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The Equity of School Facilities Funding: Examples from Kentucky William J. Glenn Virginia Polytechnic Institute and State University Lawrence O. Picus University of Southern California Allan Odden Anabel Aportela University of Wisconsin-Madison Citation: Glenn, W. J., Picus, L. O., Odden, A., & Aportela, A.. (2009). The equity of school facilities funding: Examples from Kentucky. Education Policy Analysis Archives, 17(14). Retrieved [date] from http://epaa.asu.edu/epaa/v17n14/. Abstract While there is an extensive literature analyzing the relative equity of state funding systems for current operating revenues, there is a dearth of research on capital funding systems. This article presents an analysis of the school capital funding system in Kentucky since 1990, using the operating-revenue analysis concepts of horizontal equity, vertical equity, and fiscal neutrality. In general one could tentatively conclude that Kentucky’s capital-funding system was reasonably equitable until an expansion of district options in 2003–04 was followed by greater measures of inequity. This analysis points to specific methods for Kentucky to restore equity to its school capital funding structure as well as a model for analysis of other capital funding systems. Keywords: equity; adequacy; school funding; school construction; Kentucky La Equidad en el Financiamiento de las Instalaciones Escolares: Ejemplos de Kentucky Resumen Si bien existe una extensa literatura que analiza la equidad relativa en los ingresos operacionales en los sistemas estatales de financiamiento, hay una escasez de investigaciones sobre los sistemas de financiación de capital. Utilizando los conceptos analíticos de ingresos operacionales de equidad horizontal, equidad vertical, y de neutralidad fiscal, este artículo presenta un análisis del sistema de financiamiento de capital de las escuelas en Kentucky desde 1990. En general y de manera no definitiva se puede concluir que el -sistema de financiamiento de capitales de Kentucky era razonablemente equitativo hasta que una ampliación de las opciones de los distritos escolars en 2003-04 fue seguida por medidas que incrementaron la desigualdad. Este análisis apunta a métodos específicos para que Kentucky pueda restablecer la equidad en su estructura de financiación de capital de la escuela, así como un modelo para analizar otros sistemas de financiación. Palabras clave: equidad, adecuación, financiamiento de las escuelas; construcción de escuelas; Kentucky. Access this article in PDF format. Education Policy Analysis Archives, class size, David Berliner, Gene Glass, Michael Apple, Sherman Dorn, Gustavo Fischman, Pablo Gentili, education policy analysis archives, epaa, aape, education, Paulo Freire, reforma educativa, archivos analiticos politicas educativas, neoliberalismo, descentralizacion, evaluacion, pruebas nacionales, estandares, lectura, revista educativa, revista academica, pruebas, sindicatos docentes, gremios, profesores, universidades, escuelas publicas, escuelas privadas, escuelas charter, policy, educational policy, policy analysis, vouchers, charter schools, evaluation, educational evaluation, education reform, school reform, educational reform, educational journals, accountability, school choice, standards, higher education, academic standards, testing, assessment, public policy, teaching, journal, educational research, private schools, homeschooling, home schooling, tuition, teacher unions, educational assessment,política, política educacional, análise de política, comprovantes, escolas da carta patente, avaliação, avaliação educacional, reforma dainstrução, reforma de escola, reforma educacional, jornais educacionais, accountability, escolha da escola, educacion popular; pedagogia critica, Education Policy Analysis Archives, class size, David Berliner, Gene Glass, Michael Apple, Sherman Dorn, Gustavo Fischman, Pablo Gentili, education policy analysis archives, epaa, aape, education, Paulo Freire, reforma educativa, archivos analiticos politicas educativas, neoliberalismo, descentralizacion, evaluacion, pruebas nacionales, estandares, lectura, revista educativa, revista academica, pruebas, sindicatos docentes, gremios, profesores, universidades, escuelas publicas, escuelas privadas, escuelas charter, policy, educational policy, policy analysis, vouchers, charter schools, evaluation, educational evaluation, education reform, school reform, educational reform, educational journals, accountability, school choice, standards, higher education, academic standards, testing, assessment, public policy, teaching, journal, educational research, private schools, homeschooling, home schooling, tuition, teacher unions, educational assessment,política, política educacional, análise de política, comprovantes, escolas da carta patente, avaliação, avaliação educacional, reforma da instrução, reforma de escola, reforma educacional, jornais educacionais, accountability, escolha da escola   Readers are free to copy, display, and distribute this abstract and the associated article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University and the College of Education at the University of South Florida. Articles are indexed by Directory of Open Access Journals, ERIC, H.W. Wilson & Co, and SCOPUS. Please contribute commentary at http://epaa.info/wordpress/ and send errata notes to Sherman Dorn (epaa-editor@shermandorn.com).