Date of Award

Spring 3-26-2020

Document Type

Dissertation (799 registration)

Degree Name

Doctor of Education in Educational Leadership

Department

Graduate Studies

Committee Chair

Boyd Bradbury, Ph.D.

Keywords

Minnesota, K-12, Education, Finance, Equity

Abstract

Over the past few decades, modifications and laws have been put in place that has affected the Minnesota funding formula. The purpose of the study was to do a statistical analysis of the general education revenue trend data in regard to the fiscal equity and wealth neutrality. The study focused on a longitudinal study of previous equity studies done in the state of Minnesota. The actual research focused on 331 public operating school districts in Minnesota and the general education revenue trend data relative to wealth neutrality and fiscal equity based on the additional legislation extending the school board’s ability to levy up to $724 per pupil through the addition of local optional revenue and board-approved levy. Recommendations to improve the fiscal equity of the funding formula were created and an analysis occurred to determine whether recommendations from the most recent fiscal equity and wealth neutrality study (Larson, 2014) related to the actual modifications done to the funding formula over fiscal years 2012 and 2018. The statistical measures utilized were variance, permissible variance, coefficient of variation, and Gini Coefficient.

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