Why racial achievement gaps were so pronounced
in affluent school districts is a puzzling question raised by the data.
Not exact matches
If I were running the government, I would see to it that
school districts that serve the poor would have a larger share of the tax revenue than
school districts that serve the
affluent, for
in the poor
districts there is far more ground to be made up to provide the open equality of opportunity, and equality of opportunity must be a part of every just society.
We heard from directors and managers working
in districts of every size and socioeconomic makeup, and
in schools large and small, disadvantaged and
affluent we heard many of the same issues and concerns echoed.
I live
in a fairly
affluent school district, but there are still many families
in need right near me.
I was lucky enough to be raised
in an
affluent suburb, St. Charles, but as with most wealthy communities, not too far away, there are
school districts that are severely underfunded.
During my 17 years as a high
school principal I have worked
in districts that were rural economically disadvantaged as well as
affluent suburban.
The elites, the wealthy families that have a disproportionate influence on politics, clearly recognize the dysfunction of large urban
school districts and have sought refuge
in affluent suburban
districts for their own children.
But this nearly exclusive focus on improving the education of the poor has concealed the sub-par education being provided
in many of our most
affluent school districts.
In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that affluent Bellevue School District, in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2
In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that
affluent Bellevue
School District,
in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2
in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student
in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2
in state compensatory funds, while large urban
districts received less than half of that for each of their impoverished students (see Figure 2).
And if the
affluent schools and poor
schools are
in different
school districts, there's no legal problem.
Not far away,
in another
affluent, suburban
school district in Montclair, New Jersey, minutes from an August meeting show the board of education approved spending nearly $ 5 million this year for tuition payments — an average of $ 63,000 per student — on «out - of -
district placements» for 79 students with a variety of classifications, including learning disabilities and «other health impairment.»
Do opt - outs tend to be concentrated among relatively
affluent districts, or are they most common
in schools that have historically performed poorly on state tests?
Everyone likes the idea of boosting the number of effective teachers
in schools with large numbers of poor and minority students, but
in his testimony before the committee, Ed Next executive editor Rick Hess had a few warnings for those who think the obvious course of action is to encourage states and
districts to move effective teachers out of
schools with
affluent kids and into
schools with poor kids.
There are an endless number of interesting stories that could be told with this information, but the one that really stood out to us is that achievement
in many of our
affluent suburban public
school districts barely keeps pace with that of the average student
in a developed country.
One
in 4 middle
schools in the Duke study were among those with the highest absence rates, but that dropped to 1
in 12 among middle
schools serving the
district's most
affluent students.
District 4 parents have even gone so far as to accuse the
school of deliberately keeping local families away
in favor of more
affluent ones from other
districts via a manipulated waitlist.
WASHINGTON — Black and Hispanic students
in an
affluent Maryland
school district fall behind their white and Asian peers
in mathematics as early as the 3rd grade, and the gap widens steadily through the elementary grades, a new study concludes.
Districts from California to Texas to North Carolina are tapping into these new funds to address two of the thorniest issues
in education today: how to develop fair and accurate ways to measure effective teaching, and how to find sustainable strategies to balance the distribution of experienced teachers, who now tend to be disproportionately represented
in high - performing (and typically more
affluent)
schools.
Affluent respondents were less willing to spend more for their
district schools, but even among them a clear majority (52 percent) preferred an increase
in expenditures.
«I had this drive to know that there's millions of kids out there like me who are not served well by the existing system,» says Hay, who over his career worked
in a range of environments from
affluent communities to a struggling
district turnaround
school.
The Nevada program is explicitly not targeting low - performing
schools or low - income families but rather is being made available to all, including
affluent families who can already exercise choice by locating
in a good
school district or paying tuition for a private
school.
For example, security firms that offer drug sniffing dogs market their services to inspect the lockers of students
in the more
affluent school districts.
The majority of these
schools are
in more
affluent districts, where parents have college degrees and encourage their sons and their daughters to do well academically, or
in less advantaged communities where the community itself has rallied behind educational goals.
Here are students
in one of the nation's most
affluent districts and most successful high
schools, yet
in Robbins's telling they are on the verge of falling apart.
Principals from a variety of
schools throughout the Charleston County
School District, including those
in affluent suburbs, are asking for WINGS, says Superintendent Nancy McGinley.
«But many of our
affluent suburban
school districts are barely keeping pace with the average student
in our international comparison group.»
JOHN B. KING JR: Unfortunately, the history here is that
in many
school districts, we see that there are
schools serving high - needs students where even the entire student population is
in poverty, and they're actually spending 25 to 30 percent less than a
school 10 blocks away that serves largely
affluent students.
When
school district budgets are cut, parents
in more
affluent neighborhoods essentially tax themselves to provide librarians, after -
school programs, field trips and other needs.
Because property taxes play such an important role
in school funding,
affluent communities have an incentive to establish
school district borders around their neighborhoods
in order to ensure that the benefit of their wealth is reserved for their children alone.
«When the Best is Mediocre: Developed countries far outperform our most
affluent suburbs,» by Jay Greene and Josh McGee The first - ever comparison of math performance
in virtually every
school district in the United States finds that even the most elite suburban
school districts produce results that are mediocre when compared to those of international peers.
Caroline Hoxby's «remarkable study» of New York City's charters, as John Merrow describes it (see here) would surely suggest that they do: «The lottery winners [those who attended the charters] went to 48 public charter
schools, and those who finished 8th grade performed nearly as well as students
in affluent suburban
districts, closing what the researchers call the «Harlem - Scarsdale achievement gap» by 86 percent
in math and about two - thirds
in English.»
The improved rate at Woodson
in a low - income neighborhood
in Northeast Washington puts the
school above the citywide average and just five points shy of the graduation rate for Woodrow Wilson High School, the District's largest comprehensive school, located in an affluent part of
school above the citywide average and just five points shy of the graduation rate for Woodrow Wilson High
School, the District's largest comprehensive school, located in an affluent part of
School, the
District's largest comprehensive
school, located in an affluent part of
school, located
in an
affluent part of town.
Charter
schools have been seen as a way to give parents
in low - income areas a choice
in schooling much like what more
affluent families have always had by moving into a better
school district or putting their children
in a private
school.
Montgomery County, Maryland, one of the most
affluent school districts in the United States and considered a model for its simultaneous pursuit of equity and excellence, approved its first charter
school in July 2011, but the sledding is still rough for those trying to open a second charter
school.
In addition, districts can help schools create diverse school - site councils, at least in more affluent communitie
In addition,
districts can help
schools create diverse
school - site councils, at least
in more affluent communitie
in more
affluent communities.
In a school district, the better - resourced schools tend to serve high - income populations in affluent communities, and the under - funded schools tend to serve low - income populations in disadvantaged communitie
In a
school district, the better - resourced
schools tend to serve high - income populations
in affluent communities, and the under - funded schools tend to serve low - income populations in disadvantaged communitie
in affluent communities, and the under - funded
schools tend to serve low - income populations
in disadvantaged communitie
in disadvantaged communities.
As noted the one
district school in Arizona's top 10, Gilbert's Classical Academy, is designed as an academically rigorous «choice»
school within a more
affluent community, Gilbert.
Without a doubt, the
schools with scores demonstrating under 20 % proficiency on the SBAC spent more time on test prep than the
schools in affluent districts with higher SBAC scores.
In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
In 2014, parents of students at Horace Mann Elementary
School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income fami
School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the
school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income fami
school's programs.1 With just under 290 students enrolled for the 2013 - 14
school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income fami
school year, this means that,
in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the
District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same
school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income fami
school year, the parent - teacher association, or PTA, raised another $ 100,000
in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in parent donations and collected over $ 200,000
in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in membership dues, which it used for similar initiatives
in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families
in future years.5 Not surprisingly, Horace Mann is one of the most
affluent schools in the city, with only 6 percent of students coming from low - income families
in the city, with only 6 percent of students coming from low - income families.6
In many states, state and local funds allocate more money to
affluent districts and
schools than neighboring
districts and
schools that have higher rates of poverty.
In both districts, schools serving the most affluent students received tens of thousands of dollars in additional funding each year from parents, while the highest - poverty schools received very little, if anything, from their PTA
In both
districts,
schools serving the most
affluent students received tens of thousands of dollars
in additional funding each year from parents, while the highest - poverty schools received very little, if anything, from their PTA
in additional funding each year from parents, while the highest - poverty
schools received very little, if anything, from their PTAs.
Despite the disproportionate concentration of PTA donations
in affluent schools, we found that few of the
districts with the 50 richest PTAs have policies
in place to respond to outsized donations to the wealthiest
schools.30 A couple of
districts place restrictions on how parent - raised funds can be spent, such as banning their use to pay for
school staff.
The residents
in the more
affluent districts are the ones paying the new taxes and the majority of the money is not going to their
schools and
districts.
But they have helped create a two - tier education system — one
in which
affluent parents can help their
schools weather state budget crises and maintain programs less
affluent districts can only dream about.
Districts can not ignore the hundreds of millions of dollars
in hidden money that PTAs generate for
affluent schools.
An evaluation study of the
district's equity fund highlighted several implementation challenges.65 Some PTAs simply did not comply with the
district's policy to give back some dollars, and the
district had difficulty figuring out how to exempt some PTA expenses fairly from redistribution.66 The evaluators did not examine how this policy affected PTA revenues, but there was significant pushback from members of the community, with some parents threatening to reduce donations during initial policy negotiations.67 A group of parents voiced that the approach was punitive, and that instead, parents should be encouraged to donate to a separate equity fund or to other, less
affluent schools.68 Other
districts that have considered establishing an equity fund have feared similar pushback, worrying that rich parents will threaten to leave the
district, disinvest
in their
schools, or decrease their overall contributions.69
Thousands of families
in Chicago Public
Schools, affluent suburban districts and downstate allowed their children to forgo the exams, often citing the length of the tests and concerns about the amount of testing in s
Schools,
affluent suburban
districts and downstate allowed their children to forgo the exams, often citing the length of the tests and concerns about the amount of testing
in schoolsschools.
He has successfully worked
in both high poverty and
affluent school districts and has earned a reputation as a «Transformation
Schools» leader.
The
district includes one
school in less -
affluent Highwood, where students are predominantly Hispanic and low - income, and post the lowest passing rates on state tests
in the
district.
Students
in low - income
schools are more likely to be given an «A» for work that would receive a «C» in a more affluent school, according to «Raising Achievement and Closing Gaps Between Groups: Lessons from Schools and Districts on the Performance Frontier,» an Education Trust study released last No
schools are more likely to be given an «A» for work that would receive a «C»
in a more
affluent school, according to «Raising Achievement and Closing Gaps Between Groups: Lessons from
Schools and Districts on the Performance Frontier,» an Education Trust study released last No
Schools and
Districts on the Performance Frontier,» an Education Trust study released last November.