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Validating minority cultures in public education

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After breaking down the data by region, the non-white funding advantage becomes more pronounced.

In the Northeast, for example, blacks receive over ,000 more than whites in per-pupil funding per year.

That grand total is then divided by the total number of white students across the country, producing the national per-pupil figure for white students. But given the district-only limitation, students are assigned the per-pupil spending level of their district as a whole, rather than the per-pupil spending in their individual schools. S., school expenditures are not always directly comparable.

The same procedure is repeated for each racial and ethnic group. The “Discussion” section below explores how this might affect the analysis. In areas with a lower cost of living, the same amount of money can buy more resources than in high-cost areas.

Other analysts, such as Jonathan Kozol, have explored case studies of poorly funded minority schools, but the limited set of examples are not representative of the national picture.[9] The Education Trust, a non-profit advocacy group committed to closing the achievement gap, published a 2005 report on funding differences between the highest-minority and lowest-minority school districts in states and large cities.[10] Leaving out the districts in the middle, however, can lead to misleading results.

validating minority cultures in public education-62validating minority cultures in public education-6validating minority cultures in public education-46validating minority cultures in public education-6

This paper employs a similar methodology, using 2006–2007 datasets from the U. Department of Education to examine school funding at both the national and regional levels.

In addition, the paper adjusts spending figures to account for cost-of-living differences across districts.

Data and Methods This paper uses two datasets published by the Department of Education’s National Center for Education Statistics (NCES).

Darling-Hammond, for example, has written extensively on specific inputs, particularly teacher certifications, that tend to be lower in schools with large minority populations.

But deficiencies in certain resources do not necessarily indicate an overall disparity.