The fiscal problem in Missouri

Bibliographic data

Monograph

Identifikator:: 1833271335

URN:: urn:nbn:de:zbw-retromon-230042

Document type:: Monograph

Title:: The fiscal problem in Missouri

Place of publication:: New York

Publisher:: National Industrial Conference Board, Inc.

Year of publication:: 1930

Scope:: xvi, 359 S.

Digitisation:: 2022

Collection:: Economics Books

Usage license:: Get license information via the feedback formular.

Chapter

Document type:: Monograph

Structure type:: Chapter

Title:: Chapter VIII. Public school finance

Collection:: Economics Books

258 THE FISCAL PROBLEM IN MISSOURI Another factor in the school problem is the one-room rural district. Educators are generally agreed that the great ma- jority of one-room schools are relatively inefficient, and that in many instances the educational opportunities afforded are extremely meager. In a consolidated district it is possible to adjust the size of the teaching staff to the number of pupils, while in the one-room districts no such adjustment is possible. If the teacher in a one-room school with 5 pupils in average daily attendance is paid $60 per month, the per pupil cost of instruction is $12.00 per month. If in another district there are 30 pupils in average daily attendance the per pupil cost of instruction is $2.00 per month. [t is generally recognized that local initiative is a valuable factor in school administration and finance. The consol- idated schools in Missouri are a splendid example of the effectiveness of local initiative. There is little doubt that local pride in a consolidated school is greater when it is financed to a large extent by the community than it would be if the school were financed almost entirely by a non-local agency. Localinitiative should not be impaired; it should be stimulated. That is the principle which underlies the present state aid to consolidated districts in the state. The state supplements the funds raised by local initiative and helps to improve the educational opportunities that local initiative can afford. As a result, there is no danger that the state’s contributions will tend to reduce local initiative to the point where the community will come to rely on aid from out- side sources without first attempting to solve its own problems. Assessed valuations in relation to public school finance have been dealt with fully in the previous discussion and need not be considered further in this connection. A method that uses assessed valuation as a basis for apportionment of state funds is deficient, since equity can be obtained only if the valuations are absolutely uniform and all property that is assessable is actually assessed. The extreme inequalities that result under the Missouri assessment procedure make the basis of assessed valuations a most unsatisfactory one for the apportionment of state grants in aid of public schools. Finally, the problem of public school finance in Missouri

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