9 school revenue in general federal aid apportioned in such a manner as to tend to equalize educational opportunities among the states. 5. If one believes that the taxes for the support of the public schools should be relatively progressive rather than regressive, he will prefer revenue models which provide a high percent of school revenue from federal and state sources. 6. If one believes that publicly financed education should tend to remove the barriers between caste and class and provide social mobility, he will oppose any plan of school financing which promotes the segregation of pupils by wealth, race, religion or social class. 7. If one believes that all essential functions of state and local government should be equitably financed in relation to each other, he will oppose any finance model for any function of government, including education, under which either federal or state funds are allocated to local governments on the basis of "the more you spend locally, the more you get from the central government" rather than on the basis of need. 8. If one believes that the educational output per dollar of investment in education should be maximized, he will support finance models that will promote efficient district organization and efficient organizations of school centers within districts. 9. If one believes in a federal system of government, he will support finance models which will not require a decision governing public education to be made at the federal level when it can be made efficiently at the state level, and will not require a decision to be made at the state level when it can be made efficiently at the local level, regardless of the percent of revenue provided by each level of government. 10. If one believes that education is essential to the successful operation of a democratic form of government in a free enterprise society and if he believes that education is essential to the economic growth of the nation and to the fulfillment of the legitimate aspirations of all persons in our society, he will support revenue models sufficiently financed to meet educational needs adequately. 80-973 O 7250 FOOTNOTES 1. It should not be assumed that the National Educational Finance Project is recommending that 1,800 pupils is the most desirable minimum size of school district. Actually, maximum economy of scale cannot be reached until the minimum size of school district is made much larger. The minimum size of 1,800 was selected because it should be reasonably attainable in all states and because inefficiencies of scale increase rapidly as districts fall below 1,800 in size. 2. Adapted from Edgar L. Morphet and David L. Jesser, eds. Emerging Designs for Education, Denver, Col.: Designing Education for the Future, 1968. P. 227. (Republished by Citation Press, Scholastic Magazine, New York, N. Y.) 3. The so-called "voucher plan" was not considered because its constitutionality is in doubt at this writing. Furthermore, if the law prohibited the redeeming of the vouchers by parochial schools and also by private schools which enrolled a lower percent of blacks than the percent of blacks enrolled in public schools of the district in which the private school was located, there would probably be few advocates of the voucher plan. APPENDIX B DESCRIPTION OF DISTRICTS IN THE District No. 1 This suburban municipality immediately adjoins the state's largest city. It is traversed by two railroads, one state highway and one interstate highway. The district is surrounded on all sides by other large suburban communities. The population of this suburb ranks it among the largest in the state. The backbone of the economy is a very large heavy manufacturing plant, and there also are several small machine shops in the municipality. Much of the housing in the eastern portion of the district was built during the early 1900's; that in the western portion is of post World War II vintage. District No. 2 This suburban district adjoins the state's largest city. It is one of the ten largest communities in the state. It is traversed by one railroad, one interstate highway and several state highways. The district is predominantly residential in character, but does have one large manufacturing plant near its southern boundary. One of the state's largest shopping centers is located in this district and a substantial concentration of light industry has developed in the western portion of the district in recent years. Although originally a high income residential suburb, annexation and land development since World War II have produced a much broader tax base and a more heterogeneous population. District No. 3 This city, the second largest in the state, is located in the south central section. Six U. S. highways, three state highways and two interstate highways enter the city. Transportation facilities also include three railroads, three bus lines, and five airlines. The city has twelve banks and five savings and loans institutions. The area has several large shopping centers and is the retail center for a nine-county area. There are two daily news papers with a combined circulation of 117,778. Industry is quite diversified, with only two or three large manufacturing plants. However, a large state university, several large insurance companies, and a number of state office buildings are located in the district and provide employment for many of the residents. District No. 4 This suburban and rural district in the southern portion of the state is one of the most attractive residential areas in the nation. The southern portion of the district consists of a cluster of unincorporated communities adjacent to a large city in an adjoining state. The northern part of the district is still agricultural with an emphasis on dairying, livestock, and nurseries. Rural land values are the second highest in the state. Significant heavy industry is not found in the district, but scientific research and light industry are important to the economy. In addition, governmental installations also provide extensive employment opportunities. On most economic measures related to income and business activity, the district ranks among the top three districts in the state. Transportation services are provided by two interstates, three federal highways, three railroads, and a nearby large commercial airport. Higher education opportunities are provided through a local community college and numerous colleges in the city located in the adjoining state. District No. 5 This rural district is located in the east central portion of the state, but is relatively inaccessible except from the north and east because of natural geographic conditions. Some portions of the district are isolated with resulting transportation problems, but over 75 percent of the land is arable. Agriculture production and food processing provide the principal employment opportunities. The economy is also enhanced by resort and vacation areas in the western portion of the district. A study of economic measures reveals that the district ranks at about the median on most measures. One federal highway, one railroad, and one airport with charter service provide the available transportation. Higher educational opportunities are limited to one private two-year liberal arts college and a two year community college in an adjoining county. |