scholarly journals School funding disparities and the plight of Latinx children

2020 ◽  
Vol 28 ◽  
pp. 135
Author(s):  
Bruce D. Baker ◽  
Ajay Srikanth ◽  
Preston C. Green III ◽  
Robert Cotto
Keyword(s):  
Racial Differences ◽  
School Finance ◽  
Race And Ethnicity ◽  
Student Outcomes ◽  
Cost Model ◽  
School Funding ◽  
National Average ◽  
National Education ◽  
Equitable Outcomes ◽  
Funding Disparities

This article provides a systematic decomposition of disparities in school funding by race and ethnicity using two new data resources. First, we use a national district level panel of data from the School Finance Indicators Database to evaluate recent (2012 – 2017) disparities in school revenue and spending by race in addition to poverty, across and within all states and within selected states. Next, we use data from the National Education Cost Model (NECM) to evaluate disparities in spending against estimates of “costs” of achieving national average student outcomes to determine racial differences in gaps between current spending and costs of equitable outcomes. As Latinx shares increase, per pupil spending and revenue decrease, respectively by about 4% to 7% for districts that are approximately 100% Latinx compared to those that have few or no Latinx students, controlling for poverty. More striking, when controlling for poverty, a district that is 100% Latinx is nearly 2.5 times as likely as a district that is 0% Latinx to be financially disadvantaged (have revenue 90% of labor market average, and poverty greater than 120%), when controlling for poverty and 28.5 times as likely when not controlling for poverty. Finally, spending is less adequate to achieve national average outcomes, across states, in districts serving larger shares of Latinx students.

“Theoretically all Children are Equal. Practically this can Never be So”: The History of the District Property Tax in California and the Choice of Inequality

2020 ◽  
Vol 122 (2) ◽  
pp. 1-32
Author(s):  
Matthew Gardner Kelly
Keyword(s):  
School Finance ◽  
Research Question ◽  
Property Tax ◽  
School Funding ◽  
State Governments ◽  
Property Taxation ◽  
History Of ◽  
Long Term Trends ◽  
Funding Disparities

Background/Context Dealing mostly in aggregate statistics that mask important regional variations, scholars often assume that district property taxation and the resource disparities this approach to school funding creates are deeply rooted in the history of American education. Purpose/Objective/Research Question/Focus of Study This article explores the history of district property taxation and school funding disparities in California during the 19th and 20th centuries. First, the article documents the limited use of district property taxation for school funding in California and several other Western states during the 19th century, showing that the development of school finance was more complicated than standard accounts suggest. Then, the article examines how a coalition of experts, activists, and politicians worked together during the early 20th century to promote district property taxation and institutionalize the idea that the wealth of local communities, rather than the wealth of the entire state, should determine the resources available for public schooling. Research Design This article draws on primary source documents from state and regional archives, including district-level funding data from nine Northern California counties, to complete a historical analysis. Conclusions/Recommendations The history of California's district property tax suggests the need for continued research on long-term trends in school finance and educational inequality. Popular accounts minimizing the historical role of state governments in school funding obscure how public policies, not just market forces shaping property values, create funding inequalities. In turn, these accounts communicate powerful messages about the supposed inevitability of funding disparities and the responsibility of state governments to correct them. Through increased attention to long-term trends in school funding, scholars can help popular commentators and policymakers avoid assumptions that naturalize inequality and narrow the possibilities for future funding reforms.

scholarly journals Pathways to Inequality: Between-District Segregation and Racial Disparities in School District Expenditures

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987244 ◽  
Author(s):  
Victoria E. Sosina ◽  
Ericka S. Weathers
Keyword(s):  
School District ◽  
Racial Disparities ◽  
School Finance ◽  
Student Outcomes ◽  
Educational Inequality ◽  
Ethnic Disparities ◽  
School Funding ◽  
Ethnic Segregation ◽  
Opportunity Gaps ◽  
Racial Ethnic

Recent causal evidence connects levels of per pupil spending and short- and long-term student outcomes. This evidence further suggests that specific types of spending may mediate the relationship between expenditures and student outcomes. Yet race remains related to funding disparities and schooling experiences in ways that raise concerns about the role of school finance in perpetuating racial opportunity gaps. We explore this potential source of educational inequality by asking how racial segregation and racial socioeconomic disparities are related to racial disparities in school district spending over time. We use 15 years of data from the School Funding Fairness Data System on school district expenditures and demographics to explore patterns of racial/ethnic segregation and racial/ethnic disparities across six categories of per pupil expenditures. We find that changes in racial/ethnic segregation within a state from 1999 through 2013 are associated with racial/ethnic disparities in spending, even after accounting for disparities in poverty.

Racial and Ethnic Differences in Response to Anticoagulation: A Review of the Literature

2019 ◽  
pp. 089719001989414 ◽  
Author(s):  
Caitlin M. Gibson ◽  
Wei C. Yuet
Keyword(s):  
Racial Differences ◽  
Race And Ethnicity ◽  
Oral Anticoagulants ◽  
Direct Oral Anticoagulants ◽  
Ethnic Disparities ◽  
The United States ◽  
End Points ◽  
Medline Search ◽  
Drug Concentrations ◽  
The Impact

Introduction: Anticoagulants are among the most frequently prescribed medications in the United States. Racial and ethnic disparities in incidence and outcomes of thrombotic disorders are well-documented, but differences in response to anticoagulation are incompletely understood. Objective: The objective of this review is to describe the impact of race and ethnicity on surrogate and clinical end points related to anticoagulation and discuss racial or ethnic considerations for prescribing anticoagulants. Methods: A PubMed and MEDLINE search of clinical trials published between 1950 and May 2018 was conducted using search terms related to anticoagulation, specific anticoagulant drugs, race, and ethnicity. References of identified studies were also reviewed. English-language human studies on safety or efficacy of anticoagulants reporting data for different races or ethnicities were eligible for inclusion. Results: Seventeen relevant studies were identified. The majority of major trials reviewed for inclusion either did not include representative populations or did not report on the racial breakdown of participants. Racial differences in pharmacokinetics, dosing requirements, drug response, and/or safety end points were identified for unfractionated heparin, enoxaparin, argatroban, warfarin, rivaroxaban, and edoxaban. Conclusions: Race appears to influence drug concentrations, dosing, or safety for some but not all direct oral anticoagulants. This information should be considered when selecting anticoagulant therapy for nonwhite individuals.

scholarly journals Canada’s Invisible Nationality Policy: Creating Ethnicity, Managing Populations, Imagining a Nation

2014 ◽  
Vol 24 (2) ◽  
pp. 263-310
Author(s):  
Evgeny Efremkin
Keyword(s):  
Critical Discourse Analysis ◽  
Racial Differences ◽  
Race And Ethnicity ◽  
Social Order ◽  
Economic Status ◽  
Public Officials ◽  
Nationality Policy ◽  
Ethnic Populations ◽  
The Media ◽  
And Control

This article explores the process of national identity construction at Canadian borders in the 1930s. Based on the examination of customs declaration forms (transatlantic ship manifests) of arriving passengers at the port of Quebec in the first half of the 1930s, as well as Royal Canadian Mountain Police (RCMP) files, I suggest that the Canadian bureaucracy, informed by social Darwinist views of race and ethnicity, and the Anglophone bourgeois concern over modernization brought upon by the forces of industrialization and urbanization, developed an elaborate system of categorization of Canada’s population according to prescribed criteria of ethnicity, nationality, and race. Utilizing critical discourse analysis, I argue that in efforts to “know” and control its growing population, the Canadian state developed a rigid, albeit an invisible nationality policy. Although there was never an official nationality policy in place in Canada in the 1930s, public officials, the media, and security agencies not only operated with an acute awareness of national and ethno-racial differences in the society, but also worked to reinforce such divisions in attempts to maintain the social order and the cultural, social, and economic status quo. In this work, I imply that border officials were directly responsible for constructing specific representations of Canada’s ethnic populations, all within the context of an impending need to control the population of a rapidly modernizing society, where the Canadian community had to be made “knowable,” familiar, and recognizable in the official discourse.

The Effect of School Funding on Opportunity Gaps for Students With Disabilities: Policy and Context in a Diverse Urban District

2020 ◽  
pp. 104420732097054
Author(s):  
Rebecca A Cruz ◽  
Joon-Ho Lee ◽  
Alexandra G. Aylward ◽  
Catherine Kramarczuk Voulgarides
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Finance ◽  
School Context ◽  
School Funding ◽  
Education Programs ◽  
Urban District ◽  
Local Control Funding Formula ◽  
Special Education Programs ◽  
Opportunity Gaps

School finance reform has recently centered on providing schools with more equitable access to resources to reduce opportunity gaps for students. Although special education is often a prominent part of larger equity conversations, special education funding is commonly excluded from school funding reform initiatives. Given the costly nature of special education programs, it is imperative that scholars and policy makers understand the effects of funding changes on outcomes for these students. In this study, we examined the effect of California’s Local Control Funding Formula, in addition to school context and student compositional characteristics, to identify changes in special education students’ achievement rates. Using a combination of publicly available data sources and local district data, we assessed differences in academic outcomes (i.e., achievement scores) between elementary students with and without disabilities in both high- and low-poverty schools, given increases in spending for special education programs.

Politics, Policy, and Categorical Aid: New Inequities in California School Finance

1994 ◽  
Vol 16 (2) ◽  
pp. 143-160 ◽  
Author(s):  
Thomas B. Timar
Keyword(s):  
Decision Making ◽  
School Districts ◽  
School Finance ◽  
School Funding ◽  
State Legislature ◽  
State Control ◽  
New Politics ◽  
Local Finance ◽  
Political Interests ◽  
Tax Limitation

The combined effects of court-imposed school finance equalization and various tax limitation measures in California have created a centralized, state system of school finance. An immediate benefit of centralization was greater revenue equity among the state's school districts. On the other hand, new inequities have been created as decision making on school funding shifted from local districts to the state legislature. Access to decision making, mobilization of political power, and the legitimation of new interests have created a new politics of educational finance. This article examines the political tensions and conflicts that have arisen as a consequence of state control over local finance. Specifically, I argue that categorical funding has become a vehicle for politicians to channel funds to constituent interests. This article examines the growth of categorical funding in relation to the Serrano mandate and the extent to which categorical funds serve narrow political interests as opposed to broad state policy interests.

AN EMPIRICAL INVESTIGATION INTO THE DRIVERS OF SECONDARY SCHOOL FUNDING DISPARITIES AND THEIR EFFECTS ON SCHOOL PERFORMANCE: EVIDENCE FROM SELECTED PUBLIC SECONDARY GENERAL EDUCATION SCHOOLS IN THE NORTH WEST REGION OF CAMEROON

2019 ◽  
Vol 3 (2) ◽  
pp. 20
Author(s):  
Millah Christopher ◽  
Sundjo Fabien
Keyword(s):  
General Education ◽  
School Performance ◽  
School Funding ◽  
Sampling Technique ◽  
North West ◽  
Logistic Regression Models ◽  
The North ◽  
West Region ◽  
The Government ◽  
Funding Disparities

Purpose: School funding has been and remains a source of worry to governments of many countries in the world. The government of Cameroon in an attempt to attend to this worry spends huge financial resources each year as funding to the school system. This study attempted to investigate into the appropriateness of government funding to public secondary general education schools in Cameroon, using the North West Region as a case study. Specifically, the study aimed at: (a) investigating the causes of funding disparities between schools, (b) scrutinizing the effects of funding on school performance, and (c) elucidating the grass root perspectives on appropriate measures to enhance funding to schools.Methodology: The study made use of the stratified random sampling technique to select a total of 115 schools, and data was collected using questionnaires. To ascertain the reliability of the instrument used, a pilot test was carried out. The data was analysed using both descriptive and inferential statistics. The probit and ordered logistic regression models were employed to test the hypotheses of the study.Findings: The findings from the study reveal among others that: (a) school enrolment, school needs, influence by some stakeholders and age of school all have significant effects on funding, (b) that funding in the form of infrastructure, running credits and staffing all affect school performance, and (c) that schools should be funded based on their actual needs.Contribution to policy, practice and policy: These results policy-wise suggest that funding to schools should take into consideration the enrolment, needs, and age of the school. Also, that adequate infrastructure, running credits and staff should be provided to schools since these affect academic performance.

scholarly journals Occupational Differences by Race and Ethnicity in the United States, 2007-2018

2021 ◽  
Vol 13 (2) ◽  
pp. 23
Author(s):  
Kusum Singh
Keyword(s):  
Racial Differences ◽  
Ethnic Differences ◽  
Race And Ethnicity ◽  
Racial Disparity ◽  
Ethnic Disparities ◽  
The United States ◽  
Demographic Variables ◽  
Racial And Ethnic Disparities ◽  
Occupational Differences ◽  
The U.S

This study examines the extent and reasons for differences in occupational distributions by race and ethnicity in the U.S. labor market from 2007 to 2018. Using IPUMS data, the study found that racial differences in occupational distributions were lower than ethnic disparities in occupational distributions. Racial disparity in occupational distributions increased slightly, while the ethnic disparity in occupational distributions decreased from 2007 to 2018. Most importantly, racial and ethnic disparities in occupational distributions were found to be not only due to observed socio-demographic variables of workers but also due to other unexplained factors. The effect of unexplained variables had more pronounced effects on the racial differences in occupational distributions than on the ethnic differences in occupational distributions. 

scholarly journals Race-Relations Theories and the Racial Dynamics of Basketball Performance

2021 ◽  
Author(s):  
Pat Rubio Goldsmith
Keyword(s):  
Division Of Labor ◽  
Racial Differences ◽  
Sports Performance ◽  
Group Threat ◽  
National Education ◽  
Racial Conflict ◽  
National Education Longitudinal Study ◽  
Racial Context ◽  
Ordered Probit Models ◽  
Threat Theory

Does the local, racial context influence racial differences in culture? I answer this question by testing predictions from group threat theory and the cultural division of labor about which high schools have greater black-white differences in basketball performance. Data are from the National Education Longitudinal Study are analyzed with multilevel ordered probit models. After controlling for predictors of sports performance in students’ families, schools, and neighborhoods, we find evidence for both theories. Black-white differences in basketball performance is greater in schools that are about 50% black, as group threat predicts, and in schools with more hierarchical segregation within them, as the cultural division of labor predicts. We also find that racial conflict within the schools mediates the effect of group threat. The theoretical implications of the findings are discussed.

How States Fund Education

2020 ◽  
Author(s):  
Ajay Srikanth ◽  
Michael Atzbi ◽  
Bruce D. Baker ◽  
Mark Weber
Keyword(s):  
School Districts ◽  
School Finance ◽  
Local Governments ◽  
The United States ◽  
Policy Recommendations ◽  
Funding Equity ◽  
State And Local ◽  
Using Data ◽  
K 12 ◽  
Funding Disparities

In the United States, the vast majority of funding for K–12 education is provided through state and local governments to school districts. Throughout history, school districts have remained highly segregated both by income/wealth and by race, leading to reduced levels of funding available for higher need districts compared to wealthier districts. The purpose of this chapter is to analyze funding disparities within states and to determine differences between states with respect to funding equity. First, the chapter begins with a discussion of the sources of revenue for education at the state and local levels. Second, it explains the purpose and design of state aid formulas to reduce funding disparities between districts. Third, using data from the School Finance Indicators Database, the chapter calculates funding effort and progressivity indices for each state. Fourth, it provides case studies on two states with more progressive and less progressive funding, New Jersey and Illinois. Finally, the chapter concludes with policy recommendations on how states can improve their school finance systems to provide adequate levels of funding for higher need districts.

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