A description, analysis, and evaluation of Iowa's special education instructional program funding formula "The Weighting Plan"

dc.contributor.author Burgett, Thomas
dc.contributor.department Education
dc.date 2018-08-16T14:45:21.000
dc.date.accessioned 2020-07-02T06:08:29Z
dc.date.available 2020-07-02T06:08:29Z
dc.date.copyright Tue Jan 01 00:00:00 UTC 1985
dc.date.issued 1985
dc.description.abstract <p>This study was designed to investigate Iowa's funding mechanism for special education instructional programs, the "Weighting Plan" which has been in effect since the 1975-76 school year. An operational explanation of the "Weighting Plan" is presented and includes its relationship to Iowa's overall public school finance plan, procedures for the classification of handicapped students, and the role of the School Budget Review Committee. The "Weighting Plan" is also described in standardized terminology suggested by Timothy Crowner and is evaluated based on criteria found in the literature, including; equity, comprehensiveness, compatibility with the total educational finance system, congruency with state educational policies, and lack of complexity;Pupil and finance data are presented and analyzed from 1975-76 through 1983-84. This data includes comparison with regular and special education instructional enrollments and budgets. Findings include: (1) unduplicated, certified special education instructional enrollments increased by 22.53 percent while public enrollments declined by 21.24 percent from 1975-76 through 1983-84; (2) the percentage of the total instructional budget devoted to special education increased from 8.48 percent of the total to 14.70 percent; and (3) deflated regular program budgets declined 13.91 percent while special education budgets increased 52.2 percent over the nine year period;The author suggests that Iowa's special education program delivery system needs further study. Differences in identification, weighting, and placement procedures between geographic and administrative regions of the state as defined by the boundaries of the intermediate education agencies should be investigated. If significant differences are found, their impact on the finance component of the program delivery system should be assessed. Alternative methods to deliver instructional services to mildly handicapped and "borderline" students also requires additional study may lead to a more cost-effective funding mechanism.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/8681/
dc.identifier.articleid 9680
dc.identifier.contextkey 6343429
dc.identifier.doi https://doi.org/10.31274/rtd-180813-652
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/8681
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/81696
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/8681/r_8604451.pdf|||Sat Jan 15 02:15:03 UTC 2022
dc.subject.disciplines Educational Administration and Supervision
dc.subject.keywords School management and organization
dc.subject.keywords Professional studies in education
dc.subject.keywords Education (Educational administration)
dc.title A description, analysis, and evaluation of Iowa's special education instructional program funding formula "The Weighting Plan"
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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