved student achievement. Instead, they must be ready to challenge the status quo and traditional funding models by promoting organizational change and prioritizing funding towards the social needs of students in their community. Educational leaders must reexamine any organizational barriers that hinder the flexibility and creative approaches to prioritizing funds to address students' needs directly.