The conclusion from my answer is that increasing funding to
bad school districts above a minimum baseline level would NOT cause them to catch up to the good districts, because that would not address the underlying socioeconomic disparity differences of populace.
In Figure 2, the curved lines provide a sense of how this relationship varied across
districts.6 The lines indicate the upper and lower bounds for the shares of 4th graders who met the ELA standard in 68 percent of demographically similar
school districts.7 Overall, the scores were lower in
districts with larger shares of high - need students, but in some
districts student performance was either better or
worse than expected, based on the shares of high - need students.8 The orange dots (for the CST) and the teal dots (for the SBAC) represent the 20
school districts that were furthest
above or below expectations — these dots are mostly outside the curved lines.