WGU D023 SCHOOL FINANCIAL LEADERSHIP EXAM Questions With Complete Solutions

WGU D023 SCHOOL FINANCIAL LEADERSHIP
EXAM Questions With Complete Solutions
WGU |D023 |School |Financial |Leadership



1st |Development |Stage |of |School |Finance

The |period |of |local |district |financial |responsibility, |with |little |or |no |assistance |from |the |state

-used |to |be |local |or |church

-rate |bills |or |tuition

-problem |in |equity




2nd |Development |Stage |of |School |Finance

The |period |of |emerging |state |responsibility, |with |the |use |of |flat |grants, |subventions, |and |other
|nonequalizing |state |allocations |to |local |districts



-state |to |supplement |local |tax |revenues |to |provide |acceptable |programs




3rd |Development |Stage |of |School |Finance

The |emergence |of |the |Strayer-Haig |concept |of |a |foundation |program |(minimum |program)

-Each |local |district |would |levy |the |amount |of |local |tax |that |was |required |in |the |richest |district |of
|the |state |to |provide |a |foundation, |or |minimum, |program. |The |rich |district |would |receive |no

|state |funds; |the |other |districts |would |receive |state |funds |necessary |to |provide |the |foundation

|program.




4th |Development |Stage |of |School |Finance

The |period |of |refinement |of |the |foundation |program |concept

-use |of |flat |grants

-question |to |take |money |from |wealthy |districts |to |equalize

,5th |Development |Stage |of |School |Finance

"Power" |or |"open-end" |(shared |costs) |equalization |practices

-20th |century




Equalization

state |and |local |districts |began |exercising |a |degree |of |partnership |in |establishing |and |paying |for |a
|basic |program |of |education |for |every |school-age |child |in |the |state—at |least |in |theory. |In |practice,

|the |link |between |funding |and |program |quality |was |questionable.




open-ended, |or |shared-cost, |equalization |plan

the |percentage |of |this |program |to |be |paid |by |each |individual |district |and |by |the |state. |This
|percentage |of |state |funds |would |be |high |for |poor |districts |and |low |for |wealthier |ones. |Once |that

|determination |has |been |made |for |each |district, |the |same |partnership |ratio |would |be |maintained |to

|pay |the |total |cost |of |the |school |program |in |each |district



-Harlan |Updegraff




6th |Development |Stage |of |School |Finance

The |shift |of |emphasis |and |influence, |and |funding |for |special |need

-economic |factors |influenced |(wars, |terrorist |attacks, |natural |disasters, |fluctuating |prices |in |energy,
|had |to |rethink |budget |and |safety |of |schools




7th |Development |Stage |of |School |Finance

| A |focus |on |adequacy |in |education

finance
|



-court |cases

-sufficient |funding |is |needed |to |meet |state |laws, |standards, |and |requirements, |and |must |be
|constitutionally |enforceable

,-CCSS




Foundational |funding

The |state |provides |a |minimal |level |of |funding |as |a |guarantee |per |student |expenditure. |The |intent
|of |this |system |is |to |counteract |the |disparity |of |wealth |across |various |districts |of |a |state.




Common |School |Era

Local |school |districts |were |formed |to |support |the |education |of |the |local |population, |many |of |whom
|were |the |children |of |immigrants. |In |order |to |accommodate |this |influx |of |educational |need |with

|limited |personal |resources, |local |property |taxes |became |mandated |to |support |public |schools.




Early |Colonial |Schooling

Funded |through |tuition |or |rate |changes, |primarily |as |a |funding |of |the |local |community |or |church |of
|that |community.




Funding |for |public |schools |is |directly |addressed |in |which |document?

| State |Constitution

-The |funding |and |operation |of |public |schools |is |directly |addressed |in |each |state's |constitution.
|Access |to |education |and |the |quality |are |different |depending |upon |how |the |state |defines |its

|language. |For |example, |a |"right" |to |education |is |different |than |a |"goal" |to |educate |all |citizens. |A

|"right" |provides |grounds |for |equity |and |equality |litigation |while |a |"goal" |may |provide |more

|flexibility |in |disparity.




What |is |meant |by |pupil |expenditure?

The |pupil |expenditure |is |the |total |expense |accounted |for |by |that |specific |student. |For |example, |this
|funding |amount |includes |but |is |not |limited |to: |personnel |expenses |(salary, |benefits, |and |other

|human |resource |expenses), |transportation |costs |(gas, |busses, |oil, |personnel), |facility |expenses

|(building |construction, |maintenance, |utilities, |insurance), |and |instructional |resources |(books,

|supplies, |technology, |materials). |The |amount |of |this |pupil |expenditure |will |vary |as |the |cost |of |living

|changes |for

, the |location, |but |in |many |states |the |"foundational |per |pupil |expenditure" |is |a |guaranteed |amount
|per |pupil. |In |instances |where |the |local |funding |is |insufficient, |it |is |supplemented |by |the |state.




Financial |disparity




Financial |adequacy




Financial |productivity




Federal |Funding

Federal |aid |continues |to |be |provided |in |the |form |of |categorical |aid. |Yet, |it |may |be |time |for |a |larger
|federal |role |in |financing |schools. |The |largest |and |most |visible |categorical |federal |assistance |programs

|are |ESEA |and |IDEA. |Also, |Raced |to |the |Top |has |garnered |federal |aid |as |a |key |initiative |in |the |Obama

|administration. |Federal |lands |have |provided |funds |for |localities |in |the |form |of |payments |in |lieu |of

|taxes.




State |Funding

Equalization |aid |is |the |chief |method |states |use |to |distribute |funding |to |local |school |districts |within
|their |borders |using |a |foundation |program |or |district |power |equalization




Local |Funding

property |taxes
|




ESEA/ESSA |through |funding