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ERIC Number: ED402696
Record Type: RIE
Publication Date: 1996-Dec
Pages: 4
Abstractor: N/A
Do Rich and Poor Districts Spend Alike? Issue Brief.
Parrish, Thomas
Given the overall annual expenditure of approximately $250 billion on public education in the United States, there is great interest in how these dollars are allocated to states. This brief presents data showing the relationship between access to public-education resources and community wealth across all school districts in the United States for the 1989-90 school year. The data are from a Research and Development Report (T. Parrish and others, 1995) produced by the National Center for Education Statistics (NCES). The brief compares a measure of community wealth--the median income of the households located within school district boundaries--to three alternative measures of resources available to public schools in the district. The measures of available resources include expenditures per student, expenditures converted to education "buying power," and the average number of students per teacher. Findings indicate that districts with high-income households had more to spend for education, and that converting education expenditures to "buying power" reduced the gap between districts with high-income households and those with low-income households. Finally, student-teacher ratios were lowest in school districts serving students with the highest and the lowest household incomes. In summary, rich and poor districts did not spend alike. Districts enrolling children from wealthier communities purchased student-teacher ratios very similar to those in districts enrolling children from the lowest income districts, which had considerably less to spend. Three figures are included. (LMI)
Publication Type: Collected Works - Serials; Information Analyses; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Washington, DC.
Grant or Contract Numbers: N/A