The corpus › Formula Component

FSFP Career-Technical Weights

$54m, five weighted categories of career-technical FTE plus a sixth weight for associated services. Mechanically it is special education’s shape exactly — weight times count times a base cost times the state share — and the difference is the base cost. verified

formula-component/fsfp-career-technical-weights · 5 nodes point here · 1 correction

CTE is weighted against its own base cost Contents

The five weights multiply a career-technical base cost per pupil of $9,855.62, where special education and English learners multiply the statewide average of $8,241.61. A career-technical pupil starts from a base 19.6% higher before any weight is applied. verified

The associated-services weight applies to the sum, not to a category Contents

0.0294 against total CTE FTE across all five categories, $3.2m statewide. It pays for services rather than instruction, and it is the one part of the program that does not vary with which category a pupil is in. verified

The counts are this year’s, and the header that said otherwise is four years stale Contents

The CTE sheet heads its five count columns Category 1 Career Tech FTE-FY21, and the suffix is a label on the FY2022 report the sheet was built for. The department’s own table of what each variable is drawn from puts the categorical counts at FY2026, and the English learner column carrying the identical suffix moves in 512 of 611 districts across the two published models. No six-year-old file does that. verified crates/project

The weights descend across the five categories Contents

— 0.623, 0.5905, 0.2154, 0.183, 0.157 — and R.C. 3317.014 names what each one buys. Unlike special education, the ordering is not severity: it is program type. The two highest multiples are workforce development programs grouped by field — agricultural and environmental systems, construction technologies, engineering and science technologies, finance, health science, information technology and manufacturing technologies at 0.6230; business and administration, hospitality and tourism, human services, law and public safety, transportation systems and arts and communications at 0.5905. The lower multiples are not workforce programs at all: 0.2154 is career-based intervention. So the gap between 0.5905 and 0.2154 is a gap between kinds of program rather than between grades of one. verified ohio-laws

Why the first group is priced above the second — both are full workforce programs, and the split is by field — is not stated in the section. open

What this repository computed Contents

Not what Ohio publishes. Figures derived here from committed fixtures, each one citing the test that reproduces it.

So Ohio’s weights are not one scale, and a table listing them together — which is the natural thing to build, and which the corpus nearly built — understates this program by a fifth. A Category 1 CTE pupil at a weight of 0.623 generates $6,140; the same weight against the general base would give $5,135. Established from the department’s published per-category amounts rather than from the transcribed constants, because asserting a difference between two numbers copied out of one workbook proves only that they were copied correctly. verified

All five multiples match the statute exactly. verified crates/project/tests/the_statute_behind_the_weights.rs

Stable is not frozen, and the workbook has a control for the difference Contents

Career-technical really is nearly still — 559 of 611 districts carry an identical FTE across the two published models, and the statewide total moves from 28,558 to 28,642, three tenths of a per cent. Gifted moves in 22 districts. Special education moves in 608. All three are drawn from the same fiscal year by the same line of the same table, so what separates them is the kind of count rather than the calendar: a career-technical FTE is fixed by a course schedule and a gifted identification is cumulative, while a special education ADM is re-evaluated all year. verified crates/project

One column on that sheet genuinely is held back. The school building count names FY2025 in its header and in the department’s vintage table, and it is identical for all 611 districts in both models. Nothing else on the sheet manages that, and a count that moves in fifty-two districts is not doing what it does. verified crates/project

What survives of the retracted claim is a narrower question the workbook cannot answer. R.C. 3317.02(E) defines these counts as enrollment “during the school year”, and a FY2027 simulation cannot use FY2027 counts because FY2027 has not happened — it uses the November 2026 collection and says on its own first sheet that “actual aid will be calculated based on actual data”. Whether the payment is finally recomputed on the payment year’s own counts, or whether the prior collection is what a district is settled against, is not established here. open

Properties Contents

NameCareer-technical education weights
Calculation
aidk=FTEk×wk×career-technical base cost per pupil×state sharew=(0.6230, 0.5905, 0.2154, 0.1830, 0.1570)career-technical base cost per pupil=$9,855.62FY2027, not the $8,241.61associated services=(∑k=15FTEk)×0.0294×career-technical base cost per pupil×state sharetotal=∑k=15aidk+associated services\begin{aligned} \text{aid}_k &= \text{FTE}_k \times w_k \\ &\quad \times \text{career-technical base cost per pupil} \times \text{state share} \\ w &= (0.6230,\ 0.5905,\ 0.2154,\ 0.1830,\ 0.1570) \\ \text{career-technical base cost per pupil} &= \$9{,}855.62 && \text{FY2027, not the } \$8{,}241.61 \\ \text{associated services} &= \biggl( \sum_{k=1}^{5} \text{FTE}_k \biggr) \times 0.0294 \\ &\quad \times \text{career-technical base cost per pupil} \times \text{state share} \\ \text{total} &= \sum_{k=1}^{5} \text{aid}_k + \text{associated services} \end{aligned}
Statutory basisR.C. 3317.014, read. Codified. The five multiples are in division (A) to four decimals and match the corpus exactly; the separate base cost is statutory too — the section multiplies each category by "the statewide average career-technical base cost per pupil for that fiscal year", so it is a distinct quantity by legislative construction rather than a departmental convenience. verified ohio-laws
CalculatorNot a standalone crate. Reproduced for all 609 districts in crates/project/tests/the_remaining_categoricals.rs; carried in crates/project::panel::CareerTechnical.

Where this appears on the site Contents

The pages outside the corpus that link here, and the section of each the link sits in.

Cleveland MunicipalIn “The categorical half, in its six parts”. The same link is on all 609 pages like this one.

What this node used to say Contents

The corpus is not rewritten to have always been right. Each entry is a claim this node carried, what replaced it, and the thing that settled it.

Correction 1 of 1

It said

The counts these weights multiply are frozen at FY2021 — “the sheet’s own column headers say so: Category 1 Career Tech FTE-FY21” — so a FY2027 payment funds the program a district ran six years earlier, and whether that is a hold-harmless, a phase-in artifact or a data-availability constraint was recorded as an open question.

It says

There is no freeze. The suffix is a label carried forward with a sheet built for the FY2022 report, and the counts under it are FY2026’s. The question it opened was a question about a spreadsheet.

Settled by

Three things at once, in crates/project. The department’s own vintage table, on the Directions sheet of each workbook and the Notes sheet for the two models before them, names four models and puts the categorical counts at FY23, FY23, FY26 (Aug #1) and FY26 (Nov #2) — the one thing in either file drawn from FY2021 is the guarantee funding base, which is a dollar amount. The English learner column carrying the identical suffix moves in 512 of 611 districts. And every -FY21 column is the same number, district by district, as an unsuffixed column on the sheet the calculator tells you to edit — checked at rebuild time, both workbooks, all 611.

What else it touched

Four nodes carried the claim and all four are corrected together: english learner weights and the two parameter nodes under them. The one that had gone furthest is English Learner Category Multiples, whose sensitivity reasoned from the freeze to conclude that what moves the program is composition rather than size — composition does move it, but for the opposite reason. No weight, amount or total on this component changes.