Browsing by Subject "school finance"

Now showing 1 - 4 of 4

The 86th Legislative Session Look-Back
(Texas Education Review, 2020) Sikes, Chloe Latham
State legislatures govern many of the daily concerns in education, yet the politics at play in shaping legislators’ approaches to pressing education issues remain underexamined. This paper provides an overview of the education policy issues that defined the 86th Texas Legislative Session. The contributing authors to this critical issue draw on their political and professional expertise to offer their unique perspectives on Texas K-12 and higher education funding, new modes of teachers’ political advocacy, and persistent racial inequities in educational institutions. Together, these pieces provide readers with a review of the achievements and challenges in Texas education policy, as well as future directions for research, policy, and educational advocacy.
An Overview of School Finance Policy: Key Federal and Texas Litigation
(2014) Lemke, Melinda A.; Jackson, Katie; Lehr, Meghan D.
Since Brown (1954), educational finance inequity has taken center stage on national and state level reform platforms. We begin with an overview of the three waves of federal school finance litigation and argumentation concerning equity, adequacy, accountability, and transparency in public schooling. We then outline key school finance legislative and judicial history within the Texas context. We conclude our review with a discussion of policy implications for public education in Texas and beyond.
Teachers in a New Political Landscape
(Texas Education Review, 2020) Chevalier, Andrea; Gonzalez, Mary E.
Teachers’ positionality within the political landscape has evolved rapidly over recent election cycles. In Texas, nationwide teacher advocacy and anti-teacher state legislation motivated teachers to become politically involved. Increased teacher voting greatly impacted the 2018 election results, which led statewide leaders and legislators of the 86th Texas legislative session (2019) to center teachers as a key component of school finance reform. Moving forward, it is important to understand other factors that are interrelated with the positionality of the education profession, such as gender, class, and the ability to run for office. Additionally, in order to maintain their centrality in the legislative decision-making process, teachers must develop action plans collectively.
The Texas Miracle: Racial Discrimination Alive and Well Sixty Years after Brown
(2014) Calvoz, Raul R.; Davis, Bradley W.
The purpose of this study is to determine whether or not and how race plays a role in the funding of Texas public school districts. Beyond these determinations, we explore the legal implications that would come from evidence of a discriminatory funding system, specifically in light of Title VI of the Civil Rights Act. In this study, we use both quantitative and legal analysis. We explore population-level data containing information on the funding and racial composition of all Texas public school districts. Descriptive methods such as cross-tabulations were paired with correlation and measures of effect size to explore the relationship between race and school district funding. In our legal analysis, we review relevant legal statutes and case law, situating our quantitative findings within the larger, school finance jurisprudence context.