Korean Educational Development Institute(KEDI)

DOI : 10.22804/kjep.2025.22.1.005

Open Access

This article is distributed under the terms of the Creative Commons Attribution NonCommercial NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which permits non-commercial use and distribution of the work, provided that the original work is properly cited and no modifications or derivative works are made.

License: https://creativecommons.org/licenses/by-nc-nd/4.0/

ⓒ Korean Educational Development Institute (KEDI)

Abstract

Based on Kazakhstan's school administrator survey data, this study examined whether the formula-based per-capita funding (PCF) created adequate and equitable allocations of public mainstream school resources and opportunities compared to the conventional line-item budget funding. It employed a propensity score matching method to compare PCF vs. non-PCF schools. Overall, the PCF effects on school funding adequacy were positive but limited in that they helped schools address relatively cheaper or quicker fixes (e.g., maintenance and ICT) instead of more fundamental restructuring upgrades (e.g., infrastructure and personnel). Further, the PCF effects on education equity for students with special needs were meager, demonstrating the need for strategic and inclusive support. Policy implications are discussed based on the lessons of Kazakhstan school finance reform.