Funding education: developing a method of allocation for improvement

Purpose Resource allocation is a key policy instrument that affects the educational achievement distribution (EAD). The literature on methods of allocation is focused mainly on equity issues. The purpose of this paper is to develop a composite funding formula, which adds to the equity-based element (i.e. a needs-based element compensating for students’ low starting points), an element of rewarding improvement in schools’ educational achievement distribution (IEAD) (i.e. raising the overall level of achievement and narrowing the achievement gap). Design/methodology/approach This formula is developed using advanced regression models as well as integrating further policy considerations. The data sets are comprised of nation-wide student-level information on longitudinal students’ achievements (8th graders of 2006, and four years later 12th graders 2010), as well as student background characteristics, and teacher profiles and school features. The Israel data serve as an interesting case study for other countries which are similarly characterized by its students’ diversity, and by its aspiration to improve its EAD and to narrow the achievement gap. Findings Results reveal that the variance among students’ performance is mostly explained by their past performance. In addition, other background characteristics also contribute to the explained variation in students’ performance; however, a lower contribution was found, compared with that of the previous performance. Specifically, schools’ value added contributes 25 percent to the overall 50 percent of explained variance. In other words, allocating resources to schools solely with accordance to equity issues might have an adverse effect on improvement. Yet, designing a composite mechanism that integrates both equity and improvement issues might be more effective...