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ERIC Number: EJ1376779
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-9495
EISSN: EISSN-1944-6470
Applying Critical Resource Theory to an Intradistrict Equity Audit
Duplain, Nicole; Owings, William; Kaplan, Leslie
Journal of Education Finance, v48 n1 p76-93 Sum 2022
This study involved an intradistrict equity audit of one mid-Atlantic school district using a Critical Resource Theory lens (Owings, Kaplan, & Whitfield, 2022). This study utilized publicly available school-level expenditure data to determine the allocation and distribution of resources to expose any existing disparities. We used Skrla, McKenzie, and Scheurich's (2009) three equity classifications of teacher quality equity, programmatic equity, and achievement equity in the audit. We examined the findings through an "a priori" lens, proposing differences between/among as "slight," "moderate," or "notable." To rate the differences in school funding as "slight," "moderate," or "notable," we created two per-pupil expenditure weighting groups based on Verstegen and Driscoll's (2008) suggested student category weighting recommendations. Findings revealed "slight," "moderate," or "notable" differences in allocation disparities, teacher quality, and an association between funding and academic achievement across the eleven elementary schools.
University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals.php
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia (Atlanta)
Grant or Contract Numbers: N/A