Census funding: a special education finance model based on total district enrollment¶

Theory · All theories
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 review), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Census funding is a special education finance model used by several states and the federal government. Under this model, "aid levels are based primarily on total district enrollment and a fixed amount per student" rather than on counts of students with disabilities. The brief introduces the model to help policymakers, educators, and researchers understand how it operates and what trade-offs it creates.

Design Implications¶

Context¶

Requirements¶

• Aid allocation requires district total enrollment counts and a fixed per-student funding amount

Constraints¶

• The model is described as used by several states and the federal government, not universally

Target Learners¶

• students with disabilities in K-12 districts

Target Learning Objectives¶

• equitable and adequate funding of special education services

Claims¶

• Census funding has raised concerns about funding equity [~W]
• Census funding is viewed as a cost-containment approach for special education finance [+W]

Related Theories¶

Examples¶

• Ease census funding equity concerns through targeted policy options
• Contain special education costs through approaches other than census funding while maintaining quality programs

Key Sources¶

• Elizabeth Dhuey, Stephen Lipscomb. (2013). Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations. Education Finance and Policy, vol. 8, issue 3. https://direct.mit.edu/edfp