Education Finance Future

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Future of Educational Finance Wendy Gayle, Andrea Hobson, Danielle Kitchener, Amber Hughes Grand Canyon University: EDA 535 April 4, 2013 Future of Educational Finance The future of education finance lies greatly in the hands of the federal government and state legislature. The most current $2.5 billion dollar tax cut, otherwise known as the sequester, is likely to be just one of the large cuts education will be seeing. As these budget cuts are made, state finance is also dealing with constant debates and court cases over supporting nonpublic schools with public tax payer monies by allocating funds to nonpublic or private schools through parent requested vouchers. In determining fairness of…show more content…
Accepted but not unchallenged, Brown v Board of Education changed all of that in 1954. The Elementary and Secondary Education Act of 1965 along with the Civil Rights Act of 1964 was supposed to guarantee equal education opportunities across the nation. Then in 2002 the federal NBLB Act was an upgrade of the Elementary and Secondary Education Act of 1965. This act required rigorous testing of students to ensure literacy and math proficiency by the year 2014 (Podesta 2008). Unfortunately, equal education has never become a realization. Often times a child’s zip code determines the quality of his education because area determines funding and that determines how much money the schools receive per student. Poor schools, even with federal funding, more often than not receive less than their fair share of monies (Podesta 2008) and this has been backed up since the first wave of school finance litigation from 1960 to 1973. The plaintiffs alleged that there are disparities on funding giving students in poor districts a deprived education compared to their counterparts in more affluent districts (Brimley…show more content…
This act sets funding limits and legal requirements for state education (Crawford, 2011). The act’s main goal is help schools better educate children through standard aligned assessments, school accountability, and providing highly qualified educators. The act has been modified several times. Its last modification was known as No Child Left Behind (NCLB). Now the ESEA proposes five priorities that are at the request of an executive power. The proposals are to create college-and career-ready students, great teachers and leaders in every school, equity and opportunity for all students, rising of the bar and reward excellence, and to promote innovation and continuous improvement (Crawford, 2011). In regards to how these ideas are influenced by the future of educational finance, the main question is whether or not state powers and the public vote are willing to contribute funds that support these high standards. If states are not willing to put forth the financial resources required for these achievements, then there is absolutely no way the ESEA proposals will be met. Thus, students will continue to suffer from the rise of equities and circumstances that affect America’s students of
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