Do schools serving minority students receive less funding per pupil?
Core argument: Predominantly Black and Latinx schools receive $229.53 and $126.15 more per pupil on average, respectively, than White schools, countering the belief that lower per-student spending drives race and income achievement gaps.
Despite the belief that lower education expenditures per student contribute to race and income gaps, data shows that schools serving Black and poorer students receive more per-pupil funding than those serving White and wealthier students. On average, Black and Latinx schools receive $229.53 and $126.15 more per pupil, respectively, than White schools. This trend is supported by additional private funding through grants and foundations, primarily directed at high-minority and low-income schools. However, despite increased spending—rising from less than 3% of GDP in 1950 to about 7% today—educational outcomes have not improved proportionately. This suggests that simply increasing funding is not sufficient to close achievement gaps, as evidenced by the persistent underperformance of the bottom quintile of students. The challenge remains to identify effective spending strategies that yield tangible improvements in educational performance.













Ed Comment, “He makes an interesting point: If spending improves test scores, why hasn’t spending increased test scores? Of course, we know the answer: It doesn’t. If it did, researchers would be able to (easily) identify what spending increases test scores. They can’t. DeBoar implies that it’s money-consuming bureaucracy which comes at the expense of small-group tutoring. But Bill Gate tested both of those hypothesis with hundreds of million of dollars of his own money and achieved ZERO results. (I do think we should adjust money spent on urban schools for their higher costs, costs that don’t teach students. And also that we need to segment out special education.) Therfore, look carefully at the two studies for selection bias. In my opinion, for example, the CREDO studies, the supposed “gold standard,” intentionally overlooks the obvious bias in charter school studies. The noh-excuses school with lotteries work by biasing the admitted sample to students-parents who applied to many schools, which shows ambition. I do think that if we spend the money to divert talent from more useful and profitable endeavors to teaching the least-likely-to-succeed students, we can make a modicum of improvement albeit at opportunity costs that the studies do not fully capture. The problem, of course is that the opportunity cost grow at the margin as the programs scale up. And it’s likely the case that had we devoted those resources to more capable students, the results would have been greater, especially the results captured by others, which are the results we care most about. That is, I don’t think the expenditures, even if they show improvement, are necessarily the best use of the money/resources. My problem with all the deBoar date is that it looks at averages. Analysis needs to segment markets. I think smart people are like Russians—a small amount of spending tops out quickly. (For the smartest it can top out at a much higher level, but only if they choose their education wisely—generally, performing tasks that people wouldn’t choose to do were it not for the money, e.g., doctors looking up asses with flashlights vs contemplating economics.) That doesn’t mean that spending toping out quickly for dumb people is also the case, although I suspect it’s worse—they top out even sooner. But they inflict a lot of cost on society (i.e. they contribute less than they receive). So, education aimed specifically at reducing those costs, which is a far cry from what we are doing, may have returns not captured in his analysis.”
“That quintile exists” Freddie DeBoer continues grapple with the world as it is, “…I really need to underline this point: lower educational expenditures per student can’t be the source of race and income gaps because Blacker and poorer schools receive more per-pupil funding than whiter and richer schools. Sosina and Weathers 2019: “On average, both Black and Latinx total per pupil expenditures exceed White total per pupil expenditures by $229.53 and $126.15, respectively.”Check the tables in the study for more. And this does not encompass the small but growing amount of private dollars that are finding their way into public schools through various grant programs and foundation spending, which likely almost all goes to struggling poor and high-minority schools. This finding flies so directly in the face of the progressive conversation that I find people just can’t hear it, but it actually makes perfect sense. Of course those schools have more funding; we’ve been throwing money at our achievement gaps for 40 years…. Combine this with the widespread sense that these costs haven’t resulted in better schools and you get some understandable bipartisan exasperation. Frustration about our “failing” schools is potentially misleading; we are arguably one of the best school systems in the world when you match for relevant demographic data in PISA scores, and our median and top 5% of students are competitive with anywhere else in the world. We suffer from truly terrible performance in our bottom quintile which drags our overall numbers way down.But that quintile exists, and it’s the case that we have large and troubling gaps and haven’t closed them despite it being a policy obsession since before I was born. We’ve burned money on it and gotten nowhere. It’s not hard to understand why people conclude that money doesn’t seem to matter much…. In 1950 we spent less than 3% of GDP on education in this country. Now it’s more like 7%. It’s hard to say that we have better educational or economic outcomes commensurate with that growing price tag. I am a free-spending, let’s-use-the-printing-press kind of a guy. But even I have to ask, how much are we ultimately going to have to spend, and at what point does just cutting people checks become a more efficient option…”