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Cited by 48School Choice and PerformancePolitics, Economics, and Education PolicyGlobal Educational Policies and Reforms

Weighted student funding in the Netherlands: A model for the U.S.?

Ladd, Helen F., Fiske, Edward B.·2011·Journal of Policy Analysis and Management
DOI 10.1002/pam.20589
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Abstract

Although a relatively new idea in the U.S., weighted student funding (WSF) for individual schools has a long history in the Netherlands. This country of about 16.5 million people has been using a version of WSF for all its primary schools (serving children from age 4 to 12) for 25 years. In this article we describe and evaluate the Dutch system and explore what insights there might be for the U.S., taking into account the very different cultural and normative contexts of the two countries. We find that, compared to those with few weighted students, Dutch schools with high proportions of weighted students have almost 60 percent more teachers per pupil as well as more support staff per teacher. Even these large resource advantages, however, are not sufficient by themselves to eliminate all quality shortfalls in the high‐weight schools, where quality is measured by school policies and practices. We conclude that weighted student funding for schools within districts in the U.S. is not likely to deliver the same highly progressive funding patterns as in the Netherlands because of the complex, multilayered U.S. education system and the absence of a political consensus in favor of generous weights. © 2011 by the Association for Public Policy Analysis and Management.

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Crossref · 10.1002/pam.20589

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  • The Netherlands presents a 'best-case' scenario for studying learning loss, providing a likely lower bound on learning loss elsewhere in Europe and the world.

    “The Netherlands is interesting as a “best-case” scenario, with a short lockdown, equitable school funding, and world-leading rates of broadband access.”

    From Learning loss due to school closures during the COVID-19 pandemic (2021) · cites this paper as [31]

  • The Dutch school system combines centralized and equitable school funding with a high degree of autonomy in school management.

    “The Dutch school system combines centralized and equitable school funding with a high degree of autonomy in school management (30, 31).”

    From Learning loss due to school closures during the COVID-19 pandemic (2021) · cites this paper as [31]

  • The weighted system for school funding obliged schools to collect information on the family background of all students until recently.

    “The second one is the weighted system for school funding, which until recently obliged schools to collect information on the family background of all students (31).”

    From Learning loss due to school closures during the COVID-19 pandemic (2021) · cites this paper as [31]

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Authors
Ladd, H. F., & Fiske, E. B.
Affiliations
Duke University (US)
Venue
Journal of Policy Analysis and Management
Publisher
Wiley
Published
2011-05-24
Volume
30
Issue
3
Pages
470-498
ISSN
  • 0276-8739 (ISSN-L)
  • 1520-6688
DOI
10.1002/pam.20589
OpenAlex
W2153751246
Cited by
47
References
37
Citations by year
2026: 2 · 2025: 3 · 2024: 3 · 2023: 4 · 2022: 2 · 2021: 4 · 2020: 2 · 2019: 9 · 2018: 2 · 2017: 6 · 2016: 1 · 2015: 4 · 2013: 1 · 2012: 2
FWCI
6.16
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Journal of Policy Analysis and Management (publishedVersion)
Topics
  • Social Sciences › Education › School Choice and Performance
  • Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › Politics, Economics, and Education Policy
  • Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
Keywords
school finance, Dutch primary schools, student-teacher ratio, school resource allocation, school quality, education policy transfer, American education, school district funding

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