Karen Hawley Miles and Marguerite Roza
Published December 2006 in Peabody Journal of Education
This article examines how the shift to student-weighted allocation affected the pattern of resource distribution within 2 districts: the Houston Independent School District and Cincinnati Public Schools. This study provides evidence that student-weighted allocation can be a means toward greater resource equity among schools within districts. Resource equity is defined here in per-pupil needs-weighted fiscal terms.
