Political Dynamics of Schools and Money: Channeling Practices of Categorical Allocations for English Language Learners

• In Event: Roundtable Session 21
  In Roundtable Session: The Role of School Finance in the Pursuit of Equity

Abstract

The study described in this proposal focuses on the dynamics associated with categorical financial resources designed to serve English language learners (ELLs). Scholars have argued that the students for whom these funds are intended are not always at the forefront of these important decisions. Therefore, the aim of this work is to take a closer look at how categorical funds earmarked for ELLs are dispersed. To that end, in this work, we use institutional theory and a descriptive research design to review different state systems for categorical funding programs and their distribution practices or as we term these in our study “channeling practices.” We conclude with a discussion of results and implications for policy and practice.

Authors

• Irina S. Okhremtchouk, Arizona State University

• RikkiLynn Archibeque, Arizona State University

• Evelyn Concepcion Baca, Arizona State University - Tempe