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Is Formula-Based Equity Funding Enough? A Configurational Analysis of School Achievement in Victoria, Australia


Caves, Katherine; Bandaranayake, Bandara; Schenker-Wicki, Andrea (2015). Is Formula-Based Equity Funding Enough? A Configurational Analysis of School Achievement in Victoria, Australia. In: American Educational Research Association Annual Meeting, Chicago, IL, USA, 16 April 2015 - 20 April 2015.

Abstract

The Australian state of Victoria uses its funding formula to correct for schools' community educational advantage, size, and location; the index of community educational advantage has been the strongest predictor of achievement historically. We use Qualitative Comparative Analysis (QCA) to examine the configurations of school and funding factors necessary and sufficient for high and low achievement, and find no consistently necessary profile but one consistently sufficient configuration for high achievement and four for low achievement. While community educational advantage is not an insurmountable dictate of school achievement, there is no consistent pathway to failure for high-advantage schools or to success for low-advantage schools. These results highlight the utility of examining school achievement through the lens of complex and configurational causality.

Abstract

The Australian state of Victoria uses its funding formula to correct for schools' community educational advantage, size, and location; the index of community educational advantage has been the strongest predictor of achievement historically. We use Qualitative Comparative Analysis (QCA) to examine the configurations of school and funding factors necessary and sufficient for high and low achievement, and find no consistently necessary profile but one consistently sufficient configuration for high achievement and four for low achievement. While community educational advantage is not an insurmountable dictate of school achievement, there is no consistent pathway to failure for high-advantage schools or to success for low-advantage schools. These results highlight the utility of examining school achievement through the lens of complex and configurational causality.

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Item Type:Conference or Workshop Item (Paper), refereed, original work
Communities & Collections:03 Faculty of Economics > Department of Business Administration
Dewey Decimal Classification:330 Economics
Language:English
Event End Date:20 April 2015
Deposited On:02 Jun 2015 07:57
Last Modified:24 Sep 2019 21:08
OA Status:Green
Other Identification Number:merlin-id:11345

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