| This dissertation explores equity implications and the associated student performance outcomes of the 'Robin-Hood' school finance equalization plan in the state of Texas from 1992 through 2002. Statistical and regression analyses indicate that inequities in total spending between school districts still exist despite implementation of the finance reform plan. The analyses also indicate that a larger share of equalization resources is allocated to districts with the lowest property wealth per student. The largest share of incremental resources is allocated towards capital spending followed by instruction. In general, fiscal resources redistributed from wealthy to less wealthy school districts form a surprisingly small component of total per pupil expenditure. Fixed-effects regressions reveal that no strong correlations between fiscal resources and student performance exist, and that an achievement gap persists between White students on one hand and African-American, Hispanic and Native-American students on the other. |
