Do Rich and Poor Districts Spend Alike?

Are the areas of rich and poor people the same? (NCES 97-916) Ordering Information For a long time, people have always believed that the right to receive public education for free is the core of the ideal of equal opportunity for Americans. The importance of public primary and secondary education services is reflected in expenditures of approximately $ 250 billion a year. Given the size of this investment, it is natural that you are interested in how to allocate these amounts to students.

Example 1: In this area, most poor students go to school where they spend an average of $ 4,000, but most non-poor students go to school costing an average of $ 6,000. We record that poor students in this area receive school resources in less proportion than poor students. Example 2: In another region, the average expenditures of the two schools were again $ 4,000 and $ 6,000 respectively, but they were evenly distributed among the poor and non-poor students. Here we note that poor and non-poor students have the same school resources even if there is a difference in expenditure among schools.

During the past three decades, school expenditures in rich and poor areas of the province were nearly balanced. In any case, this is not exactly the same, but as I said earlier, the average school fee increased by about 85% on average. In addition, expenditures in the poorer regions are growing faster than this, but spending in richer areas is slower than this. Over time, they gradually gathered. For schools that serve poor families it is important to have sufficient money for education but when looking at school districts such as Cleveland, public school systems are more expensive per student than any private school There are many. Those taking this voucher will have their children accepted at these private schools.

The real way to reduce the disparity in achievement between wealthy schools and poor schools is to reduce inequality by granting grants to more federal funds for poor school districts. "Spending money on this problem" became a political obstacle, especially when the funds were limited. But long ago we stopped taking actions and coped only with the symptoms of school poverty. For socio-economic reasons the performance of students who live poverty may decline, but the main reason is that there are no qualified teachers. These challenging school teachers are often lacking in experience, qualifications and even desire. They will stay only to gain experience, or until more ideal schools are available