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Occasional Paper, Report

Funding Formulas for California Schools: Simulations and Supporting Data

By Jon Sonstelie, Ray Reinhard, Heather Rose, Ria Sengupta Bhatt

California’s school finance system is long overdue for fundamental reform. The authors of this paper simulate an alternative school finance system recently proposed by researchers at the University of California, Berkeley (Bersin, Kirst, and Liu). They conclude that the proposed system provides a good starting point for the kind of reform effort the state needs to undertake. This paper briefly reviews student needs and district costs throughout California and then discusses the results and implications of the simulation models.


Further Analysis

Data Reconciliation

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blog post

2020 Primary: Funding Higher Education Facilities

By Patrick Murphy, Radhika Mehlotra, Kevin Cook

A bond measure that will appear on the March 2020 statewide ballot would provide $15 billion to upgrade education buildings and facilities, including $6 billion for higher education.

blog post

Video: Californians and Education

By Mary Severance

In PPIC’s latest statewide survey, most Californians say they want Governor Newsom to prioritize K-12 education, while public opinion is mixed on charter schools.

blog post

Video: Californians and Education

By Mary Severance

Researchers Deja Thomas and Dean Bonner discuss key findings from the latest PPIC Statewide Survey, which examines Californians’ views on the quality of K–12 public education, school funding and resources, and state officials’ handling of the K–12 system.

Report

Funding Formulas for California Schools III: An Analysis of Governor Brown’s Weighted Pupil Funding Formula

By Jon Sonstelie, Heather Rose, Margaret Weston

In January 2012, Governor Brown proposed a new system for allocating funds among school districts. Using the PPIC School Finance Model, this paper compares this proposal with the status quo. This comparison highlights the governor’s priorities—in particular, providing substantially greater resources to districts with high percentages of disadvantaged students.

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This research was supported with funding from The Silver Giving Foundation and the Stuart Foundation.

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