Vermont's Act 60: Comprehensive School Finance Reform [electronic resource] : Effects in the First Year of Full Implementation / William J. Mathis and Brenda L. Fleming.
Vermont's Act 60 received national attention not only because of the controversy surrounding the sharing pool (or recapture provision) but also because of its "potential for being the most equitable system in the country." For fiscal years 1998 to 2001, tax rates have become more equi...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2001.
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MARC
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| 100 | 1 | |a Mathis, William J. |0 http://id.loc.gov/authorities/names/no2005090350. | |
| 245 | 1 | 0 | |a Vermont's Act 60: Comprehensive School Finance Reform |h [electronic resource] : |b Effects in the First Year of Full Implementation / |c William J. Mathis and Brenda L. Fleming. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2001. | ||
| 300 | |a 23 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Education Finance Association (26th, Cincinnati, OH, March 22-24, 2001). |5 ericd. | ||
| 520 | |a Vermont's Act 60 received national attention not only because of the controversy surrounding the sharing pool (or recapture provision) but also because of its "potential for being the most equitable system in the country." For fiscal years 1998 to 2001, tax rates have become more equitable, and a direct relationship has appeared between spending level and tax rate at the town level. Tax burdens have also become more equitable on a town-to-town and individual basis. Education spending equity is occurring, though at a relatively slower pace than tax equity. Educational achievement equity is emerging when state test data are used as a measure. Issues are discussed include whether or not the sharing pool should be maintained and whether the recapture provision should be modified. Other issues are monetary gifts as a means of obtaining exemption from recapture, small schools, whether money should move with the child, and the need to reduce bureaucratic complexity. An important question is whether the legislature will weaken the provisions of the act and cause greater inequities or improve the deficiencies in the formula so that it can work more effectively. The paper ends with six charts illustrating financial trends for fiscal years 1998 to 2001. (Contains 11 endnotes and 9 tables and charts.) (RT) | ||
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Block Grants. |2 ericd. |
| 650 | 1 | 7 | |a Educational Equity (Finance) |2 ericd. |
| 650 | 1 | 7 | |a Educational Legislation. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Equalization Aid. |2 ericd. |
| 650 | 0 | 7 | |a Expenditure per Student. |2 ericd. |
| 650 | 1 | 7 | |a Finance Reform. |2 ericd. |
| 650 | 0 | 7 | |a School District Spending. |2 ericd. |
| 650 | 0 | 7 | |a School District Wealth. |2 ericd. |
| 650 | 1 | 7 | |a State Aid. |2 ericd. |
| 650 | 0 | 7 | |a Tax Allocation. |2 ericd. |
| 650 | 0 | 7 | |a Tax Rates. |2 ericd. |
| 700 | 1 | |a Fleming, Brenda L. | |
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