Spending effects varied across schools but were positive for every school that experienced the LCFF funding infusion¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Multilevel random-coefficients models estimating school-specific spending impacts show heterogeneity across schools, yet improvements in achievement for every school that experienced the state funding infusion. → Johnson 2023

Evidence¶

Johnson 2023¶

Johnson, R. C. (2023). School funding effectiveness: Evidence from California's Local Control Funding Formula. Learning Policy Institute. https://doi.org/10.54300/529.194

q2 · i? · causal · r2

Distributional analysis using multilevel 2SLS-IV-DiD random coefficients models with school fixed effects, year fixed effects, and controls for baseline 3rd-grade achievement, documenting school-level impacts of a $1,000 spending increase for 3 years.

"Figure 13 presents a kernel density plot of the distribution of spending effects across schools for 6th-grade math achievement. Most importantly, while it reveals heterogeneity of spending effects, it shows improvements in achievement for every school that experienced this infusion of state funds."

Discussion¶

Related Claims¶

• LCFF-induced spending increases of $1,000 per pupil for 3 consecutive years produced roughly a full grade-level increase in math and reading achievement in grades 3–8 — related
• LCFF-induced spending increases significantly improved math and reading achievement in every grade assessed, with the largest gains in districts receiving concentration grants — related
• LCFF-induced per-pupil spending increases caused improvements in math and reading achievement in districts receiving concentration grants — related
• Student outcome improvements from LCFF funding were more pronounced for cohorts exposed to funding increases for more of their school-age years — related
• LCFF-induced spending increases reduced the probability of grade repetition, particularly in elementary school — related