Schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? Analyses of data prepared for school equity cases in more than 20 states found that on every tangible measure—from qualified teachers and reasonable class sizes to textbooks, computers, facilities, and curriculum offerings—schools serving large numbers of students of color and low-income students have significantly fewer resources. → Cookson 2022

Evidence¶

Cookson 2022¶

Cookson, P. W., Jr., & Darling-Hammond, L. (2022). Building school communities for students living in deep poverty. Learning Policy Institute. https://doi.org/10.54300/121.698

q2 · i? · review · r1

The report cites recent analyses of school-equity-case data from more than 20 states, concluding that "schools serving large numbers of students of color and students from low-income families have significantly fewer resources" across every tangible measure. No effect size is printed.

"Recent analyses of data prepared for school equity cases in more than 20 states have found that on every tangible measure—from qualified teachers and reasonable class sizes to adequate textbooks, computers, facilities, and curriculum offerings—schools serving large numbers of students of color and students from low-income families have significantly fewer resources than schools serving more affluent White students."

Discussion¶

Related Claims¶

• Teachers of color disproportionately teach in schools serving more than 75% students of color and more than 75% students from low-income families — related
• Higher education digital divides are acute at MSIs, HBCUs, and TCUs, which have stark capability deficits in hardware, software, and broadband — related
• Predominantly Hispanic and schools serving large numbers of African American and Hispanic students have lower standardized test scores than predominantly White schools even after adjusting for socioeconomic factors — related
• Teachers in high-track secondary classes are considerably more likely to have a major or minor in their field than teachers in low-track classes — a narrower finding that bears on this claim
• Out-of-field teaching is more common in high-poverty schools and lower tracks, concentrating the least qualified teachers with disadvantaged students
• Students in the highest-poverty schools are almost twice as likely to be taught by inexperienced teachers — a narrower finding that bears on this claim
• U.S. high schools with high student of color enrollment are less likely to offer advanced science courses than schools with low student of color enrollment — a narrower finding that bears on this claim
• State-level disparities in advanced course access are large, with New York showing a 54-percentage-point Calculus gap between low- and high-student-of-color-enrollment schools — a narrower finding that bears on this claim
• Florida shows more equitable advanced course offerings between high- and low-poverty schools, attributed by others to statewide opportunity efforts begun in the early 2000s — reports the opposite
• Washington State's automatic-enrollment academic acceleration policy is associated with more equitable advanced course offerings, reversing the typical gap — reports the opposite
• Early childhood education programs often yield larger benefits for children most in need, such as low-income children, children of color, and those with fewer educational resources — related