ERIC Number: ED441911
Record Type: Non-Journal
Publication Date: 1999-Oct
Reference Count: N/A
Checkerboard Schooling: How State Aid Affects High Minority School Districts in New York State.
In 1996-97, forty percent of all students in New York state public schools attend schools in one of the nine high minority districts in which minority students constituted eighty percent or more of total enrollment. This report uses the downstate metropolitan region to analyze the effect of state aid policies on high minority school districts and to identify factors that reduce their aid entitlements. The report also compares high and low minority districts in three downstate counties and the state's five largest cities to other districts in the same region. An overall purpose is to see if the state provides adequate resources to meet the extra needs of high minority school districts. Data are from multiple sources. The analysis shows that state funds do not provide enough support for children in high minority school districts in the downstate suburbs and in the state's largest cities. State aid falls far short of filling the gap in educational offerings. Instead, it reflects regional political pressures. Although state aid programs are frequently targeted to support specific student groups, state aid does not relate directly to special projects in the schools. State school aid sometimes has counterproductive consequences, as the results of an analysis of the state's Transition Adjustment shows. By including Tax Effort and Equalization aids in the Transition adjustment, the high minority school districts in the downstate area were caught in the safety net that was designed to save harmless guarantees in affluent school districts. (Contains 6 figures and 11 tables.) (SLD)
Descriptors: Elementary Secondary Education, Equal Education, Minority Groups, Public Schools, Resource Allocation, School Districts, State Aid, Urban Schools
Educational Priorities Panel, 225 Broadway, Suite 225, New York, NY 10007 ($25; $15 for four copies or more).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Caroline and Sigmund Schott Foundation, Cambridge, MA.
Authoring Institution: Educational Priorities Panel, New York, NY.
Identifiers - Location: New York