Parrish T B, Chambers J G
Education and Public Sector Finance Group (EPSF), American Institutes for Research in Palo Alto, CA, USA.
Future Child. 1996 Spring;6(1):121-38.
The best available data indicate that approximately 12% of K-12 public education budgets are allocated to special education and that the cost per student is about 2.3 times the cost of regular education. About 8% of special education funds come from the federal government, 56% from state governments, and the remainder from local school districts. However, the division of fiscal responsibility between state and local sources varies considerably from state to state. Fiscal pressures on special education have increased markedly in recent years as a result of increasing overall school populations, increasing proportions of students found eligible for special education services, and increasing fiscal pressures on schools. At least six states have recently adopted, and the federal Department of Education has recently recommended, special education funding based on census counts of total school populations rather than on the number of students identified for special education services. Proponents of census-based funding foresee greater efficiency of services, while opponents fear a loss of services targeted to individualized needs. An additional proposal is that census-based funding be modified to increase funding to jurisdictions with higher rates of poverty. Criteria for evaluating state special education funding formulas are proposed.
现有最佳数据表明，K-12公立教育预算中约12%用于特殊教育，且每名学生的花费约为普通教育花费的2.3倍。约8%的特殊教育资金来自联邦政府，56%来自州政府，其余来自当地学区。然而，州和地方资金来源之间的财政责任划分在各州之间差异很大。近年来，由于学校总体人数增加、符合特殊教育服务条件的学生比例上升以及学校面临的财政压力增大，特殊教育面临的财政压力显著增加。最近至少有六个州采用了，并且联邦教育部最近也建议，基于学校总人口普查数而非特殊教育服务认定学生人数来进行特殊教育资金分配。基于普查的资金分配支持者预计服务效率会更高，而反对者则担心针对个性化需求的服务会减少。另一个提议是，对基于普查的资金分配进行调整，增加对贫困率较高地区的资金投入。文中还提出了评估州特殊教育资金分配公式的标准。
