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来源类型 | REPORT |
规范类型 | 报告 |
America’s Most Financially Disadvantaged School Districts and How They Got that Way | |
Bruce D. Baker | |
发表日期 | 2014-07-09 |
出版年 | 2014 |
语种 | 英语 |
概述 | We need to address inequity in state aid to school districts in order to help fiscally disadvantaged districts reach a level playing field. |
摘要 | Endnotes and citations are available in the PDF and Scribd versions. This report explores some of the most financially disadvantaged school districts in the country and identifies a typology of conditions that have created or reinforced their disadvantage. Financially disadvantaged districts are those that serve student populations with much greater-than-average need but do so with much less-than average funding. The Education Law Center of New Jersey’s annual report, “Is School Funding Fair? A National Report Card,” uses a panel of the most recent three years of U.S. Census Bureau Fiscal Survey data on state and local revenues per pupil in order to determine which states achieve systematically greater funding per pupil in districts serving higher student poverty concentrations and which states maintain school funding systems where higher poverty districts have systematically fewer resources per pupil. The same data have been used in follow-up analyses to identify the local public school districts across states that are saddled with greater-than-average student needs and less-than-average state and local revenue. As one might expect, numerous poorly funded local public school districts exist in the least fairly funded states. That is, where a state school finance system is such that higher-need districts on average have lower state and local revenue, there tends to be more high-need districts with lower state and local revenue. And as it turns out, there are unfairly funded districts in what are traditionally viewed as fairly funded states. In other words, poorly funded local public school districts exist in states where school finance systems are, on average, progressive. This report looks at why this happens—and what can be done about it. First, this report lays out a typology of conditions that lead to severe fiscal disadvantage for local public school systems. It then provides examples of states, state policy conditions, and specific local public school districts identified as being severely financially disadvantaged. The causes of fiscal disadvantage are classified as follows:
The report concludes by providing policy recommendations. Approaches to reforming aid should address the following issues:
While substantively resolving any one of these problems would move the ball forward on equity, definitively resolving all four is required for making consistent progress across all states and local public school districts. Resolving these persistent disparities between districts remains a prerequisite condition for resolving internal disparities in the most fiscally deprived school districts. Doing so also serves as a prerequisite condition to resolve disparities in essential resources, including teaching quality, class sizes, and access to deep and broad curricular opportunities for all children regardless of the school or district they attend. Bruce D. Baker is a professor in the Department of Educational Theory, Policy and Administration at Rutgers, The State University of New Jersey in New Brunswick, New Jersey. |
主题 | Education, K-12 |
URL | https://www.americanprogress.org/issues/education-k-12/reports/2014/07/09/93201/americas-most-financially-disadvantaged-school-districts-and-how-they-got-that-way/ |
来源智库 | Center for American Progress (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/435813 |
推荐引用方式 GB/T 7714 | Bruce D. Baker. America’s Most Financially Disadvantaged School Districts and How They Got that Way. 2014. |
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