Abstract
This article examines the process through which state legislatures fund public higher education and considers its implications for support of the arts. Focusing exclusively on state appropriations and excluding local, federal, and philanthropic sources, the analysis explains the central role of formula budgeting in determining institutional funding levels. Using Texas as a representative case, it outlines the multiple formulas that define institutional cost categories and describes how student credit hours, enrollment levels, and faculty student ratios determine budget allocations. The essay traces the multiyear sequence of study committees, coordinating board review, gubernatorial recommendation, and legislative action that culminates in appropriations. It argues that many arts faculty and administrators lack familiarity with formula systems and therefore miss opportunities to influence funding decisions. Recommendations include learning the mechanics of state budgeting, engaging early in the decision process, advocating for separate formula treatment for the arts, and using budget structures to educate colleagues. The article concludes that while no ideal formula exists, understanding the process enhances the capacity to protect and advance arts funding.
Recommended Citation
Wills, Robert J.
(1986)
"Funding for the Arts: Legislative Sources,"
Association for Communication Administration Bulletin: Vol. 55, Article 9.
Available at:
https://stars.library.ucf.edu/aca/vol55/iss1/9
