Mississippi is the state and the district is North Bolivar Consolidated School District

 

The student should read the following chapters from Financing Education in a Climate of Change.
• Chapter 4: Patterns for School Finance Systems
• Chapter 6: Eroding Local Control
• Chapter 7: Education: A State Function
• Chapter 8 Federal Interest in Education

These chapters provide the student with a foundation in the funding of public education. The actual funding of public education in the student’s particular state may have many components included to address special requirements of the legislature.
The student may also want to review the following links which address the Federal Governments contribution to public education:
https://nces.ed.gov/programs/coe/indicator_cma.asp
The following link provides a summary of the Federal contribution to public education.
http://nces.ed.gov/pubs2002/2002129.pdf
The following document reviews expenditures in public schools across the United States:
https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2018303
Assignment: You should be able to discuss the following topics as they relate to your state and local school district. The student will submit a paper that discusses the following topics. This will be a comprehensive summary of how your state funds public education. The student must include the question and their response to that question. Each of the items must be answered. References must be included and the paper must conform to APA 5.0 format.
1. Explain how your state addresses the following funding issues. (5 points)
• Program cost factors or program weights – these are commonly used to account for students with different needs. The most common type of students included in these categories are special education and at-risk students.
• Base Student Allocation (BSA) or amount per student. What is the current amount allocated per student? How has this changed over the last 10 years? If your state does not utilize a base allocation, how is the amount per student determined? Does this amount vary across districts?
• Cost of living differences across districts. How does the state insure that the funds available to each district take into consideration the varying costs of living/operating school districts throughout the state?
• How does your state address increases and decreases in student enrollment? Does the state have a mechanism in place to handle enrollment declines? Does the district receive an additional allocation for an enrollment increase over the previous school year?
2. Many states have some type of mechanism built into their funding systems to account for the higher costs of providing educational services in rural areas and/or inner-city schools. How does your state address this issue?

 

Sample Solution

nect to rehearse in associations and their constraints, offering arrangements where difficulties emerge. The article plans to reach determinations on the reasonableness of Fiedler’s Contingency Theory of Leadership, Tuckman’s Model of Group Development, Belbin’s Team Theory, and Herzberg’s Two Factor Theory practically speaking, and how intricacies like power and impact shape how they can be applied to best suit what is going on a pioneer faces.

Authority Contingency based speculations of administration recommend that there is no right or most effective way to lead a gathering, or association, because of the critical number of limitations on a circumstance (Flinsch-Rodriguez, 2019). Fiedler, in his Contingency Theory of Leadership (Fiedler, 1967), recommends that the viability of a gathering is reliant upon the authority styles of the pioneer and their favourability to the circumstance. A significant part of the hypothesis is laid out around the most un-favored colleague scale (LPC). The LPC intends to measure a potential chiefs way to deal with an errand on a size of relationship roused to task persuaded, where the pioneer fits on the scale permits what is going on to be derived, and subsequently permits the ID of reasonable pioneers for assignments. The favourableness of the circumstance relies upon three attributes: pioneer part relations, the help and trust the pioneer as from the gathering; task structure, the clearness of the undertaking to the pioneer; and positional power, the power the pioneer needs to evaluate a gatherings execution and give prizes and disciplines (Fiedler, 1967). In the event that the pioneers approach matches what is expected from going on, achievement is anticipated for the gathering. Fiedler’s possibility model offers an exceptionally severe categorisation of initiative, obviously characterizing which circumstances endlessly won’t bring about progress for an expected pioneer. At the senior administration level of a hierarchal construction inside an association the hypothesis can be applied unreservedly, right off the bat because of the simplicity at which people can be supplanted in the event that their LPC score doesn’t match that expected of the circumstance (Pettinger, 2007). Furthermore, and in particular, is to guarantee that the senior administration are ideally suited to effectively lead the association. Notwithstanding, further down the order Fielder’s possibility hypothesis starts to hold considerably less importance, it becomes unrealistic according to a hierarchical point of view because of the quantity of individuals at this degree of administration. The coordinated operations of coordinating the pioneer with their most un-favored collaborator is difficult to reliably accomplish, so a more continuum based approach is required. Figure 1: Chelladurai’s Multi-Dimensional Model of Leadership (Miller and Cronin, 2012)

There are other possibility speculations that give a more continuum based approach like Redding’s hypothesis of authority and the executives, but Fielder’s depiction of how situational factors influence the initiative style expected for the circumstance is very helpful in grasping the asset

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