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.