In 23 states, richer school districts get more local funding than poorer districts, By Emma Brown, March 12, 2015, Washington Post: “Children who live in poverty come to school at a disadvantage, arriving at their classrooms with far more intensive needs than their middle-class and affluent counterparts. Poor children also lag their peers, on average, on almost every measure of academic achievement. But in 23 states, state and local governments are together spending less per pupil in the poorest school districts than they are in the most affluent school districts, according to federal data from fiscal year 2012, the most recent figures available…”
Tag: High-poverty schools
Free School Lunch Program
Free lunch pilot program lets districts feed everyone at high-poverty schools, By Erin Duffy, December 15, 2014, Omaha World-Herald: “Omaha Public Schools officials hope a new free lunch pilot program being launched in six schools will speed up lunch lines, cut paperwork and fill more rumbling tummies. Starting Jan. 20, six high-poverty schools in north Omaha will start serving free meals to all students, regardless of income, no questions asked. Only one other school district in the state — Santee Community Schools, a reservation school in Niobrara with fewer than 200 students — has opted in for the program, a piece of the federal Healthy, Hunger-Free Kids Act of 2010…”
High-Poverty Schools – California
California students in high-poverty schools lose learning time, study says, By Teresa Watanabe, November 17, 2014, Low Angeles Times: “California high schools with high-poverty students lose nearly two weeks of learning time annually because of teacher absences, testing, emergency lockdowns and other disruptions compared with their more affluent peers in other schools, according to a new UCLA study. Although public schools generally offer the same number of school days and hours, following state law, the study detailed the significant differences in how the time is actually used. In heavily low-income schools, students lost about 30 minutes a day to factors often connected to economic pressures. Lack of transportation led to more tardiness, for instance, and more transiency made it more difficult to form stable classrooms…”