In the 21st century, U.S. Blacks in public schools experience disenfranchisement, as did their ancestral predecessors in the 19th and 20th centuries. This research utilizes the "White Racial Frame," which essentially encompasses the cognitive racialized false stereotypes and beliefs Whites hold regarding people of color (Feagin, 2010). These stereotypes, beliefs, and values cause Whites to subconsciously and /or consciously marginalize people of color. This Frame will be discussed regarding the rationale for not justly addressing the issue of racial inequities within public school funding apportionment systems. This approach spotlights the historical and contemporary systemic targeting of U.S. Black students.2 Results of this study indicate that public school funding allotments are both historical and contemporary examples of systemic racial subjugation. This article extends earlier papers (Halcoussis, Ng, & Virts, 2009; Ng & Halcoussis, 2003) by both examining racially-based school funding diversions and mechanisms, and demonstrating that the historical extensions of systemic racism exist within the foundation of public education and continue to impede the education of Blacks. Overall, the contention of this article is to illustrate fiscal disparities related to race. This paper illustrates the disparities between predominantly White and Black school districts in the selected states of Illinois, Alabama, Mississippi, South Carolina and Georgia.