TY - JOUR
T1 - State school funding policies and limited english proficient students
AU - Baker, Bruce D.
AU - Markham, Paul L.
N1 - Funding Information:
In 1998–99, three states (Illinois, Maine, and Wisconsin) used some form of percentage reimbursement program and three other states (Minnesota, North Carolina, and Virginia) used a resource-based approach to funding services for LEP children (Table 3 and Table 4). Percentage reimbursement programs were provided on the basis of allowable costs, and resource-based programs primarily on the allocation of personnel. It is important to note that like flat grants, whereby the level of the grant is determined by available funds, reimbursement rates are also commonly determined by available funding, despite written policies indicating 100% reimbursement of allowable costs.
PY - 2002
Y1 - 2002
N2 - This article presents an overview of state funding policies for serving Limited English Proficient (LEP) students and analysis of aid allocation practices across the states using data from the National Center for Education Statistics Common Core of Data. The major finding of this study is that state efforts to help local districts are often poorly conceived and/or applied, and often inadequate. We conclude with three policy recommendations for enhancing the present knowledge base, including the need for (a) expanded national, state, and local awareness of policies and practices across the states regarding limited English proficient (LEP) children, and improved monitoring of the effectiveness of those policies and practices toward achieving specific objectives; (b) empirically derived cost estimates of opportunities for LEP children; and (c) a set of frameworks for developing and adapting funding policies to various state contexts aimed toward achieving the goal of adequate services for LEP children.
AB - This article presents an overview of state funding policies for serving Limited English Proficient (LEP) students and analysis of aid allocation practices across the states using data from the National Center for Education Statistics Common Core of Data. The major finding of this study is that state efforts to help local districts are often poorly conceived and/or applied, and often inadequate. We conclude with three policy recommendations for enhancing the present knowledge base, including the need for (a) expanded national, state, and local awareness of policies and practices across the states regarding limited English proficient (LEP) children, and improved monitoring of the effectiveness of those policies and practices toward achieving specific objectives; (b) empirically derived cost estimates of opportunities for LEP children; and (c) a set of frameworks for developing and adapting funding policies to various state contexts aimed toward achieving the goal of adequate services for LEP children.
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U2 - 10.1080/15235882.2002.10162583
DO - 10.1080/15235882.2002.10162583
M3 - Article
AN - SCOPUS:85011136096
SN - 1523-5882
VL - 26
SP - 659
EP - 680
JO - Bilingual Research Journal
JF - Bilingual Research Journal
IS - 3
ER -