Education Week - June 1, 2016 - (Page 22)
GOVERNMENT & POLITICS
Report Feeds Into Debate Over Racial, Economic Inequities
By Andrew Ujifusa
One of the newest education policy
disputes in Washington is beginning
to mix with one of its oldest. Discussions about inequitable resources
between well-resourced schools and
their poorer counterparts overlap
with fresh calls to address the growing share of schools that are both
economically and racially segregated.
The same week that a fight escalated between the U.S. Department
of Education and U.S. Sen. Lamar
Alexander, R-Tenn., and the Senate
education committee chairman, over
the equity of school spending, the
Government Accountability Office
released a report showing that the
proportion of schools with outsized
shares of students in poverty who are
also students of color roughly doubled
from 2000 to 2014, and that students
in these schools receive more-constricted academic offerings.
Defending his department's efforts
to ensure a more equitable distribution of state and local funds under
the Every Student Succeeds Act,
Education Secretary John B. King
Jr. stressed that the Elementary and
Secondary Education Act of 1965 (of
which ESSA is the latest version)
must be used to ensure greater educational opportunities and resources
for students of color as well as those
from low-income backgrounds.
"It was a civil rights law then and
it is now," King said during a meeting
last month with reporters.
At King's side during that meeting
was Kristen Clarke, the president
and executive director of the Lawyers'
Committee for Civil Rights Under
Law. She highlighted the GAO report
as evidence that the promise of the
1954 Brown v. Board of Education
decision declaring segregated schools
to be unconstitutional was being subverted. The progress made from the
decision peaked in the 1980s "and has
since then eroded," Clarke said. (The
GAO report was released 62 years to
the day after the Brown ruling.)
Civil Rights Concerns
Rep. Bobby Scott of Virginia, the
top Democrat on the House education committee who requested and
presented the GAO report, said he
was introducing federal legislation to
make it easier for individuals to take
civil action against what they believe
to be violations of provisions in the
Civil Rights Act prohibiting discrimination on the basis of race, color, and
national origin.
"They're certainly not at all different," said Liz King, the director of
education policy at the Leadership
Conference for Civil Rights, referring to federal spending rules in the
works designed to increase spending
equity and its connection to school
segregation. "Low-income white students are not getting the quality of
education that they deserve. But it is
also the case that minority students
in poverty experience both racism
and experience barriers because
of their low family income."
Not everyone is enamored with the
idea that school desegregation should
be the moral and policy imperative
that policymakers and schools use to
address funding and other inequities
students of color face. They've raised
questions about whether the growth
of segregated schools in particular is
overstated, and whether regulations
to require more resource equity between schools within districts are a
misguided solution for improving the
opportunities and outcomes for students of color.
Socioeconomically integrated and
diverse schools, the education secretary consistently has said in recent
months, are powerful tools for helping disadvantaged children.
Persistent Disparities
The funding fight in Washington
is over the requirement that federal
aid for low-income students is an additional resource for districts, not to
be used to fill in gaps left by state and
local funding systems.
In essence, the Education Department wants rules creating more
equalization between Title I schools,
those serving relatively large shares
of students from poor households,
and wealthier, non-Title I schools, on
a per-pupil-spending basis.
In a discussion at a recent federal
Civil Rights Commission meeting,
Ary Amerikaner, a deputy assistant
secretary at the Education Department who has helped to craft the
regulations, which are expected to
be released later this year, noted
that one-quarter of districts getting
Title I aid spend fewer state and
local dollars on schools with the
biggest share of students in poverty
than those with the lowest poverty
levels, a situation that she stressed
"cuts against both common sense
and basic fairness."
"It also undercuts the purpose of
Title I," Amerikaner said.
National Education Association
Vice President Becky Pringle attacked the "institutional racism"
she said persists 60 years after the
Brown ruling. This helps to create
"persistent disparities in funding for
socioeconomically and racially segregated schools" in the United States,
Pringle said: "Our nation has never
provided sustained, adequate, and
equitable funding in our communities of greatest need."
Meanwhile, the GAO report finds
that the share of public schools in
which 75 percent to 100 percent
of students are eligible for free or
reduced-price meals, and also in
which that same percentage of students are either black or Hispanic,
nearly doubled from the 2000-01
academic year to 2013-14-from 9
School Finance Suits: More Than Just a Legal Roll of the Dice?
For district leaders, suing states
over school finance formulas may
seem like a high-stakes gamble on
where judges will come down, as
high-profile decisions with very different outcomes in Texas, Kansas,
and Washington state suggest.
But in reality, the fate of these challenges is far from random, hinging
instead on plaintiffs' ability to prove
that those formulas abide by the
specifics-and ambiguities-of each
state's constitution, legal scholars say.
Both Kansas' and Washington's
Supreme Courts ruled their school
aid formulas unconstitutional, while
the Texas high court said that its
state formula met constitutional
standards, and that the specifics of
education funding were for the legislature to decide.
Such highly charged cases can set
up fierce battles between courts and
legislators, including proposals to
strip courts of their authority over
funding matters, calls for elected
rather than appointed justices, and
constitutional amendments addressing the school finance debate.
And the lawsuits highlight the
knotty definitions of such terms
as "suitable" and "efficient" education funding embedded in state
constitutions.
Legal Landscape
In at least 23 states since 1950,
judges have ruled that the state's
school finance formula was uncon-
Eric Gay/AP-File
By Daarel Burnette II
Richard Gray, representing the Texas Taxpayer & Student Fairness Coalition, argues before the Texas Supreme Court in a lawsuit by more than 600 school
districts challenging the state's school finance formula. The court in May upheld the state's funding, finding that it met "minimal" constitutional standards.
stitutional, according to Michael
Rebell, a professor at Teachers
College, Columbia University,
who tracks such cases. In 17 other
states, judges have found that the
formulas passed constitutional
muster or that it was not their role
to figure that out.
"I think there's a clash of cultures
22 | EDUCATION WEEK | June 1, 2016 | www.edweek.org
from the judicial perspective and
the world from which politicians
live," said Richard E. Levy, a legal
scholar at the University of Kansas who studies constitutional law.
"Constitutional law is full of principles and following things to their
logical conclusions. You find a constitutional deficiency and you fix it.
"But legislators don't like being
told that they have to come up
with additional money, raise taxes,
or cut programs," he said. "It's not
desirable from a political point of
view."
Legislators increasingly argue
that school funding formulas-
complex calculations that delin-
eate how many tax dollars are
delivered each year to which districts-should be solely crafted by
the legislature, and that judges are
ill-equipped to scrutinize the academic impact of state aid formulas.
"I've seen what's going on across
the states,where judges are stepping in and trying to become the
http://www.edweek.org
Table of Contents for the Digital Edition of Education Week - June 1, 2016
Education Week - June 1, 2016
In Special Education, A Debate on Bias
Proposed ESSA Rules Aim to Strike Balance
Civil Rights Office Gets Aggressive
Charter Movement Fuels Boom For Public Montessori Schools
Contents
News in Brief
Report Roundup
Transgender Debate: What’s Next?
Free Website Expands on EngageNY’s Mission
Study on Teacher Test Finds Mixed Results
Blogs of the Week
Digital Learning Games Breaking Into K-12 Mainstream
Girls Outperform Boys on First National Test of Tech, Engineering
Oregon Creates a ‘Lens’ for Viewing Educational Equity
High School Takes Cue From Montessori
School Finance Suits: More Than Just a Legal Roll of the Dice?
Report Feeds Into Debate Over Racial, Economic Inequities
Blogs of the Week
Policing Girls of Color in School
The Plight of Black Girls in K-12 Schools
Letters
TopSchoolJobs Recruitment Marketplace
Black Girls, Discipline, and Schools
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