Who : Kedron Sue Periera
Job : Educational Services Associate
First job ever :
2 EDCAL March 12 , 2018
Funding inequities continue throughout the country
Districts serving large populations of students of color and students from lowincome families receive far less funding than those serving White and more affluent students , according to a new state-by-state report and online data tool released by the Washington , D . C . -based Education Trust .
Despite widespread attention to inequitable funding formulas – and courts that have declared them unlawful for shortchanging school districts serving large percentages of low-income students – too many states continue this unfair practice , the report finds .
The report , “ Funding Gaps 2018 ,” is available online at https :// edtrust . org / resource / funding-gaps-2018 .
The report finds that U . S . school districts serving the largest populations of Black , Latino or American Indian students receive roughly $ 1,800 , or 13 percent , less per student in state and local funding than those serving the fewest students of color . These gaps add up . For a school district with 5,000 students , a gap of $ 1,800 per student means a shortage of a staggering $ 9 million per year .
The analysis also revealed significant gaps between high- and low-poverty districts . Throughout the country , approximately 7 percent – or $ 1,000 – less is spent per pupil on students educated in our nation ’ s highest poverty districts , compared
to those educated in the wealthiest .
“ Our nation has a sad history of underserving students of color and students from low-income families , and the way in which we fund our schools is no different ,” said Ary Amerikaner , director of P-12 resource equity and co-author of the report . “ While money most certainly isn ’ t a silver bullet solution , it matters a great deal . It could mean greater access to important resources , such as strong teachers , school counselors , after-school support or rigorous coursework . This is why equity is such a critical piece of the school funding conversation – money matters most when spent on students who need the most .”
Ed Trust analyzed the most up-to-date national data sources available to examine the state of funding equity in each state . The report looks at revenues from state and local sources only , excluding federal funds since those dollars are intended – and targeted – to provide supplemental services to traditionally underserved groups . The study focuses on how states allocate the resources that originate from their coffers .
There is , of course , great variation among states ’ funding patterns . Nebraska stands out for its unfairness , spending nearly 25 percent less per pupil in districts serving the most students of color . And while in 14 states , districts that serve the most students of color receive substantially more money ,
in 14 other states , they receive substantially less .
Similar to findings in “ Funding Gaps 2015 ,” Illinois has the largest funding gap between high- and low-poverty districts . The highest poverty districts in the state get more than 20 percent less per student than the lowest poverty districts . Following Illinois with the largest funding gaps are Missouri ( 9 percent less ), New York ( 7 percent less ), and Alabama ( 5 percent less ).
Yet , there are many states that defy these patterns and show inequities are not inevitable . In Utah , for example , the highest poverty districts receive about 21 percent more state and local dollars per student than their lowest poverty counterparts . Other states where low-income districts get substantially more dollars include Ohio , Minnesota , New Jersey , South Dakota and Georgia .
While California shows “ progressive ” trends in funding , ACSA continues to fight for equitable funding under California ’ s new Local Control Funding Formula , including support for Assembly Bill 2808 ( Muratsuchi ). This is legislation to establish new , higher funding targets under the LCFF , increasing base grants starting in the 2018-19 fiscal year and supplemental and concentration grant amounts per current law .
The resulting allocation of $ 2.9 billion aims to bring school funding up to the inflation-adjusted 2007-08 levels . ACSA believes the legacy of California ’ s education funding reform and its success will largely depend on timing and an appropriate level of funding provided to school districts to implement academic resources , support services and enrichment programs for students most in need .
In fact , the Education Trust figures only indicate whether the funding that high- and low-poverty districts receive is equal , not equitable . When the authors adjust for the added costs of educating low-income students , including high-quality early learning , wrap-around services , and other student supports , and ask whether funding is equitable , the trends look far worse . Nationally , the funding gap between the highest and lowest poverty districts grows to $ 2,000 per student , or 16 percent . Moreover , the number of states that provide high-poverty districts with substantially less funding grows from four to 20 .
“ These funding inequities are not new ; they have been documented for decades ,” said Amerikaner . “ The good news , and the reason we believe this analysis is so important now , is that more and more advocates , parents , educators , and district and state leaders are pushing for change . We hope this work serves as a tool for progress .”
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ties , and other tasks that effectively develop leaders at the region , committee / council and board levels .
In the two years since its inception , the LDC has faced many questions as it pursues its charge , including : “ Should charter members be full-dues-paying ACSA members ?” “ When are charter , region and state entities allowed to use the ACSA name ?” and “ Does every committee and council need to meet every year , or only when they have a welldefined goal or board-approved project ?”
Hoefer has been co-chair of the committee for the past two years , alongside ACSA Past-Presidents Tom Armelino and Ralph Porras , who served as co-chairs in 2016-17 and 2017-18 , respectively . She said the core vision of the members of the LDC has been to develop leadership capacity and grow new leaders .
“ Our hope is that by recommending updates to existing bylaws and policies that we create clarity for those members who are already involved and opportunities for
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greater engagement for those who want to become involved ,” Hoefer said .
She added that the LDC is looking for ways to connect the work of ACSA committees , councils and regions to support and facilitate continuous improvement and excellence as they support members and their work .
Porras said , “ While we have been working on aligning the work of committees / councils to create consistency and common procedural practices , the LDC continues to emphasize building leadership capacity and powerful professional development opportunities .”
And the committee has been involved in deeper governance conversations . In December , the LDC discussed the role of charters and sought input from the Leadership Assembly in February on preliminary recommendations to the board .
The LDC has called for membership to be a choice at the charter level . However , charter officers , including president , president-elect , vice president for legislative action , past president , treasurer and VP membership , should be ACSA members . In addition , recruitment and engagement of
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new members should be an important duty of charters .
The LDC has cleaned up bylaws and recommended term limits for the state ACSA Board . In addition it has reviewed committee and council reporting templates and provided input on campaigning in state elections .
Hoefer reminds members that the LDC was created as an advisory group .
“ No one on the committee has voting privileges – except through a different role – and our primary role is to develop recommendations , individually solicit input from our regions , collectively solicit input from the Leadership Assembly and ACSA Board , revise the recommendations based on input , and present formal recommendations for approval by the Leadership
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• Beyond student actions or protests , districts must provide professional development to teachers and staffs . Employees must learn the district policies and procedures and know what they can and should do to support students .
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Assembly or board ,” she said . “ The LDC has no authority to make changes , only recommendations .”
LDC co-chair has been a two-year post , while past-presidents serve for their year in office . Hoefer is scheduled to step down as co-chair in June . She said she will greatly miss working collectively with committee members on matters which she is passionate about .
“ Most people probably think I am crazy for finding organizational work fulfilling ,” she said . “ However , each time we engage in dialogue around bylaws , policies , committee or council work , I am reminded of the historical and cultural component of how ACSA conducts business . I see the work of the LDC as the backbone for taking ACSA to the next level .”
• It ’ s ideal if a committee of administrators , teachers , and students lead efforts following a demonstration or walk-out to make lasting , positive , cultural change for the school .
More information on student and teachers rights , protests , and violence on campus visit the ACSA Resource Hub at http :// content . acsa . org .
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This series introduces ACSA staff to members . These are the people working tirelessly for you each and every day .
Who : Kedron Sue Periera
Job : Educational Services Associate
Sue provides assistance to ACSA committees and councils and also manages the Every Child Counts Symposium .
First job ever :
Sue was a telemarketer selling products made by the blind . Most impressively , she paid for two college degrees doing that work .
ACSA . We work for you .