The second factor was the collaborative concern of provincial governments, governments of municipality and associated businesses stating that heavy dependence on the tax base both through boards of schools and municipality sector will have a negative impact on local investments across Massachusetts.
Demand from several governmental categories and stakeholders from non-governmental authorities for school division equity was the third factor (Sattler 1-28). This factor focused on areas such as property taxation level, funding level and the educational facilities quality. The reforms proponents further argued that it was specifically essential to gain enhanced equity levels between school division, rate payers and the students living in Massachusetts with large base of property assessment.
Another factor was the declining school boards power for resisting the centralized provincial governments’ initiatives (Sattler 1-28). This inability of resisting the initiatives was because of various factors inclusive of legitimate school board trustees decline amongst the payers of rate because of what they thought as lower participation of voter’s in the elections of school, lower accountability levels, lower efficiency levels and ineffectiveness in the system of education.
After the court rulings, the Massachusetts education reform act of 1993 was passed which increased dramatically the funding in schools also helping in attaining higher standards in academics, accountabilities and more choices of schools.
In the year 1992, Weld signed the law of Massachusetts Education Reform Act. This act greatly enhanced the role of state not only in funding education for public sector but also to guide the process in local educational domain. The role of the state changes to include the framework settings with regard to curriculum and held student performance accountable for holding schools. As this act was developed for being an education bases systematic reform, all the other activities in the state and other policies as well required to be fitted collaboratively into a complete coherent state educational standard (Sattler 1-28).