Participatory Budgeting in the Ferguson-Florissant School District

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Abstract/Contents

Abstract: This report captures the learnings gained and resulting recommendations from a six-month engagement between the Ferguson-Florissant School District (FFSD) and a masters student at the Stanford Graduate School of Education in the Policy, Organization and Leadership Studies program focusing on equitable budget construction through the process of Participatory Budgeting. The report contains the learning gained from over 200 pages of literature review on Participatory Budgeting, a policy brief recommending that $3,000,000 of federally issued educational stimulus funds be distributed through democratic discourse, two visuals that summarize FFSD’s budget process and current budget composition, a visual to identify where community stakeholders can get involved in FFSD’s current improvement process and recommendations on what the foundations of Participatory Budgeting should look like in FFSD when leadership is ready to implement such programming.

Author	Filer, Shawn

DOI	https://doi.org/10.25740/mz721dz0309
Location	https://purl.stanford.edu/mz721dz0309

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Filer, S. (2022). Participatory Budgeting in the Ferguson-Florissant School District. Stanford Digital Repository. Available at https://purl.stanford.edu/mz721dz0309

Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education

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