'I Won't Pay for Schools That Don't Do What I Want': Navigating Community Trust and Beliefs to Maintain District Fiscal Stability in the Midst of Political Polarization
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| Title: | 'I Won't Pay for Schools That Don't Do What I Want': Navigating Community Trust and Beliefs to Maintain District Fiscal Stability in the Midst of Political Polarization |
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| Language: | English |
| Authors: | Lena M. Batt (ORCID |
| Source: | Journal of Cases in Educational Leadership. 2025 28(4):69-82. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | School Community Relationship, Trust (Psychology), Educational Finance, School Districts, Politics of Education, Beliefs, School Support, Taxes |
| Geographic Terms: | Illinois |
| DOI: | 10.1177/15554589251391203 |
| ISSN: | 1555-4589 |
| Abstract: | This case examines a district heavily reliant on local revenue proposing a referendum for a new operating fund mill levy in a politically polarized community. Voters try to leverage their approval as a way to force the district to make decisions that align with their beliefs. The divided community, with some arguing for increasing and some for eliminating equity initiatives, creates a challenge for the district. Aspiring district and school leaders can use this case to explore how to talk to their community about school finance topics, determine levels of fiscal transparency, and navigate polarized voters. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492955 |
| Database: | ERIC |
| Abstract: | This case examines a district heavily reliant on local revenue proposing a referendum for a new operating fund mill levy in a politically polarized community. Voters try to leverage their approval as a way to force the district to make decisions that align with their beliefs. The divided community, with some arguing for increasing and some for eliminating equity initiatives, creates a challenge for the district. Aspiring district and school leaders can use this case to explore how to talk to their community about school finance topics, determine levels of fiscal transparency, and navigate polarized voters. |
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| ISSN: | 1555-4589 |
| DOI: | 10.1177/15554589251391203 |
