Utilization of the social fabric matrix to articulate a state system of financial aid for public schools and to derive conceptual conclusions

Abstract

Central government education formulas for the distribution of funds to local public schools have a long history in numerous countries, with special importance at the state level in the United States. Such formulas have been formulated to express an array of concerns to include equity, ability to pay, adequacy, need, willingness to pay taxes, geographical sparcity, tax burdens, the political power to acquire more money for an area, and so forth. The differentiation and elaboration of school-aid formulas have led to the evolution of greater formula complexity and the emergence of very different kinds of school finance systems in different states. The social fabric matrix is utilized to articulate the Nebraska State system used for the distribution of financial aid to kindergarten-through-grade-12 public schools. This demonstrates how states can model their systems in order to observe the interconnections through algebraic formula terms in order to determine the consequences of planned changes. The findings of the analysis are also drawn upon for conceptual conclusions about school-aid policy, rules, and systems. © 2009 Springer-Verlag New York.