82. Adequately and equitably fund P-12 systems. [i]

Partnerships and P-12 Education Systems 09.6.24

Here’s what the federal government can do:

  • Congress should require the U.S. Department of Education to identify metrics for evaluating whether P-12 systems are adequately and equitably funded.
  • Congress should provide robust funding for programs that support students through P-12 public education, including:
    • Head Start
    • Title I, Part A of the Elementary and Secondary Education Act (ESEA)
    • Title II of ESEA
    • Title III of ESEA
    • Individuals with Disabilities Education Act (IDEA)
    • Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)
    • Upward Bound and Talent Search (TRIO programs)
    • Magnet Schools Assistance Programs (MSAP)

Here’s what state government can do:

  • State legislatures should adequately and equitably fund schools and districts by allocating greater state funding to communities with greater need so that every school has the resources needed to support students in graduating high school ready for college.

The pandemic exacerbated existing inequities in education funding, and during the 2020-21 school year — as P-12 systems required more resources to mitigate unprecedented challenges — 14 states saw decreases in total state and local revenue for education.[ii] Schools across the country have yet to recover from these actual or effective budget cuts.[iii] Research shows that school spending matters for student outcomes, and increases in school spending lead to higher graduation rates, greater wages, and a reduction in adult poverty, particularly among students from lower income backgrounds.[iv] However, there continue to be significant disparities in the distribution of funding and other resources across school districts, with high-poverty schools often receiving less total funding (combined from federal, state, and local sources) than wealthier schools. [v]

An equitable education provided early to all students makes the work of achieving equity and diversity in higher education much easier. Investment in education funding is an urgent issue — for both federal and state policymakers — to address the ongoing barriers faced by the communities and students they serve. Policymakers should invest in the following education programs:

  • Head Start[vi]
  • Title I, Part A of the Elementary and Secondary Education Act (ESEA)
  • Title II of ESEA[vii]
  • Title III of ESEA[viii]
  • Individuals with Disabilities Education Act (IDEA)
  • Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)[ix]
  • Upward Bound and Talent Search (TRIO programs)[x]
  • Magnet Schools Assistance Programs (MSAP)

Across the country, districts with the most students of color on average receive substantially less (16 percent) state and local revenue than districts with the fewest students of color, and high-poverty districts receive 5 percent less state and local revenue than low-poverty districts. The districts with the most English learners receive 14 percent less state and local revenue, compared with districts with the fewest English learners.[xi] These inequitable beginnings burden too many students and hinder their educational dreams.

[i]As described in the note provided in the introduction of this resource, DEIA programs and race-conscious policies generally vary in their terms and scope; most programs and services, as well as the recommendations offered in this document, are lawful under federal statutory and constitutional laws. Readers are encouraged to consult with their attorneys for legal advice to understand the rights and obligations of students, faculty, administrators, and greater society.

[ii]Annual Survey of School System Finances. U.S. Census Bureau, 2008-2020.

[iii]Kirabo, Jackson; Johnson, Rucker; & Persico, Claudia. “The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms,” OUP Academic, October 1, 2015. https://academic.oup.com/qje/article-abstract/131/1/157/2461148?redirectedFrom=fulltext&login=false.

[iv]Kirabo, Jackson. “Does School Spending Matter? The New Literature on an Old Question,” Winter 2020. https://works.bepress.com/c_kirabo_jackson/38/.

[v]“Public Education Funding Inequity in an Era of Increasing Concentration of Poverty and Resegregation,” U.S. Commission on Civil Rights. https://www.usccr.gov/files/pubs/2018/2018-01-10-Education-Inequity.pdf

[vi]“Head Start Services,” U.S. Department of Education, Office of Head Start. https://www.acf.hhs.gov/ohs/about/head-start.

[vii]“Disability Discrimination: Overview of the Laws,” U.S. Department of Education, Office for Civil Rights. https://www2.ed.gov/about/offices/list/ocr/disabilityoverview.html.

[viii]“Title III Part A Programs-Strengthening Institutions,” U.S. Department of Education, Office for Civil Rights. https://www2.ed.gov/programs/iduestitle3a/index.html.

[ix]“Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP),” U.S. Department of Education. https://www2.ed.gov/programs/gearup/index.html.

[x]“Upward Bound Program,” U.S. Department of Education. https://www2.ed.gov/programs/trioupbound/index.html.

[xi]Equal Is Not Good Enough: An Analysis of School Funding Equity Across the U.S. and Within Each State. The Education Trust. December 2022. https://edtrust.org/wp-content/uploads/2014/09/Equal-Is-Not-Good-Enough-December-2022.pdf.