Output funding Allocating funds based on More support for all students. Larger possibility for achievement scores. For instance, perverse incentives as Greater degree of schools with achievement scores in there are high stakes accountability for funds and the the lowest 10% may receive (particularly if national use of them to result in positive additional funding. testing is used as a means outcomes. to determine funding Additional funding based on allocation). improved student learning outcomes. Discretionary Usually this is additional funding Provision of additional support Relies on quality data, and funding allocated based on a category of possible for children and young appropriate weightings for disability. Can also be based on people with added disadvantage. level of disadvantage, or presence disadvantage as well as a of comorbidity. disability. Can support the attainment of more equitable outcomes given the focus on disadvantage. Combined Throughput funding for the majority Can be utilised for children and Assessment could be Sweden, model 1: input of children and young people, with young people with mild to complex and expensive, as AUS (QLD, & throughput some input funding for those with severe needs. there would need to be a TAS, VIC) severe needs. combination of functional Affords a balance of flexibility and autonomy to schools,
Output funding Allocating funds based on achievement scores. For instance, schools with achievement scores in the lowest 10% may receive additional funding. Additional funding based on improved student learning outcomes. More support for all students. Greater degree of accountability for funds and the use of them to result in positive outcomes. Larger possibility for perverse incentives as there are high stakes (particularly if national testing is used as a means to determine funding allocation). Discretionary funding Usually this is additional funding allocated based on a category of disability. Can also be based on level of disadvantage, or presence of comorbidity. Provision of additional support possible for children and young people with added disadvantage as well as a disability. Can support the attainment of more equitable outcomes given the focus on disadvantage. Relies on quality data, and appropriate weightings for disadvantage. Combined model 1: input & throughput Throughput funding for the majority of children and young people, with some input funding for those with severe needs. Can be utilised for children and young people with mild to severe needs. Affords a balance of flexibility and autonomy to schools, Assessment could be complex and expensive, as there would need to be a combination of functional Sweden, AUS (QLD, TAS, VIC)
psdlitreview_EducationalSupportforStudentswithASD.docx