Are America's Poorest Children Receiving Their Share of Federal Education Funds? School- Level Title I Funding in New York, Los Angeles, and Chicago

Autor/in	Brown, Carolyn A.
Titel	Are America's Poorest Children Receiving Their Share of Federal Education Funds? School- Level Title I Funding in New York, Los Angeles, and Chicago
Quelle	In: Journal of Education Finance, 33 (2007) 2, S.130-146 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Public Schools; Federal Legislation; Disadvantaged Youth; Educational Finance; Urban Schools; Federal Government; Poverty; Federal Aid; Low Income Groups; Academic Standards; Educational Equity (Finance); Resource Allocation; Eligibility; California; Illinois; New York + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bundesrecht; Benachteiligter Jugendlicher; Bildungsfonds; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesregierung; Armut; Ressourcenallokation; Eignung; Kalifornien
Abstract	The No Child Left Behind (NCLB) Act is the largest incursion of the federal government into education in American history. More than $12 billion is attached to unprecedented requirements for all students, poor and nonpoor, to reach a level of academic proficiency. Title I and its NCLB reauthorization explicitly allot funds to individual schools for the needs of their poor students, but few studies have looked at school-level distributions of Title I funds. As schools, especially in urban areas, struggle to meet the standards set by NCLB, researchers need to examine how districts distribute these funds to schools and whether these funds are reaching the poorest children in an equitable manner. Are schools with the highest concentrations of poor children getting the most Title I assistance? This study examined school-level Title I funds distribution in the three largest U.S. districts--New York City Public Schools, Los Angeles Unified School District, and Chicago Public Schools--to determine the equitability of funding. (Contains 3 figures, 1 table and 11 footnotes.) (Author).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals/main.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10