Educational funding is a topic of much focus given the impact school budgets have on instructional decisions and school programs. The purpose of this study was to analyze the funding received by Local Education Agencies (LEAs) from Section 8002 of the Program to determine how the amount received equates to the local property tax from the land assessment. In addition, comparisons were drawn as to how the amounts between LEAs equate within a state and across states. Through the use of qualitative data received from the United States Department of Education regarding the amount paid to LEAs during fiscal years 2011 through 2015 as well projected property tax amounts calculated by the researcher, inequities were discovered between LEAs within states as well as across states. Significant deficiencies were discovered between projected property tax and the amount of impact aid received across most of the receiving LEAs. In addition, a large number of inequities were discovered between receiving LEAs across the same state with a significant number of inequities also occurring across LEAs in different states. These findings meant many LEAs had greatly reduced school district budgets which has a significant impact on the programs and services that can be funded for students.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning and Leadership
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Thomas, Danielle, "A Study to Determine the Degree of Fairness Resulting from Section 8002 of the Federal Impact Aid Program on Qualifying Local Education Agencies" (2016). Electronic Theses and Dissertations. 5059.