| Summary |
The purposes of this study wore to analyse why certain inequalities in educational opportunities exist, to bring into focus the significance of measuring accurately financial ability and financial effort, and to roach a better understanding as to why individual and group differences may affect the application of the principle of equalization. It was also the aim of the thesis to identify educational leadership and the concept of democracy as a combined integral element of the principle of equalisation, and to give enlightenment to the problem of equalising the financial burden of public schools by discussing the fundamental concepts of democracy, the public schools as a ramification of the democratic Ideal, and the role an individual plays in a democratic society. An historical sketch of state financial equalisation of public schools was traced. Judgments and opinions of writers who have studied the problem were discussed. Such pioneers as Cubberley, Grieder, Mort, Swift, McGuire, and Engelhardt have made worthwhile contributions to the principle of equalization. Numerous studies have been made of disbursement in state, city, and county systems that have been conducive to the establishment of criteria for the intelligent distribution of expenditures in this field. The major causes of inequalities are discussed for the purpose of arriving at some practical principles in the application of an improved plan of state equalization. The combination of sources, past and present practices, trends, composite beliefs, and judgments of writers are used for setting up principles or criteria. A program of equalisation involves many factors such as educational objectives, the foundational program, and the mount of money which a state is able to and does put into its schools. No effort has been made to determine the potential of any state or lie educational aims; however, attention it given to several of the more modern concepts of equalisation as they are being practiced. The majority of our states have formulated and guaranteed to every school child a minimal program of education and hate adopted plane which equalise as much as possible the financial burden to support such a program. The following recommendations are made: 1) leadership and inspiration should be furnished through state and local initiative and the aim of the public school should swot the need of both local and broader requirements of citizenship. 2) A state-local partnership of mutual consent must exist. 3) There must be a clear cut and comprehensible clarity of responsibility, authority, end fiscal policies for both state and local units with respect to the program. 4) Established criteria should be used to pattern the basic minimum standard regarding the quality of education for a certain amount per pupil. |
