Income Related Issues

They Remember What They Touch: The Impact of Place-Based Learning in East Feliciana Parish

They Remember What They TouchContrary to its Spanish name, East Feliciana has never been a "happy land" for public education. Located in southeastern Louisiana, East Feliciana Parish School District was carved out as a result of consolidations, closures, mergers and chronic poor school performance. The district serves approximately 3,000 students, 2,400 of them in grades K-8. In a parish where African-Americans comprise only 47.1% of the population, they represent more than 80% of the public school students; most, 84.8%, qualify for free or reduced-price lunch.

Small Works in Nebraska: How Poverty and the Size of School Systems Affect School Performance in Nebraska

Small Works in NebraskaAs Nebraska considers a proposal to consolidate many of its small rural schools, this study finds compelling evidence that academic achievement is higher in the state's smaller schools—particularly for students who live in poorer communities. The study by Jerry Johnson, policy analyst for the Rural Trust, explores the relationships among school size, poverty, and student achievement in Nebraska and finds that smaller schools significantly reduce the power of poverty to affect student academic performance.

Small Works in Arkansas: How Poverty and the Size of Schools and School Districts Affect School Performance in Arkansas

Small_Works_In_Arkan.pdfA series of studies in seven states (Alaska, California, Georgia, Montana, Ohio, Texas, and West Virginia) indicates that smaller schools reduce the harmful effects of poverty on student achievement and help students from less affluent communities narrow the academic achievement gap between them and students from wealthier communities. The implication is that the less affluent a community, the smaller the school and school district serving that community should be in order to maximize student achievement. The present study conducted by Ohio University researchers extends this analysis to Arkansas. The findings are remarkably consistent with those from the other states.

Still "A Reasonably Equal Share": Update on Educational Equity in Vermont

This report updates the 2001 study on the impact of Vermont's Equal Educational Opportunity Act of 1997 (Act 60) using the latest available data to examine the degree to which Act 60 has improved on the three main equity goals established by the state's Supreme Court and Legislature: Student Resource Equity, Tax Burden Equity and Academic Achievement Equity. The report concludes that Act 60 continues to fulfill these mandates.

How to Analyze Your State's Education Finance System

This workbook walks you through the complex maze of information gathering and analysis needed to begin to make sense of finance systems. We recommend using the guide online to make it easier to access various sources of information.

A Reasonably Equal Share: Educational Equity in Vermont

This report finds that Vermont's Equal Educational Opportunity Act of 1997 (Act 60) has significantly improved educational equity in the state and has achieved three main goals established by the state's Supreme Court and the Legislature: student resource equity, tax burden equity, and academic achievement equity. The findings suggest that Vermont is on the right course in the way it funds its schools.