The Short-Term Effects of the Shift from Prior-Year to Current-Year Enrollment on School Inputs in Arizona

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  • Author(s): Phuong Nguyen-Hoang (ORCID Phuong Nguyen-Hoang (ORCID 0000-0001-8960-7199); Angie Nga Le (ORCID Angie Nga Le (ORCID 0000-0002-6703-7137)
  • Language:
    English
  • Source:
    AERA Open. 2023 9(1).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Enrollment Trends; Declining Enrollment; Educational Finance; State Aid; Expenditures; Educational Policy; Economics; Elementary Secondary Education; School Districts
    • Subject Terms:
      Arizona
    • Accession Number:
      10.1177/23328584231210281
    • ISSN:
      2332-8584
    • Abstract:
      Arizona shifted to using current-year enrollment, instead of prior-year enrollment, as the basis for determining state aid for school districts following the passage of Arizona Education Finance Amendment (AEFA) in 2017. This study examines the short-term effects of AEFA implementation on school inputs--namely, expenditures and district personnel, particularly teachers. We find that the average district does not seem to respond to AEFA. However, our heterogeneity analyses reveal that the highest-income districts significantly reduce more inputs than the lowest-income districts in response to AEFA. The differential impact between these two groups is most evident in instructional expenditures, administration expenditures, total full-time equivalent teachers, and particularly teachers with 1-5 years of experience.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1405268