Abstract
Printary and secondary public school finance reforms that began in the 1970s have failed to correct large intrastate spending inequities in the United States. The threat of judicial activity and concern over the stagnating effect of property taxes have caused states to again look at ways in which to bring about reform. This article uses survey data to deternune characteristics significant to individual opinion formation on school finance reform. In addition to traits that proxy for self-interest, measures of fiscal knowledge, political party identification, and opinions on the role of government are all found to be important. Results can be used by policy makers to determine characteristics that are consequential to an individual's decision to support school finance reform.