While the U.S. is one of the most educated countries in the world, it doesn’t provide the same quality elementary school or secondary school education to all students. In many states, more affluent school districts receive a greater amount of funding per student than poorer districts, with one estimate claiming that low-income districts are underfunded by around $6,700 per pupil.
Discrepancies between the rich and poor have been exacerbated even more due to the lasting impact of the COVID-19 pandemic. Low-income students have suffered the greatest “learning loss” due to partial or total remote learning. One contributing factor is that people in low-income districts are less likely to have the technological resources they need.
States that provide equitable funding to all school districts can help prevent poor students from having lower graduation rates, lower rates of pursuing higher education and smaller future incomes than their wealthy peers. The difference is dramatic: College graduates have $154 - $1,115 higher median weekly earnings than people with a high school diploma and no college experience, depending on the degree.
Texas has the 23rd least equitable school districts in the U.S. overall, but some districts within the state are fairer than others. To find out where school funding is distributed most equitably, WalletHub scored 1,013 districts in Texas based on two metrics: average household income and expenditures for public elementary and secondary schools per pupil.
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Main FindingsMethodology
Main Findings
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Note: For visual purposes, we included only the top 7 school districts by enrollment from each category. Rank 1 on the “Expenditures Ranking” means highest expenditures and Rank 1 on “Income Ranking” means lowest income.
Most & Least Equitable School Districts in Texas
*1=Most Equitable
Methodology
In order to rank the states with the most and least equitable school districts, WalletHub first scored 12,870 school districts throughout the U.S. based on two metrics: average household income and expenditures for public elementary and secondary schools per pupil.
For expenditures, for each 1 percent above the state's average we removed 1 point from a base score of 50 points for each district. For household income, for each 1 percent above the state's average we added 1 point to a base score of 50 points for each district. The inverse was true for each 1 percent below the state's average.
The final score for each district was calculated by taking the absolute difference between the score for expenditures and the score for household income. We then ranked the districts based on the total score, with the lowest value, representing the most equitable, being ranked 1.
Sources: Data used to create this ranking were collected from of the U.S. Census Bureau and the National Center for Education Statistics.
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As an education policy expert with a deep understanding of the U.S. educational landscape, I am well-versed in the challenges and disparities that exist within the country's elementary and secondary school systems. My expertise is grounded in extensive research, practical experience, and a commitment to addressing educational inequalities.
The article you've shared sheds light on a critical issue – the inequitable distribution of funding in U.S. school districts, particularly between affluent and low-income areas. This is a longstanding problem that has been further exacerbated by the lasting impact of the COVID-19 pandemic.
The evidence presented in the article highlights the financial disparities between school districts, with more affluent districts receiving greater funding per student compared to their economically disadvantaged counterparts. The claim that low-income districts are underfunded by approximately $6,700 per pupil underscores the magnitude of the problem.
The impact of the COVID-19 pandemic on learning loss is also a crucial aspect. The article rightly points out that low-income students have suffered the most due to partial or total remote learning, primarily because they often lack the necessary technological resources. This exacerbates existing educational inequalities, affecting graduation rates, pursuit of higher education, and future incomes.
The connection between equitable school funding and positive outcomes for students is emphasized, with states that provide fair funding being positioned as key in preventing disparities in graduation rates and future incomes. The article specifically mentions Texas and its ranking as the 23rd least equitable state in terms of school districts, indicating that within the state, some districts are fairer than others.
The methodology used to assess equity in school funding, as outlined in the article, involves scoring districts based on average household income and expenditures for public elementary and secondary schools per pupil. The scoring takes into account the percentage difference from the state's average for both income and expenditures. This methodology provides a comprehensive view of the financial landscape of school districts, allowing for a nuanced understanding of equity.
In conclusion, addressing the disparities in educational funding is crucial for ensuring equal opportunities for all students. The evidence presented in the article underscores the need for policymakers to prioritize equitable funding to bridge the gap in educational outcomes and future opportunities for students across the United States.
