Adequacy of Special Education Funding in Arizona Public Schools

Funding for special education is done collectively, with inputs received from the federal, state, and local level. Each state is responsible for determining the mechanism by which they will fund their programs. Arizona funds their special education population's services through a foundational approach. Eligibility areas are used to determine the weights that are multiplied by the average daily membership. Arizona divides eligibility areas into two distinct groups: Group A, which factors in students with mild needs such as specific learning disabilities, speech impairments, and other health impairment; and Group B, which factors in more severe needs such as autism, intellectual disabilities, or significant hearing or vision impairments. Group A funding assumes an equal distribution of students within the public sector and therefore follows a census approach to funding. Group B students are funded on a "per student" distribution, allocated financial resources on an individual basis. This policy was first adopted in 1980, before state-sponsored school choice was a driver for Arizona's public schools. This study examined the adequacy of the current funding model used in Arizona to fund special education using the Odden and Picus Evidence Based Model for adequacy.A chi-square analysis was conducted between district and charter school organizations to determine if between group differences in the adequacy of funding existed between models. Specifically, analysis was done between unified district and charter K-12 schools, elementary districts and charter K-8 schools, high school districts and charter 9-12, and all district schools and all charter schools. This study focused on schools in Maricopa County during the 2017 fiscal year. The study findings did establish that there are significant between group differences between district schools and charter schools and the adequacy of special education funding for Arizona public schools as defined by the Odden and Picus Evidence Based Model for adequacy. The strength of this significance did vary depending on the grade level of the school being served. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]