Determining the Value of Individual Students
- If a student misses school three consecutive weeks. The third week of his absence is the October FTE survey week. The student will be counted for FTE if work is sent home.
False. For each individual student to be counted for FTE, he/she must have attended at least one day during the FTE survey week even if the work was sent home for eligibility in FTE counting consideration.
- If the student attends school in one district and withdraws during FTE week and enters a neighboring district during the same week. The FTE is reported in both districts.
It is true that a student who withdraws from one school and enters another school during the FTE survey week will be counted in both schools (Vern et al., 2015). To be counted for an FTE funding, the student must meet the standards such as the attendance and the membership requirements in each individual district.
- A student who has been ill only attends school one day during the eleven eligible attendance days and becomes ill in school and misses all but first period of his one attendance day. The student is only eligible for FTE for the period in attendance.
In this case, it is false since eligibility does not count based on the period in attendance and therefore the ill student is eligible for FTE survey only because he/she attended a single day of the six days for one to be considered (St, J. E. P., 2013).
- To be eligible for funding, the student must attend each course at least one day during the survey count.
The statement is true since for a student to be funded for the entire day there have to be some programs under which the student who only attends two courses for the entire week is eligible. Under the program based funding, a student can be funded for the academic instructions such as the arts, sciences, math, and also the social sciences (Vern et al., 2015). Cost factor for each program is outlined and which is followed by funding students.
- A student is enrolled through Thursday of FTE week and withdraws from one district and enters another school district in Florida on Friday of FTE. The student is ONLY counted by the district in which (s)he is enrolled on Friday.
It is true since the FTE survey for each individual student is based on the fact that the student is both a member and is in line with the attendance requirements. Each survey taken in a school, as long as the student is both a member and has attended another district school and counted again, the student is a member (Vern et al., 2015). Membership requires only a single day of the survey week which is not the same case with the attendance which requires at least one day prior to the survey week making the statement true on FTE survey consideration.
- A student is enrolled through Thursday of FTE week and withdraws from one district and enters another school district in Florida on Monday, the week after FTE. The first district does not count the student as eligible since he was not enrolled on Friday.
True. Eligibility is based upon daily attendance and not the period one is in and therefore the student is not on the attendance list in the first school but a member in the second school (Vern et al., 2015). The student is a member since a day is also considered if it is still the survey week and therefore the student is counted in the first school but misses out in the second district school since a requirement of one-week attendance prior to the FTE survey is a must.
- A student is made eligible for a special education program on Friday of FTE week. The student will begin receiving services from the ESE teacher the following week. The student can be counted for FTE under a special education program since they are eligible during FTE week.
True. A student is counted for the FTE under the program of special students since the first week is eligible. A guaranteed allocation for the ESE is provided in addition to the basic FTE funds for students with a disability or exceptional cases per the FTE allocation funds for individual students (C. T., 2013).
- A student enrolls in a school on Wednesday of FTE week and spends the day in his new classes. The student withdraws the following day and returns to their previous school in New York. The student counts for FTE.
True. The student counts for FTE since he is a member and also according to the States finance policy, there are no current perfect systems for distributing the funds released by the state and therefore there is also no way a student can lack funding since he has only changed school to attend and not the state.
- A student, who had been enrolled in a district school, is placed in a Juvenile Justice facility on the Friday of FTE week. The student never enters a classroom but is processed through the legal process. The student is counted for FTE in the Juvenile Justice facility
True. There is a juvenile justice facility program that covers individuals who have been placed in the juvenile facility even after a day in the district school. The survey periods are the most associated outlines in covering the funding for the student in the juvenile facility (Vern et al., 2015). The first and the fourth period cover the beginning of the fiscal year, July 1st, to the beginning of the school fiscal year of 180. The fourth survey period covers the end of the school program days of 180 to the end of the fiscal year at June 30th.
- The student must attend a minimum of two school days to possibly be eligible for FTE funding for the entire school year.
False. The minimum attendance school days for one to be eligible for FTE funding of the school is one day and therefore the school will receive funding. These are in accordance with the fact that to be a member a student has to be available for at least a single day of the survey week.
References
Reviews, C. T. (2013). Studyguide for financing education in a climate of change by brimley, vern r. Place of publication not identified: Academic Internet Publish.
Vern Brimley Jr., Deborah A. Verstegen, Rulon R. Garfield. (2015). Financing Education in a Climate of Change. Pearson Education
St, J. E. P. (2013). Research, actionable knowledge and social change: Reclaiming social responsibility through research partnerships.
