Text 4772, 37 rader
Skriven 2007-07-29 10:44:34 av John Massey (1:123/789.0)
Ärende: Legislative Fiscal Analyst
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Projecting the Fiscal Impact

Utah's Office of the Legislative Fiscal Analyst projects that the voucher
program will cost $9.3 million in fiscal year 2008 and $12.4 million in fiscal
year 2009.[6] Much of this cost is due to a particular aspect of the program's
design. The program is structured to spare public schools a portion of the
potential revenue losses that result from students transferring into private
schools. When a student leaves a public school, the legislation requires the
state to continue to supply that public school's district the portion of the
per-pupil funding that is over and above the state-wide average voucher amount,
and to continue doing so for a period of five years following the transfer or
until the student was scheduled to graduate.[7] Unfortunately, this will
minimize the voucher program's competitive effect that might otherwise spur
innovation in the public school system.[8]

Nevertheless, the voucher program has the potential to save Utah taxpayers
considerable resources over time. Five years after a student transfer, the
state is no longer required to provide per-pupil funding to a public school
district on behalf of that student. Moreover, public schools will not receive
state funding for any new students entering kindergarten who elect never to
attend public schools.

A comprehensive analysis of the program's impact conducted by Dr. Susan Aud of
the Milton and Rose D. Friedman Foundation finds that the program will generate
significant fiscal savings.[9] According to Aud, Utah public schools currently
receive $6,325 in revenue per student. Aud estimates that the average voucher
awarded will be $2,731. As students begin using vouchers to transfer from
public to private schools, state resources that would have been dedicated to
educating the child in public school will be freed up. Initially, this money
will be reinvested in public education. But the state will begin reaping
savings after the five-year holding period. Over time, these resource savings
achieved through student transfers should be considerable.

http://www.heritage.org/Research/Education/wm1362.cfm

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