English Learner Opportunity: Local Expenditure Constriction

• In Event: School Finance Equity and the Challenge of Equal Opportunity

Abstract

This study assesses the level of educational resource disparity across Arizona’s traditional public-school districts, to determine if revenue and expenditure patterns are a function of the proportion of English learners (EL) within a district. Arizona provides a unique environment for two reasons: Arizona currently uses an equalization formula, which should negate resource disparities due to varied wealth across districts; Arizona currently uses a one size fits all model of funding ELs providing a student weight of 11.5% that may insufficiently mediate the fiscal needs of districts with higher proportions of ELs. Findings suggest there is gross inequity in Arizona, inclusive of capacity challenges.

Authors

• David G. Martinez, University of South Carolina - Columbia

• Margarita Pivovarova, Arizona State University