A Qualitative Case Study by Andrea S
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i Public School Teachers’ Perspectives of Student-Based Budgeting: A Qualitative Case Study by Andrea S. Parker Dissertation Submitted to the Doctoral Program of the American College of Education in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION March 2021 ii Public School Teachers’ Perspectives of Student-Based Budgeting: A Qualitative Case Study by Andrea S. Parker Approved by: Dissertation Chair: Doyle Phillips, Ed.D. Committee Member: Sandra Quiatkowski, Ph.D. iii Copyright © 2021 Andrea S. Parker iv Abstract School funding is one strategy to ensure K–12 public education in the United States is equitable. Access to equitable education is paramount to addressing the achievement gap between White affluent Americans and low-income students of color. The perception of inequity in the public school system was apparent before the 1954 Brown v. Board of Education of Topeka case when segregation in public schools became unconstitutional. School funding models emerged. Under most models, resources are distributed to schools by providing staff and designating money for specific purposes. Student-based budgeting is a phenomenon because K–12 public schools are funded based on the number of students enrolled in a specific school. A set amount of money is earmarked per student. Under the model, additional funds may be given to low-income students, students who have special needs, or students who are English language learners. The principal has authority to allocate dollars for programming which best fits the school’s needs. Literature addressing student-based budgeting from a quantitative context has highlighted educational and financial advantages and disadvantages from a political or administrative perspective. A gap exists regarding the perspectives of Illinois K–12 teachers. The equity theory, developed by John Stacey Adams, framed the course of the qualitative case study. From the literature review, themes emerged including education reform, school leadership, and student achievement. A purposeful random sample of 27 teachers participated in the study. Data collection entailed preliminary surveys, four online focus groups with transcription and member checking, and a questionnaire given after the focus group. Using the survey may benefit the credibility of the study because teachers who were unfamiliar with the budgeting formula were not sought to participate in the focus group. Findings show inequity in low-income schools and schools with low enrollment. The study may benefit educators, students, and lawmakers. v Dedication I am dedicating this dissertation to my Lord and Savior Jesus Christ. As a woman of sound faith, I know I can do nothing without the grace of God--my doctorate included. I remember when I was younger and I would peruse through dissertations, and I would think that I could never write a paper with the magnitude a dissertation requires. However, I know God said He has not given us a spirit of fear, but love, peace and a sound mind. God has never forsaken me. He has always given me the leverage, wisdom, stamina, and excitement I needed to complete every goal. Sometimes I forget so fast the obstacles I overcame such as the fear of buying my first home. Christ has been with me during the doctoral journey. When I got sleepy, he rejuvenated me. When I got discouraged, he sent someone in my path who just earned their doctorate and they provided solid advice. I am additionally dedicating this dissertation to all the black women who have obtained their doctorate before me. You look like me and your perseverance has bought me to this place. I knew if you could achieve this level of expertise to bring more awareness in your field, then I could follow suit. When times were challenging, and the illusion of moving backwards instead of moving forward in this journey took hold, I thought of you. I said I cannot let my fellow black queens down. We are a team. Completing my doctoral journey will remind and encourage another black woman that earning her doctorate is not impossible. I dedicate this dissertation to my fellow teachers who not only teach our students each day, but advocate on their behalf. Teaching is a privilege, and I ultimately wrote this dissertation on behalf of all the K-12 students who deserve a quality education regardless of geography, race, ethnicity, or socioeconomic status. Our students deserve quality teachers, and educators, who are probably the smartest and the most talented people in the world. vi Acknowledgements I want to acknowledge all my professors in this endeavor who have given me sound advice, motivation and convicted me when I was not performing to my fullest potential. You all have gone above and beyond your call of duty. You did not give up on me even when at times I wanted to. You felt my pain and heard my tears of anguish. Thankfully, none of it was in vain. To you, I am forever grateful. I want to acknowledge my mother who is my biggest supporter. One of my goals in life is to always make you proud. This will not be the last thing I do either to make you happy either. My accomplishment is your accomplishment. Thank you, mom, for always believing in me even when I was unaware of what believing meant. Next, I want to acknowledge my son who sacrificed along this journey with me. There have been many days and weekends where our communication was minimal. I had to go back on promises of going out to dinner, bowling, and weekend vacations. However, you understood my goals and why I was doing this. Thank you for not judging me and not thinking I was a bad mother. You are truly a joy and I hope this journey has made our bond stronger than ever before. Last but never least, I want to acknowledge The American College of Education. You have provided a space and opportunity for me to excel in the field of leadership. When looking for credible institutions to earn my doctorate, I initially felt discouraged due to the prices and how the hours of instruction conflicted with my full-time teaching position. After earning my Masters in Educational Leadership from ACE, I prayed for the college to expand its course offerings to include a doctoral program, and you did. The doctoral journey has been longer than anticipated, but it was worth it. Failure has never been an option in this institution. vii Table of Contents List of Tables ................................................................................................................................. xi List of Figures ............................................................................................................................... xii Chapter 1: Introduction ................................................................................................................... 1 Background of the Problem ................................................................................................ 2 Statement of the Problem .................................................................................................... 4 Purpose of the Study ........................................................................................................... 5 Significance of the Study .................................................................................................... 5 Research Questions ............................................................................................................. 6 Theoretical Framework ....................................................................................................... 6 Definitions of Terms ........................................................................................................... 7 Assumptions ........................................................................................................................ 9 Scope and Delimitations ................................................................................................... 10 Limitations ........................................................................................................................ 12 Chapter Summary ............................................................................................................. 13 Chapter 2: Literature Review ...................................................................................................... 14 Research Questions ........................................................................................................... 16 Literature Search Strategy................................................................................................. 20 Theoretical Framework ..................................................................................................... 21 Research Literature Review .............................................................................................. 25 School Reform ...................................................................................................... 26 Other U.S. Funding Models .................................................................................. 27 Laws and Policies ................................................................................................. 30 viii Leadership Autonomy and Accountability ........................................................... 38 K–12 Equity in the Public School System ............................................................ 42 Student Achievement ............................................................................................ 47 The Gap in Literature ...........................................................................................