In lieu of an abstract, here is a brief excerpt of the content:

• Massachusetts
• Tyrone Bynoe (bio)

funding priorities for 9-20

Of his recommended allocation in January 2019 for secondary and elementary education during FY 2020, Governor Charlie Baker signed into law on July 31, 2019 $5,176,002,652 or 67 percent of this fund for Chapter 70 payments for the state's foundation program. Massachusetts allocates this operating-aid inversely to school districts based on their local capacity.

In the face of recurring pressures during the past four years, Baker's administration issued An Act to Promote Equity and Excellence in Education Funding (AAPEEEF), which is an ostensible initiative to operationalize the recommendations from the 2015 Foundation Budget Review Commission with the goal to champion reform in school-finance equalization policy. An underlying goal in this plan is to accelerate the state's pace to reach the original equity goals of the Massachusetts Education Reform Act of 1993 (MERA), which shifted the burden of education payments from the local districts to the state.

The Baker administration's public release of AAPEEF was likely the outcome of continuous pressure during the last four years from inadequate operating-aid funding, modest funding increases not keeping up with inflation, an underfunded pension system, weak need equalization remedies, and emerging school-finance suits from Brockton, Worcester and Lee. The proposed initiative has sought to allocate $3,300,000,000 over a six-year period from FY 2020 to FY 2026. A number of features in this proposed initiative for FY 2020 include increases in the foundation budget-aid ($200,000,000), health care and pension ($30,600,000), English language learners ($13,500,000), at-risk students ($12,800,000), hold harmless or minimum aid ($7,900,000), Early College and Career Pathways ($1,200,000), and chronically failing school support (26,500,000). Alongside the unwavering support of these allocations, this initiative in FY 2021 planned additional funding allocations for counseling and psychological services ($75,000,000) and school safety ($30,000,000). Opponents of this proposed initiative maintained that the gradual allocations over six years is too long, and insisted that the level of both tax-effort equalization and need-based equalization funding comes short of providing the adequate funding for chronically failing schools with high minority and at-risk students.

changes to funding formula for p-12

Given that the funding initiative plans to concentrate its increased allocations in the coming years to meet specific student needs, AAPEEEF intends to inject a refined vertical equity policy into the current state's need equalization and controversial operating-aid remedies. Since the implications of proposed remedies have not yet been [End Page 296] articulated in changes of specific need-equalization formulae and given the sudden catastrophic impact of COVID-19, it remains to be seen if this vertical equity policy will enhance the state's categorical grant-in-aid program or inject other methods of need-based equalization funding policy featuring either pupil weighting, weighted dispersion measures, regression based related measures, evidence-based school expenditures, or a combination therein. It is equally uncertain what impact this plan will have on changing or improving the state's tax-effort equalization program.

pressing state issues affecting p-12 (impact of covid-19)

Massachusetts' pressing issues affecting P-12 school-finance policy include lagging student performance and college-and-career readiness as well as charter school challenges. Depending on what source one relies on, Massachusetts has ranked either first or second nationally in P-12 student performance. Nevertheless, a careful analysis of student performance data continues to reveal that the bottom of the distribution has not been raised to the expected level of performance during the past twenty-five years since the passage of MERA. This means the state's distribution of actual student performance remains highly stratified and consists of a band of schools that have perpetuated chronic failure. These chronically failing schools have high concentrations of needy and minority students. While increased funding has been given to these schools, the salient fact is that the magnitude of these students' learning needs becomes a covariate to moderate increased spending and is inversely correlated to actual student performance. Additionally, these extra funds never fundamentally address the...

中文翻译：

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马萨诸塞州

代替摘要，这里是内容的简要摘录：

• 马萨诸塞州
• 泰隆·拜诺（生物）

9-20的资助重点

在他于2019年1月建议的2020财年的中学和基础教育拨款中，州长查理·贝克于2019年7月31日签署法律，获得5,176,002,652美元，或该资金的67％，用于该州基础课程的第70章付款。马萨诸塞州根据当地的能力向学校地区反向分配此运营援助。

面对过去四年来不断出现的压力，贝克政府发布了《促进教育资金公平和卓越的法案》（AAPEEEF），这是一项表面上的倡议，旨在实施2015年基金会预算审查委员会的建议，以期倡导改革学费均等政策。该计划的基本目标是加快州政府实现1993年《马萨诸塞州教育改革法案》（MERA）最初的公平目标的步伐，该法案将教育费用的负担从当地转移到了州。

贝克政府公开发布AAPEEF可能是过去四年来持续经营压力的结果，这是由于运营援助资金不足，适度的资金增长无法跟上通货膨胀，养老金系统资金不足，需求均等补救措施薄弱以及新兴的学校资助西服来自布罗克顿（Brockton），伍斯特（Worcester）和李（Lee）。拟议的计划已寻求在2020财年至2026财年的6年中拨款3,300,000,000美元。该提议的2020财年计划的特点包括增加基金会预算援助（200,000,000美元），医疗保健和养老金（30,600,000美元）。 ），英语学习者（13,500,000美元），处境危险的学生（12,800,000美元），持有无害或最低限度的援助（7,900,000美元），Early College and Career Pathways（1,200,000美元）和长期未能获得学校资助（26,500,000）。除了这些拨款的坚定支持外，这项倡议在2021财年计划为咨询和心理服务（75,000,000美元）和学校安全（30,000,000美元）计划增加拨款。该拟议倡议的反对者坚持认为，六年来的逐步拨款太长，并坚持认为，税收努力均等化和基于需求的均等化资助的水平不足以为少数族裔多且长期处于低水平的长期失学的学校提供​​足够的资金。高风险的学生。

更改p -12的供资公式

鉴于该资助计划计划在未来几年集中增加拨款以满足特定学生的需求，AAPEEEF打算将一种完善的纵向公平政策注入当前州的需求均等化和有争议的运营援助救济措施中。由于尚未提出建议的补救措施，因此[End Page 296]明确说明了具体的需求均衡公式的变化，并且考虑到COVID-19的突然灾难性影响，这种垂直公平政策是否会增强国家的分类援助计划还是注入其他基于需求均衡的方法还有待观察资助政策，包括学生加权，加权分散测度，基于回归的相关测度，基于证据的学校支出或其组合。同样不确定的是，该计划将对改变或改善州的税收减免均等计划产生何种影响。

影响p -12的紧迫状态问题（covid -19的影响）

马萨诸塞州影响P-12学校资助政策的紧迫问题包括学生表现落后，大学和职业准备不足以及特许学校的挑战。根据所依赖的来源，马萨诸塞州在P-12学生表现方面名列全美第一或第二。尽管如此，对学生成绩数据的仔细分析仍然表明，自MERA通过以来的过去25年中，分布的底部并未提高到预期的成绩水平。这意味着该州对学生实际成绩的分配仍处于高度分层状态，并且由长期处于长期失败状态的一系列学校组成。这些长期失败的学校集中了有需要和少数族裔的学生。在增加对这些学校的资助的同时，一个明显的事实是，这些学生的学习需求的大小成为适度增加支出的协变量，并且与学生的实际表现成反比。此外，这些额外的资金永远不会从根本上解决...