Fractionalization and tax effort to fund Illinois public schools: an equity analysis

Moeller, Douglas

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https://hdl.handle.net/2142/29709 Copy

Description

Title

Fractionalization and tax effort to fund Illinois public schools: an equity analysis

Author(s)

Moeller, Douglas

Issue Date

2012-02-06T20:12:15Z

Director of Research (if dissertation) or Advisor (if thesis)

Alexander, S. Kern

Committee Member(s)

• Anderson, Carolyn J.
• Kose, Brad W.
• Shields, Carolyn M.

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• fractionalization
• tax effort
• vertical equity

Abstract

Fractionalization is a quantifiable measure of diversity for a categorical variable within a population. In public education, research supports the sociological benefits of having a diverse student and faculty population. From a school funding perspective, however, a diverse student population may adversely impact a community’s property tax effort to fund public education. In Illinois, local property taxes are the primary source of revenue that supports public school expenditures. Disparities in per pupil expenditures between school districts in Illinois rank among the worst in the nation. These disparities are directly related to this state’s heavy reliance on local property taxes. This paper analyzes the extent to which diversity, in terms of racial composition of students, levels of low socioeconomic status, and the proportion of a community that chooses to send their children to nonpublic, and primarily religious schools, affects school district effort to fund public education with local property tax revenue. Descriptive and inferential quantitative statistics are used to determine if a statistically significant correlation exists between Illinois unit school districts’ local tax effort to fund education, as measured by the ratio of local revenue per pupil to equalized assessed valuation (EAV), and measures of racial fractionalization, low socioeconomic status, and the proportion of families who choose to send their children to nonpublic schools.

Graduation Semester

2011-12

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http://hdl.handle.net/2142/29709

Copyright and License Information

Copyright 2011 Douglas Moeller

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