EDA 6242 – School Finance
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University of South Florida Sarasota-Manatee
College of Education
Learn, Lead, Inspire, Transform
EDA 6242 – School Finance
3 Semester Hours
Instructor:
Educational Leadership Faculty, Ph.D. or Ed.D.
Phone:
Email:
Office hours:
Course Prerequisites
Graduate standing; completion of EDA 6061 – Principles of Educational Administration
Course Description
The Catalog states: “Financial support of education by local, state, federal sources, with emphasis on
Florida; introduction to educational budgeting.” The course examines current economic theories,
budgeting processes, sources of revenues, expenditures of funds, and trends in the fiscal structure and
operations of public education from a federal, state and local perspective, with emphasis on the Florida
Education Finance Program (FEFP). Throughout the course students will be examining the socialeconomic-political context in which public finance decisions are evolved and their relationship to current
educational issues throughout the nation, with specific emphasis on Florida.
Guidelines Used in Developing Course Objectives
Learning experiences of the Educational Leadership program address skills, competencies, and
performance expectations identified by numerous professional organizations and learned societies with an
interest in the preparation of educational leaders. Organizations consulted include:
Educational Leadership Constituent Council (ELCC) Standards
Florida Leadership Standards
Florida Educational Leadership Examination (F.E.L.E.) Competencies and Skills
Interstate Leader Licensure Consortium Standards (ISLLC)
National Council for Accreditation of Teacher Education (NCATE)
Program Domains, USFSM Educational Leadership Program
Course Objectives and Related Standards
The study of school finance and budgeting focuses on the many factors that determine how money is raised
and allocated to support programs designed to achieve educational goals. Course activities give knowledge
and skills related to program domains and state/national standards (See Appendix A – NCATE/ELCC
Standards; Appendix B – USFSM Educational Leadership Program Domains).
Students will be able to:
1. Identify contributions of education to the economy and the community (ELCC: Context 6.1.e.).
2. Examine the philosophical and historical contexts of public school funding (ELCC: Context
6.1.e., 6.3.b.; NCATE 8.1).
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3. Study varying approaches among the states to fund public schools, while analyzing whether or
not the plan provides for adequacy and equity (ELCC: Context 6.1.e., 6.3.b.; NCATE 8.1; ISLLC
3, 5, 6).
4. Identify major revenue sources and demonstrate understanding of their equitable and efficient use
to support public education (ELCC: Manage Resources 3.3.a, 4.3.c.; NCATE 8).
5. Apply the essential elements of the Florida Education Funding Program (FEFP) in order to
optimize learning for all students (ELCC: Manage the Organization, 3.1.a.; NCATE 8.2, 8.3, 8.4).
6. Understand the purpose of budgeting; detect the factors that cause change in the district’s and
school’s budget; and understand and apply the concepts and current methods of budgeting
(ELCC: Manage the Organization, 3.1.b., Manage Resources 3.3.a., 3.3.c.).
7. Explain a range of financial activities in which principals participate, including budget planning
and management, purchasing, auditing, support services, and fund raising within the political
contexts and reality of public schools (ELCC: Manage the Organization 3.1.b., 3.1.c., 3.3.b.).
8. Understand the role of the courts in influencing school funding (NCATE 8.2).
9. Compare and apply equity concepts and ethical practice (ELCC: Ethical Leadership 5.1.a, 5.3.a.).
The following Florida Leadership Standards from the William Cecil Golden School Leadership
Development Program (https://www.floridaschoolleaders.org/fpls.aspx ) are addressed in this course. The
letters reference the 10 Standards within the USFSM Course Alignment Matrix: [NOTE: Hyperlink
Matrix]
B – Managing the Learning Environment
D – Decision Making Strategies
E – Technology
G – Ethical Leadership
I – Community and Stakeholder Partnerships
J - Diversity
Questions on the three F.E.L.E. Subtests are based on 40 Competencies and 91 Skills associated with the
above 10 Florida Principal Leadership Standards (http://www.fldoe.org/asp/fele/pdf/3rd-Ed-FELEC&S.pdf ). The readings, activities, and assignments of this course address the following Competencies
and Skills. The numbers reference the Subtest, Competence and Skill as outlined in the USFSM Course
Crosswalk: [NOTE: Hyperlink Crosswalk]

Subtest 1 - Instructional Leadership: Instructional Leadership; Managing the Learning
Environment; Learning, Accountability, and Assessment
1.7.3, 1.8.1, 1.8.2, 1.8.3, 1.9.1, 1.9.2, 1.10.1,

Subtest 2 - Operational Leadership: Technology; Human Resource Development; Ethical
Leadership; Decision-Making Strategies
2.4.1, 2.10.1, 2.11.1
Subtest 3 - School Leadership: Community and Stakeholder Partnerships; Diversity; Vision
3.6.1, 3.7.1

In the Professional Portfolio of the USFSM Educational Leadership programs, students demonstrate
understandings and skills for 7 Domains that align with the above Standards and Competencies.
Satisfactorily demonstrating knowledge and skills through the Portfolio is a requirement for the M.Ed.
degree program and recommendation for FL Principal Certification. Students are advised to retain papers,
projects and presentations from each course as they may be selected for inclusion as artifacts for each of
the Domains. The Portfolio Guidelines with descriptions of learner outcomes for each Domain are posted
on the COE Website:
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http://www.sarasota.usf.edu/Academics/COE/forms/Portfolio_%20WEB%20Guidelines_Revised_32011.pdf .
Content Outline
1. Financing Education
a. Economic & non-economic benefits
b. Adequacy
c. Demographic and social change
d. Accountability
e. Equity
f. Equalization practices
2. State funding of education
a. Types of weightings
b. Sources of revenue
c. Taxation
d. Local control and decreasing influence
e. State function
f. State finance policies
3. Financing school facilities
a. Capital outlay
4. Federal interest in education
a. No Child Left Behind (NCLB)
b. Individuals with Disabilities Education Act (IDEA)
c. Distributing Federal funds
d. Government aid & services
5. Approaches to budgeting and resource allocation
a. Prioritizing district/school needs
b. District/school accounting systems & practices
6. Human resource administration
a. Teacher salary/benefit issues
b. Negotiations – money issues and how non-money issues affect the budget
7. Other non-instructional budget influences
a. Purchasing
b. Transportation
c. School food services
d. Maintenance and operations
8. Influence and climate of the courts
Methods of Instruction
Students participate in small and large group discussions that focus on self-reflection and integration of
new material. Other modes of instruction may include lecture, media presentations, case studies, problem
analysis, student presentations, written assignments, and field experiences.
Technology
Education leaders use and promote technology and information systems to monitor, manage, and enrich
the learning environment while also increasing productivity and assessment systems. To this end,
Educational Leadership students incorporate technology as a tool to facilitate their study of course content
and completion of course requirements. Applications include the Blackboard Learning System; word-
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processing; communication; presentations; and accessing library, government, and education related
resources over the web.
Blackboard
This course makes use of the Blackboard learning system. The syllabus, announcements, documents, and
grades are posted on Blackboard. One or more session(s) of the course may be conducted online, and
students may be expected to participate in online class discussions between class meetings.
Students must have a USF NetID account in order to access myUSF: https://my.usf.edu (note the
placement of a period following “my”). Information on NetID is available at https://una.acomp.usf.edu/
Many questions about Blackboard can be answered through tutorials located on this website:
http://www.sarasota.usf.edu/academics/de/current_students.php
Blackboard 9 Overview
Elluminate Live Overview
How to Upload an Assignment
How to Upload a Safe Assignment
How to Participate in a Discussion Board
How to Load a PowerPoint in Elluminate Live
How to setup your Microphone and Speakers in Elluminate Live
Additional Blackboard assistance is available at (813) 974-1222; toll free at (866) 974-1222; or by Email:
help@usf.edu Online support is available at: http://it.usf.edu/help
Attendance and Participation
Course outcomes cannot be successfully attained without active and thoughtful participation. Students are
expected to attend all scheduled classes and participate in all class and online activities. When a need
arises to be absent, the problem should be discussed with the instructor. Absenteeism and excessive
tardiness will impact overall course grade as noted below.
Grading
Evaluation of student performance is based on the attainment of the course outcomes as demonstrated by
the completion of all course requirements. Letter grades are assigned in accordance with the Graduate
Catalog: http://www.sarasota.usf.edu/academics/catalogs/ (pp. 44-47). The total points earned on the
following activities and assignments determine final grades as follows:
A
AB+
B
BC+
C
F
93 - 100
91 - 92
89 - 90
83 - 88
81 - 82
79 - 80
74 - 78
73 or below
Assessment of Learning Outcomes: [INSERT MISSING ASSIGNMENTS OFF MATRIX]
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Attendance & Participation
15 Points
Each student is expected to be an active participant in class discussions, evidencing preparation
and demonstrating an understanding of ideas considered. Missing one or two classes can be made
up by submitting a two-page synopsis demonstrating understanding of key concepts for each text
chapter discussed during the class(es). Missing more than two classes lowers the final grade by a
full letter grade.
Assignments (textbook and website problems along with the following)
40 points
FEFP - Using the Funding for Florida School Districts manual and the Education Funding
Summary, students complete exercises related to the Florida Education Funding Program.
Budget - Students may be asked to calculate tax rates, use weighted FTEs, develop budgets,
analyze expense statements, or respond to a variety of finance-related issues.
Audit - Students examine school audits, identify problems, and determine appropriate control
procedures to address issues.
Internal Control Procedures – Students identify internal control procedures for school-based
financial activities.
Overview of School Budget and Audit Processes
15 points
Individuals or pairs develop a powerpoint presentation following a meeting with a principal and
the bookkeeper or other personnel for an overview explanation of the school’s annual budget and
audit procedures.
Midterm and final quizzes – Open Notes
30 points
Students demonstrate knowledge and skills related to school finance and budgeting through
responses to questions that are similar to the FL Educational Leadership Examination (F.E.L.E.).
Required Textbook
Brimley, V., Verstegen, D. A., & Garfield, R. R. (2012). Financing education in a climate of change (11th
ed.). Boston: Pearson. (may be purchased on line through the USFSM Bookstore:
http://usfsarasota.bncollege.com/webapp/wcs/stores/servlet/TBWizardView?catalogId=10001&storeI
d=15065&langId=-1 )
Other Required Materials
Funding for Florida School Districts. http://www.firn.edu/doe/fefp/pdf/fefpdist.pdf
Education Funding Summary. Published annually by the Florida Senate Education Prek-12
Appropriations and Higher Education Appropriations Committees
http://www.flsenate.gov/Data/Committees/Senate/EA/EducationFunding2009-2010.pdf
APA Format for Papers
The Publication Manual of the American Psychological Association (APA) (2009) (6th ed.) is the style
adopted by Educational Leadership faculty. Students are expected to apply it appropriately and
consistently throughout written work. The new 6th edition is described on this website:
http://apastyle.org/ . There are several reference guides available including this one that has the new
requirements of the 6th edition even though the copyright remains 2007.
Rossiter, J. (2007). APA Pocket Handbook: APA Rules for Format & Documentation. DW Publishing
Co. (This guide is available at the USFSM Bookstore.)
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APA Guide through USF Library: from Library home page, locate “Citing Sources and Ref Works”:
http://guides.lib.usf.edu/content.php?pid=69952&sid=517795
APA Style Tutorial: http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
APA Guide (Owl, Purdue University): http://guides.lib.usf.edu/content.php?pid=69952&sid=517795
Educational Leadership Program Portfolio
After successfully completing all courses for the Master of Education (M.Ed.), students are required to
submit an Electronic Portfolio during the semester the student applies for graduation. The current
Portfolio Guidelines are posted on Blackboard.
USF Resources and Policies
Students with Disabilities: Students are responsible for registering with the Office of Students with
Disabilities Services (SDS) in order to receive academic accommodations. Students are required to give
reasonable notice (typically 5 working days) prior to requesting an accommodation and must provide each
instructor with a copy of the official Memo of Accommodation. Contact Information: Pat Lakey,
Coordinator, 941-359-4714; plakey@sar.usf.edu ; www.sarasota.usf.edu/Students/Disability/
Religious Observances: Students who anticipate the necessity of being absent from class due to the
observation of a major religious observance must provide notice of the date(s) to the instructor, in writing,
by the second class meeting. (Note: for this online course, please provide this during the first or second
week of the semester)
Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account.
Students receive official USF correspondence and Blackboard course information via that address.
Academic Dishonesty: All assignments represent the individual work of student unless designated
specifically by the instructor to be collaborative in nature. Punishment for academic dishonesty will
depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero
on the item submitted, and the “F” shall be used to determine the final course grade. It is the option of the
instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course. See
information in the online Catalogs: http://www.sarasota.usf.edu/academics/catalogs/ or
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism
Detection of Plagiarism: The University of South Florida has an account with an automated plagiarism
detection service which allows instructors to submit student assignments to be checked for plagiarism. I
reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically
submit assignments to SafeAssignment. Assignments are compared automatically with a huge database of
journal articles, web articles, and previously submitted papers. The instructor receives a report showing
exactly how a student's paper was plagiarized. For more information, go to
http://www.cte.usf.edu/plagiarism/plag.html and
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism .
Emergency Information: In the event of an emergency, it may be necessary for USF to suspend normal
operations. During this time, USF may opt to continue delivery of instruction through methods that
include but are not limited to: Blackboard, Elluminate, Skype, e-mail messaging and/or an alternate
EDA 6242 – School Finance
schedule. It is the responsibility of the student to monitor the Blackboard site for each class for course
specific communication and the main USF college websites, e-mails, and MoBull messages.
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Bibliography
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Brimley, V., Verstegen, D. A., & Garfield, R. R. (2012). Financing education in a climate of change (11th
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Drake, T., & Roe, W. (1994). School business management: Supporting instructional effectiveness. Boston:
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Finn, J. D., & Achilles, C. M. (1999). Tennessee’s class size study: Findings, implications,
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EDA 6242 – School Finance
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control. New Brunswick, NJ: Transaction.
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Reschovsky, A., & Imazeki, J. (2004). Let no child be left behind: Determining the costs of improving
student performance. Public Finance Review, 31(3), 263-290.
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the nation’s youth outcomes. Economic Policy Institute. Retrieved from
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Sorenson, R. D., & Goldsmith, L. M. (2006). The principal’s guide to school budgeting. Thousand Oaks,
CA: Corwin.
Theobald, N. D., & Malen, B. (Eds.). (2000). Balancing local control and state responsibility for K-12
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Thompson, D. C., Wood, R. C., & Crampton, F.E. (2008). Money and schools (4th Ed.). Larchmont, NY:
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Verstegen, D. A. & King, R. A. (1998). The relationship between school spending and student
achievement: A review and analysis of 35 years of production function research. Journal of
Education Finance, 24, 243-262.
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school finance litigation movement. Journal of Education Finance, 24(2), 1-22.
Ward, J. G., & Anthony, P. (Eds.). (1992). Who pays for student diversity? Population changes and
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Selected Websites
(See also links in the Web Resources of Blackboard)
ACCESS (litigation, policy): http://www.schoolfunding.info/states/fl/main_fl.php3
American Education Finance Association (AEFA): http://aefa.cc/
Association of School Business Officials (ASBO): http://asbointl.org/
Center for Special Education Finance: http://csef.air.org/
Economic Policy Institute (reports): http://www.epi.org/issues/category/education/
Education Commission of the States: http://www.ecs.org
Federal and state legislation: http://www.law.cornell.edu/statutes.html
FL Legislature (Constitution, Statutes): http://www.leg.state.fl.us
Title XLVIII: Education Code
FL Department of Education (FLDOE): http://www.fldoe.org/
FCAT Resources: http://www.fldoe.org/JustForTeachers/FCAT.asp
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FCAT Results by School/district: http://fcat.fldoe.org/fcatscor.asp
FEFP Calculations by District, 2009-10: http://www.fldoe.org/fefp/offrfefp.asp
FEFP Statistical Report: http://www.fldoe.org/fefp/pdf/fefpdist.pdf
Finance and Operations: http://www.fldoe.org/cefo/
FLDOE Paperless Communications; Register: http://data.fldoe.org/communications/ FTCE/FELE:
http://www.fldoe.org/asp/fele/ ; and: http://www.fl.nesinc.com/ (Contractor)
FTE Survey, 2009-10: http://www.fldoe.org/fefp/pdf/0910FebFTESurvey.pdf
Funding and Financial Reporting: http://www.fldoe.org/fefp/
Race to the Top: http://www.fldoe.org/ARRA/RacetotheTop.asp
Return on Investment (Linking Learning with Costs): http://roi.fldoe.org/index.cfm
School Grades (Accountability Reports; Report Cards): http://schoolgrades.fldoe.org/
STAR assessment: http://www.fldoe.org/PerformancePay/
Sunshine State Standards: http://www.fldoe.org/BII/Curriculum/SSS/
FL Department of Revenue (Lottery; Property and Sales Taxes): http://dor.myflorida.com/dor/
Manatee County, Budget: http://www.manatee.k12.fl.us/sites/finance/Allocations.html
(including Budget Manual 2009-10, Annual Budget 2009-10, Instructional Materials by School, Staff
Allocations, etc.)
National ACCESS Network (finance litigation in states): http://www.schoolfunding.info/index.php3
National Center for Education Statistics: http://www.nces.gov
NCES Education Finance Center: http://nces.ed.gov/edfin/
National Conference of State Legislatures: http://www.ncsl.org
National Education Association: http://www.nea.org
National Governors’ Association: http://www.nga.org
National School Boards Association documents: http://www.nsba.org/bookreports
Public policies: http://www.stateline.org
Sarasota County, Budget: http://sarasotacountyschools.net/departments/budget/default.aspx?id=1420
(including Executive Budget Summary 2009-10; Cost Center Budgets (by school))
School Funding Updates: schoolfunding@schoolfunding.info
SMART Schools Clearinghouse (Facilities; Capital Outlay):
http://smartschools.state.fl.us/apps/smartschools/school_www.home.home_page
State Legislatures (links for all 50 states): http://www.lc.org/misc/LegisMap.html
U.S. Bureau of the Census: http://www.census.gov
U.S. Department of Education: http://www.ed.gov
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Appendix A
Standards Addressed in EDA 6242 School Finance
Standards
NCATE/ELCC
Standards
Standards to be Addressed
ORGANIZATIONAL MANAGEMENT
3.1 Manage the Organization
3.1.a. Demonstrate ability to optimize learning environment for all students by
applying appropriate models & principles of organizational development &
management, including research & data driven decision-making with attention
to indicators of equity, effectiveness, & efficiency.
3.1.b. Develop plans of action for focusing on effective organization & management
of fiscal, human, & material resources, giving priority to student learning,
safety, curriculum, & instruction.
3.1.c. Demonstrate ability to manage time effectively & deploy financial & human
resources in ways that promote student achievement.
3.3 Manage Resources
3.3.a. Use problem-solving skills & knowledge of strategic, long-range, & operational
planning (including applications of technology) in effective, legal, & equitable
use of fiscal, human, & material resource allocation & alignment that focuses
on teaching & learning.
3.3.b. Seek new resources to facilitate learning.
3.3.c. Apply & assess current technologies for school management, business
procedures, & scheduling.
COLLABORATIVE LEADERSHIP
4.3. Mobilize Community Resources
4.3.c. Demonstrate understanding of ways to use public resources & funds
appropriately & effectively to encourage communities to provide new
resources to address emerging student problems.
ETHICAL LEADERSHIP
5.1 Acts with Integrity
5.1.a. Demonstrate a respect for rights of others with regard to confidentiality and
dignity, and engage in honest interactions.
5.3 Acts Ethically
5.3.a. Make and explain decisions based on ethical and legal principles.
CONTEXT
6.1 Understanding the Larger Context
6.1.e. Demonstrates ability to describe economic factors shaping a local community
& effects economic factors have on local schools.
6.3 Influence the Larger Context
6.3.b. Apply understanding of larger political, social, economic, legal, & cultural
context to develop activities & policies that benefit students & their families.
Fieldwork
Fieldwork is accomplished through the course projects which require district and
school site access to data and personnel for the development and practice of
leadership skills. Projects within the course are used to assess student performance
with respect to the course objectives and are verified in the Program Portfolio.
Projects: Annotated Budget, Financial Activity Internal Controls
EDA 6242 – School Finance
14
Appendix 2
Description of Educational Leadership Program Domains
Program Domain
Visionary &
Strategic
Leadership
Leadership for
Student
Performance
Organizational &
Resource
Management
Collaborative
Leadership
Ethical Leadership
& Social Justice
Legal, Policy,
Political & Sociocultural Contexts of
Leadership
Technology
Description
Education leaders demonstrate the ability to integrate theory, research, and practice to
envision a desired future and facilitate setting strategic directions for change needed to
develop learning- and learner-centered schools. Education leaders are grounded in a
personal philosophy of education and education leadership. They are also the lead learners
in the school community. They are change agents who use theory, research, and
theoretically grounded practices to transform schools into collaborative, responsible
learning communities.
Education leaders promote a positive school culture that develops context-appropriate
strategies to improve school programs and enhance student learning and performance.
Education leaders assist school personnel to identify, understand, and use research-based
and theoretically grounded learning strategies, curriculum, and instructional and assessment
practices. Education leaders understand that well-planned, contextually appropriate
professional development is essential for teacher reflective practice, professional growth,
and enhanced student learning and performance. Education leaders develop a school
culture that understands and is comfortable using data to assess progress toward learning
goals and effectiveness of curriculum, instruction, and professional development programs.
Education leaders manage the school organization to optimize the learning environment for
students and staff. They develop plans for effective fiscal, human, and resource
management to promote student learning and performance. They involve staff in setting
priorities based on needs assessment, research-based data, effective problem solving,
consensus building, and conflict resolution to align resources with organizational vision and
performance goals.
Education leaders know how to work collaboratively in leading schools. They know how to
engage others in reflective practice, effective communication, and reaching consensual
outcomes. Education leaders support and facilitate collaboration at all levels of the school
community by providing logistical support, developing a strategic process, developing
productive group dynamics, mobilizing community resources, and increasing the school
community’s ability to use collaboration in change processes.
Education leaders work in school communities as advocates for learning-centered, studentfocused schools as well as advocates for all students. They are self-aware and authentic.
They develop well-reasoned beliefs based on integrity, equal educational opportunities for
all learners, and respect for the rights of others. Education leaders engage in ethical
practice, not only modeling professional conduct but also enabling a positive, egalitarian
learning environment.
Education leaders embrace diversity and know how to identify and address implications of
diversity and exceptionality for teaching and learning, and for policy and practice. Education
leaders make decisions based on moral, ethical, and legal principles. They advocate for
equity and help school communities surface and address diversity “blind spots.”
Education leaders use and promote technology and information systems to monitor,
manage, and enrich the learning environment. They know how to assess and apply current
technology for time, task, and systems management; effective and timely communication;
information access, management, and presentation; curriculum enrichment; and
diversification of instructional strategies. Education leaders act as informed consumers of
technology, selecting technology appropriate to organizational vision and performance
goals, evaluating technology effectiveness, and addressing issues of technology access and
equity.