The Structure of Equalization Schemes School finance equalization sche terjemahan - The Structure of Equalization Schemes School finance equalization sche Bahasa Indonesia Bagaimana mengatakan

The Structure of Equalization Schem

The Structure of Equalization Schemes
School finance equalization schemes can take very different forms. Some states have systems that attempt to completely or nearly completely equalize spending across school districts. California,for example, provides a base level of education financing for its school districts and prohibits differences between school districts of more than $350 in per - pupil spending. Once a district is spending $350 more than the lowest -spending district, all additional property taxes raised by the town are given to the state
for distribution to other districts. Thus, under this scheme a town receives no
benefit from raising its own local property taxes because the extra revenue is
divided among districts across the state.25
Less extreme are states that have instituted a statewide property tax that is
redistributed in a way that guarantees a certain “foundation level” of per -pupil
funding for each town. For example, in the state of New Jersey, towns with
property values above the 85th percentile of the property values in the state
simply receive a small foundational grant from the state and have to raise other
educational revenues locally. Towns with property values below the 85th percentile
of the property values in the state receive a matching grant that is a
multiple of their own educational spending, which thus gives towns an incentive
to raise their spending.
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The Structure of Equalization Schemes School finance equalization schemes can take very different forms. Some states have systems that attempt to completely or nearly completely equalize spending across school districts. California,for example, provides a base level of education financing for its school districts and prohibits differences between school districts of more than $350 in per - pupil spending. Once a district is spending $350 more than the lowest -spending district, all additional property taxes raised by the town are given to the statefor distribution to other districts. Thus, under this scheme a town receives nobenefit from raising its own local property taxes because the extra revenue isdivided among districts across the state.25Less extreme are states that have instituted a statewide property tax that isredistributed in a way that guarantees a certain “foundation level” of per -pupilfunding for each town. For example, in the state of New Jersey, towns withproperty values above the 85th percentile of the property values in the statesimply receive a small foundational grant from the state and have to raise othereducational revenues locally. Towns with property values below the 85th percentileof the property values in the state receive a matching grant that is amultiple of their own educational spending, which thus gives towns an incentiveto raise their spending.
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Struktur Persamaan Skema
skema pemerataan keuangan sekolah dapat mengambil bentuk yang sangat berbeda. Beberapa negara memiliki sistem yang mencoba untuk sepenuhnya atau hampir sepenuhnya menyamakan belanja di distrik sekolah. California, misalnya, menyediakan tingkat dasar pembiayaan pendidikan untuk kabupaten sekolah dan melarang perbedaan antara distrik sekolah lebih dari $ 350 di per - murid belanja. Setelah kabupaten menghabiskan $ 350 lebih dari distrik -spending terendah, semua pajak properti tambahan yang diajukan oleh kota diberikan kepada negara
untuk distribusi ke kabupaten lain. Jadi, di bawah skema ini kota tidak menerima
manfaat dari menaikkan pajak properti lokal sendiri karena pendapatan tambahan
dibagi antara kabupaten di seluruh state.25
Kurang ekstrim adalah negara yang telah memberlakukan pajak properti di seluruh negara bagian yang
didistribusikan dengan cara yang menjamin tertentu "tingkat dasar" dari per -pupil
dana untuk masing-masing kota. Sebagai contoh, di negara bagian New Jersey, kota-kota dengan
nilai properti di atas persentil ke-85 dari nilai properti di negara bagian
hanya menerima hibah dasar kecil dari negara dan harus menaikkan lain
pendapatan pendidikan lokal. Kota dengan nilai properti di bawah persentil ke-85
dari nilai properti di negara bagian menerima dana pendamping yang merupakan
kelipatan dari belanja pendidikan mereka sendiri, yang dengan demikian memberikan kota insentif
untuk meningkatkan pengeluaran mereka.
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