Evaluating Intradistrict Resource Allocation and its Implications for Equity: A Case Study

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dc.contributor.advisorRichard M. Ingersoll
dc.contributor.authorLevin, Stephanie
dc.contributor.authorLevin, Stephanie
dc.date2023-05-17T09:12:39.000
dc.date.accessioned2023-05-22T18:33:24Z
dc.date.available2001-01-01T00:00:00Z
dc.date.copyright2014-08-19T20:12:00-07:00
dc.date.issued2012-01-01
dc.date.submitted2014-08-19T11:30:15-07:00
dc.description.abstractFinancial and human capital resources play a vital role in the ability of a school to fulfill its mission of educating students. Access to these resources varies - and this variation is often due to districts' allocation of resources among schools. Research on equity often disregards this concern and focuses attention on differences among district-wide revenue sources. My dissertation explores the implications for equity of intradistrict resource allocation through an examination of school disparities and district practices in a mid-sized urban school district. First, I establish a comprehensive equity framework which joins together principles of adequacy and vertical equity. Then, using financial, personnel, student enrollment/ demographic, and student achievement and behavior data from the Allentown, Pennsylvania School District (ASD), I employ a mix of quantitative and qualitative methods to ascertain how resources are directed to schools in accordance with the comprehensive equity framework. I describe resource allocation using horizontal equity statistics and I provide context by evaluating the relationship between student outcomes and attending a particular school. Subsequently, I test: adequacy, looking at school outcomes for the entire student population and various subgroups with higher needs; vertical equity, identifying how inputs are allocated differentially based on schools' characteristics and demographics; and, comprehensive equity, a construct incorporating both adequacy and vertical equity designed to measure the justness of the district's approach to resource allocation. I also measure the portion of resource allocation in unexplained by vertical and comprehensive equity and conduct a simulation of weighted student funding. Qualitative analysis, comprised of interviews with district administrative personnel - at the central office and in schools - provides context and the rationale for district resource allocation policies. Overall findings uncover a misalignment between school-level student needs and resources in the ASD. Results are strongest when considering human capital resources, including teacher effectiveness and teacher efficacy. Based on my findings, I conclude that the ASD does not achieve comprehensive equity in school year 2009-2010. This case study provides a window into equal educational opportunity within school districts and offers a template for districts seeking to determine the extent to which they are serving students equitably.
dc.description.degreeDoctor of Philosophy (PhD)
dc.format.extent349 p.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://repository.upenn.edu/handle/20.500.14332/32038
dc.languageen
dc.legacy.articleid1694
dc.legacy.fulltexturlhttps://repository.upenn.edu/cgi/viewcontent.cgi?article=1694&context=edissertations&unstamped=1
dc.provenanceRecieved from ProQuest
dc.rightsStephanie Levin
dc.source.issue536
dc.source.journalPublicly Accessible Penn Dissertations
dc.source.statuspublished
dc.subject.otherEquity
dc.subject.otherintradistrict resource allocation
dc.subject.otherresource allocation
dc.subject.otherSchool finance
dc.subject.otherEducational Administration and Supervision
dc.subject.otherEducation Policy
dc.titleEvaluating Intradistrict Resource Allocation and its Implications for Equity: A Case Study
dc.typeDissertation/Thesis
digcom.contributor.authorisAuthorOfPublication|email:slevin3@dolphin.upenn.edu|institution:University of Pennsylvania|Levin, Stephanie
digcom.date.embargo2001-01-01T00:00:00-08:00
digcom.identifieredissertations/536
digcom.identifier.contextkey6002626
digcom.identifier.submissionpathedissertations/536
digcom.typedissertation
dspace.entity.typePublication
relation.isAuthorOfPublication37412adf-d4ac-4190-b808-e46481a7f274
relation.isAuthorOfPublication.latestForDiscovery37412adf-d4ac-4190-b808-e46481a7f274
upenn.graduate.groupEducation
upenn.schoolDepartmentCenterGraduate School of Education Dissertations
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