The equity of school facilities funding: Examples from Kentucky.

William J.  Glenn; Lawrence O.  Picus; Allan Odden; Anabel Aportela

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About The Authors

William J. Glenn
Virginia Polytechnic Institute and State University

William J. Glenn is an assistant professor of Educational Leadership and Policy Studies
in the school of education at Virginia Polytechnic Institute and State University. His areas of expertise are school finance adequacy and equity, School Segregation, and Practical uses of Data in Schools.

Lawrence O. Picus
University of Southern California

Lawrence O. Picus is a professor of Education Finance and Policy at the University of Southern California's Rossier School of Education. Along with Allan Odden, he is coauthor of School Finance: A Policy Perspective, 4th edition. He has also conducted a number of school finance equity and adequacy studies for individual states including Kentucky.

Allan Odden
University of Wisconsin-Madison

Allan Odden is the Co-Director of Strategic Management of Human Capital, Co-Director of the Consortium for Policy Research in Education and a Professor of Educational Leadership and Policy Analysis in the school of education at the University of Wisconsin-Madison. His areas of expertise are talent and human capital management, school finance adequacy and equity, effective resource use and new forms of teacher compensation.

Anabel Aportela
University of Wisconsin-Madison

Anabel Aportola is a doctoral student of Educational Leadership and Policy Analysis in the school of education at the University of Wisconsin-Madison. Her areas of interest is school finance.

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The equity of school facilities funding: Examples from Kentucky.

William J. Glenn, Lawrence O. Picus, Allan Odden, Anabel Aportela

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.