Abstracts Education

The Impact of Special Education Funding Distribution Methodson Ohio's School Districts

by Charles Drew Milligan

The founding theorists of school finance equity recognized that state funding should increase to assist districts with costly programs. Equity occurs when districts receive funds to meet the high costs of ensuring each student with disabilities receives a free and appropriate public education. While researchers have examined the funding levels for students with disabilities at the state level, there is limited research examining the impact of the distribution method on funding levels at the district level. The purpose of this study was to examine the relationship between the state-selected equity funding distribution method and the impact of funding levels on Ohio’s school districts. Using fiscal year 2015 funding, enrollment, and disability data from the Ohio Department of Education, I applied the three special education funding distribution methods to 609 school districts in Ohio to examine if a distribution method yields higher funding levels for particular types of districts. I calculated the percentage and proportion of students with disabilities in each district and the proportion of funding provided to each district under three distribution methods, and I developed a funding ratio to measure the funding levels of each typology comparatively under the three distribution models. The results revealed that the selected state distribution model greatly impacts the resources provided to districts. The results of this study equip state and school leaders with a new understanding of the fiscal influence a specific state distribution method has on special education funding levels. Advisors/Committee Members: Sweetland, Scott (Advisor).