Racial and Socioeconomic Test-Score Gaps in New England Metropolitan Areas: State School Aid and Poverty Segregation. Research Report 21-2

Autor/in	Bradbury, Katharine
Institution	Federal Reserve Bank of Boston, New England Public Policy Center
Titel	Racial and Socioeconomic Test-Score Gaps in New England Metropolitan Areas: State School Aid and Poverty Segregation. Research Report 21-2
Quelle	(2021), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tests; Scores; Geographic Regions; Metropolitan Areas; State Aid; Poverty; Racial Differences; Socioeconomic Status; Equal Education; Funding Formulas; Low Income Students; Educational Equity (Finance); Minority Group Students; White Students; Housing; State Policy; School Districts; National Competency Tests; Academic Achievement; Language Arts; Mathematics Achievement; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; African American Students; Hispanic American Students; Connecticut; Maine; Rhode Island; Massachusetts; Vermont; New Hampshire; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Ballungsraum; Armut; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Funding; Finanzierung; Unterkunft; School district; Schulbezirk; Schulleistung; Sprachkultur; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Master-Studiengang
Abstract	Test-score data show that both low-income and racial-minority children score lower, on average, on states' elementary-school accountability tests compared with higher-income children or white children. This report explores the relationship between racial and socioeconomic test-score gaps in New England metropolitan areas and two factors associated with unequal opportunity in education: state equalizing school-aid formulas and geographic segregation of low-income students. The report first explores the degree to which state school aid is progressive, that is, distributed disproportionately to districts with high fractions of students living in poverty; more progressive distributions are associated with smaller test-score gaps in high-poverty metropolitan areas. The second factor explored is poverty segregation; test-score gaps are larger in metropolitan areas where, compared with white children or higher-income children, minority children or low-income children go to school with, or are in school districts with, more students from low-income families. States can alter either or both of these factors via policy changes. States set the terms--and thereby the progressivity--of school-aid policy. Statewide affordable housing policies, such as those in Massachusetts and Rhode Island, if applied more comprehensively, might reduce concentrations of poverty and provide more low-income families access to the higher-quality schools in low-poverty suburban districts. (ERIC).
Anmerkungen	Federal Reserve Bank of Boston. P.O. Box 55882, Boston, MA 02205. Tel: 617-973-3000; Tel: 617-973-3397; e-mail: boston.library@bos.frb.org; Web site: http://www.bos.frb.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01