Unfortunately, carryover effects of prior funding decisions still require the use of hold harmless clauses to ensure that many school districts (including a mixture of wealthy and
average wealth districts) continue to receive a least as much state and local revenue as was provided in prior sessions, even when those amounts were inequitable.
Not exact matches
Equity: Arkansas has a positive
wealth - neutrality score, meaning that, on
average, property - wealthy
districts have slightly more revenue than poor
districts do.
Nevada is one of only 10 states with negative
wealth - neutrality scores, meaning that, on
average, property - poor
districts actually have more state and local revenue for education than wealthy
districts do.
But Oklahoma is one of only 10 states with negative
wealth - neutrality scores, meaning that, on
average, property - poor
districts actually have more state and local revenue for education than wealthy
districts do.
Utah is one of only 10 states that have negative
wealth - neutrality scores, meaning that, on
average, students in property - poor
districts actually receive more funding per pupil than students living in wealthy areas.
The state designates a
district as high,
average, or low need by dividing the
district's poverty rate by its
wealth per pupil.)
A Black student in a
district with below -
average property
wealth (less than $ 6,363 per pupil) has an adequacy level of 61 %, but his peer in a wealthier school
district is only a bit better at 69 %.
For example, Stamford Public Schools in Connecticut — which scored a zero on the Isolation of Poverty Index and a zero on the Isolation of
Wealth Index — has created a requirement that all schools be within 10 percentage points of the
district's
average share of «educationally disadvantaged» students.
As a result, the
average high -
wealth district raises more than three times as much I&S revenue as the
average low -
wealth district, even at a lower
average tax rate.
Funding in some «basic aid»
districts — the roughly 10 percent of
districts with enough property
wealth to finance schools outside of state funding — has exceeded the
average by $ 3,000 or more per student.