ERIC Number: ED328654
Record Type: RIE
Publication Date: 1990-Dec
Reference Count: N/A
A Report on Shortchanging Children: The Impact of Fiscal Inequity on the Education of Students at Risk. Prepared for the Committee on Education and Labor. U.S. House of Representatives. One Hundred First Congress, Second Session.
Taylor, William L.; Piche, Dianne M.
This report concerns inequity in public school finance and its impact on students who, because of economic disadvantage or other factors, are at risk of educational failure. The study examines how resources are distributed under state systems for financing public education. Findings indicate that the prevalent system of financing public schools through heavy reliance on locally raised property taxes leads to widespread disparities in expenditures among public school districts within states. Recent state court decisions have revived the movement, begun in the 1970s and early 1980s, to reform school finance systems through litigation. The study finds that inequitable systems of school finance inflict disproportionate harm on minority and economically disadvantaged students. Educators have reached substantial agreement that several types of educational services are important, and in some cases vital, to the success of at-risk students. Because of a lack of resources, many of these services are inadequate or are not provided at all to children in property-poor districts. A more equitable distribution of resources by states to local school districts could reduce the costs of assuring effective educational services to at-risk children. An appendix discussing school finance litigation prior to 1989 and three statistical tables are included. (AF)
Descriptors: Compensatory Education, Disadvantaged Youth, Economically Disadvantaged, Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Equal Education, Government Role, High Risk Students, Minority Group Children, Public Education, School Districts, School Support, Special Needs Students, State School District Relationship
Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402.
Publication Type: Legal/Legislative/Regulatory Materials; Reports - Evaluative
Education Level: N/A
Authoring Institution: Congress of the U.S., Washington, DC. House Committee on Education and Labor.
Identifiers: Congress 101st
Note: Serial No. 101-U.