Factors Influencing Effort

Many factors influence the fiscal effort provided to support public education. First, the public’s interest and

attitude about their public schools sway their attempt to fund education services. In many areas, traditional

attitudes about public education affect this view. Historically, some states have always valued public education

and supported their local schools more than others did. In Chapter 2, we suggested that you examine your

state’s historic posture regarding support for public education, considering what Cubberley called “school

conditions”—good, mixed, no action, and pauper/parochial. You may find that tradition has a great deal to do

with how much your state spends on public education today.

People’s opinions about taxes in general introduce another factor associated with fiscal effort to support

public schools. Since the Reagan years, many have viewed taxes as bad and elected politicians to office on

platforms of tax reduction and increased—or at least unreduced—public services. The public at large believes

they pay too many tax dollars for the services they receive, and they resent paying taxes for services that they

do not receive (but that others do receive). Typically, people tend to vote with their pocketbooks instead of their

intellects and don’t think long term about the consequences for themselves and others of reduced public

education services for the next generation of neighbors, taxpayers, and citizens.

However, when politicians cut other public services in order to maintain public schools, the competition

for available public dollars intensifies. If every budget except education has its funding reduced, hostile feelings

among various departments and agencies may result. The cost in political support from those hurt often leaves

school boards and superintendents vulnerable to personnel changes. This can be the unkindest cut of all.