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Academic Programs and Concentrations
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The United States has historically demonstrated a fervent interest in its public education system. Performance concerns have inundated the system for years, prompting overarching policy reforms that have received vast criticisms. This paper aims to highlight the link between these performance deficiencies and the nature in which public education in funded in the United States, and in the process of doing so argues that this system is outdated and needs to be changed. Our results indicate that a strong relationship exists between school districts that rely more heavily on property tax revenue and academic achievement in the form of graduation rates and standardized English Language Arts exam scores.
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Reece, Nathan Sean, "Is dependence on property tax funding stifling academic achievement? Evidence from public high schools in New York" (2015). Senior Projects Spring 2015. 162.
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