The Distribution of School Resources in the United States: A Comparative Analysis across Levels of Governance, Student Subgroups, and Educational Resources

Autor/inn/en	Lee, Hojung; Shores, Kenneth; Williams, Elinor
Titel	The Distribution of School Resources in the United States: A Comparative Analysis across Levels of Governance, Student Subgroups, and Educational Resources
Quelle	In: Peabody Journal of Education, 97 (2022) 4, S.395-411 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shores, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2107369
Schlagwörter	Educational Resources; Equal Education; Educational Equity (Finance); Economically Disadvantaged; Minority Group Students; Governance; Expenditures; Teacher Effectiveness; Kindergarten; Elementary Secondary Education; School Districts; Social Differences; Expenditure per Student; Teaching Experience; School District Size; Special Education; Hispanic American Students; African American Students; White Students; Resource Allocation; Faculty Mobility; Teacher Salaries; Race; Ethnicity; Student Characteristics + Suchen Sie Ihr Suchwort? Bildungsmittel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausgaben; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Sozialer Unterschied; School districts; Size; Schuleinzugsbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Ressourcenallokation; Lehrerbesoldung; Lehrervergütung; Rasse; Abstammung; Ethnizität
Abstract	Levels of governance (the nation, states, and districts), student subgroups (racially and ethnically minoritized and economically disadvantaged students), and types of resources (expenditures, class sizes, and teacher quality) intersect to represent a complex and comprehensive picture of K-12 educational resource inequality. Drawing on multiple sources of the most recent available data, we describe inequality in multiple dimensions. At the national level, racially and ethnically minoritized and economically disadvantaged students receive between $30 and $800 less in K-12 expenditures per pupil than white and economically advantaged students. At the state and district levels, per-pupil expenditures generally favor racially and ethnically minoritized and economically disadvantaged students compared to white and economically advantaged students. Looking at nonpecuniary resources, minoritized and economically disadvantaged students have smaller class sizes than their subgroup counterparts in the average district, but these students also have greater exposure to inexperienced teachers. We see no evidence that district-level spending in favor of traditionally disadvantaged subgroups is explained by district size, average district spending, teacher turnover, or expenditures on auxiliary staff, but black and Hispanic spending advantage is correlated with the relative size of the black and Hispanic special education population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01