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• W333223852 abstract "This quantitative study investigated the degree to which financial resources supporting teachers was equitably distributed in Oklahoma. Teachers are an important resource and their importance is being increasingly emphasized as educators attempt to increase student achievement. Every student educated in Oklahoma should have an equal right to educational resources. Teacher salaries consume the largest portion of the educational budgets, and an investigation of salaries and compensation as a resource was warranted. This study investigated two fiscal years 2000 and 2005. Descriptive statistics, the Gini coefficient, and McLoone index were used to determine horizontal equity. Wealth neutrality was assessed using regression analyses and correlation. Instructional salaries and total instructional compensation were inequitably distributed in Oklahoma and the degree of inequity increased from fiscal years 2000 to 2005. Four variables, assessed property valuation, socioeconomic status, percentage of Caucasian students, and proximity to a bordering state were investigated to determine their impact on the distribution of resources. All variables, except the percentage of Caucasian students, were found to significantly influence the distribution of resources. This study exposed some inequities that exist in the distribution of instructional salaries and total instructional compensation in Oklahoma, thus preventing all students who are educated in our public schools from receiving equal access to resources that determine the quality of educational instruction the student receives. Jeffrey Maiden is an Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Oklahoma, and Nancy O. Evans is a District Administrator for Altus Public Schools. JOURNAL OF EDUCATION FINANCE | 34:3 WINTER 2009 23I-246 23I This content downloaded from 157.55.39.215 on Wed, 31 Aug 2016 05:13:05 UTC All use subject to http://about.jstor.org/terms 232 JOURNAL OF EDUCATION FINANCE INTRODUCTION, PURPOSE AND RATIONALE The purpose of this study was to investigate the degree of horizontal equity and wealth neutrality of both instructional salaries and total instructional compensation in the state of Oklahoma. Instructional salaries and compensation represented the largest single expenditure of the educational budget in Oklahoma as well as in other states. An intensive investigation is warranted because of the size of the expenditure as well as the critical importance of instructional staff to the mission of educational organizations. Fiscal equity in financing public education has been a substantive issue with a long history in school finance literature.1 Indeed, equity has been directly affecting education since the dramatic social reforms and school finance lawsuits starting in the late 1960s and continuing through today.2 Certainly, the pursuit of equity is no more evident than in fiscal aid schemes for schools, whereby the least able are afforded an opportunity to change their livesa benefit that would be totally inaccessible were it not for public fiscal support.3 Traditional school finance equity studies have focused on the analysis of school revenues and expenditures. Although these studies contributed critical information to the literature concerning school finance equity, other legitimate resource objects remained that would provide insight into the relationship between a specific resource object, local wealth, and the equitable disbursement of the specific resource. Certainly, at the core of the educational enterprise is the teacher in the classroom, and the financial support of the resource is ripe for scholarly investigation. The direction of school finance reform appears to be shifting with the implementation of The No Child Left Behind Act of 2001 (NCLB). School funding systems must provide funds necessary for schools to educate all students to this high standard, which includes funds necessary to provide students who have special needs with opportunities to reach the same goals. Some believed this goal could be accomplished with funds that are now allotted for education, including the modest increases states have received through NCLB. In order to render the NCLB mandates as successful, funds must be spent both efficiently and equitably. Every educational dollar must be evaluated carefully to produce a cost-effective outcome that is essential. Money for educational funding was allocated to the school district, and each school spent money in ways that brings about the best results specific to the individual districts needs. One serious 1. R. Berne, Program Equity for All Children; Meaningful Goal or impossible Dream? Journal of Education Finance 8 (1994): 502-517. 2. D. C. Thompson, C. R. Wood, and D. S. Honeyman, Fiscal Leadership For Schools: Concepts and Practices. (New York: Longman, 1994) 211. 3. Ibid., 211. This content downloaded from 157.55.39.215 on Wed, 31 Aug 2016 05:13:05 UTC All use subject to http://about.jstor.org/terms Fiscal Equity of Teacher Salaries and Compensation 233 consideration for spending money equitably is teacher compensation because this expenditure represented the largest component of the educational budget in districts throughout the United States, and because the scholarly literature is increasingly recognizing the importance of the teacher to meeting the goals of NCLB or any systematic reform. With NCLB mandates, every student should receive a quality education. In the past when education was offered to all but only evaluated on the basis of a targeted populationmeeting such a mandate was not nearly as challenging. Federal mandates forced the teaching profession to be more accountable, competent, and concentrated on teaching every student. School districts across the United States must strive for equity for all students and for highly-qualified teachers choosing education as a profession. This necessitates the most efficient and equitable funding to lay the foundation for the desired results of increased student learning." @default.
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• W333223852 title "Fiscal equity of teacher salary and compensation in Oklahoma" @default.
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