Part 2 State Formula Insights

Part 2:

State Formula Insights and Reflections

Without a doubt one of the basic issues impacting the state formula would be property tax.  As stated in the reading assignment School Funding 101, school districts depend on the property tax as their local funding.  Deviations in property tax values across the state affect local property tax funds for each school district as they fluctuate or vary due to conditions of property rich districts compared to property poor districts.

Second and thirdly, the Average Daily Attendance and the Weighted Average Daily Attendance profoundly impact the state formula.  I work in a school district where the majority of the schools are Title I campuses. The students receiving educational services are in sub populations such as special education, bilingual, gifted and talented, vocational career, and compensatory education.

As identified in Foundation School Program, the Tier 1 guidelines basic allotments are taken into consideration based on a district’s characteristic make up to include cost of education, district size ranging  from small and mid-size,  and considerations for  basic allotment of dollars per stud Once district allotments are finalized basic allotment adjustment.   Based on allotment characteristics the ADA or Average Daily Attendance method is vital to districts because student attendance determines the rationale of providing state aid to school districts.   I understand why enrollment of students into other school districts during Hurricane displacement became a discrepancy.  No district wanted to lose funding based on student attendance during this unforeseen ordeal.  Student attendance is a valuable source of the funding process.  Additionally, once district allotments are finalized the WADE or Weighted Average Daily Attendance supports school districts that provide special programs to serve students with additional educational needs.

Additionally, the article Tracking the Education Dollar in Texas Public Schools based on costs from 2008-09 PEIMS report provided an authentic example a Texas public school student’s typical day.

The activity chart spotlighted at a glance district operations that were offered to the student.  Examples included, the student rides the bus to school because of distance or unsafe conditions, building conditions heat, air, and lights provided a safe and conducive environment for learning, student receives instructional support from teachers, counselors, instructional aide, and instructional materials for learning.