Separate and Unequal in St. Louis? Strengths and Limitations of School-Level Funding Data Using a QuantCrit Framework
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| Title: | Separate and Unequal in St. Louis? Strengths and Limitations of School-Level Funding Data Using a QuantCrit Framework |
|---|---|
| Language: | English |
| Authors: | J. Cameron Anglum (ORCID |
| Source: | Urban Education. 2025 60(5):1255-1296. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Equity (Finance), Educational Finance, Urban Areas, School Districts, Urban Schools, Housing, Poverty, Expenditures, Racial Segregation, School Resegregation |
| Geographic Terms: | Missouri (Saint Louis) |
| DOI: | 10.1177/00420859231192082 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | As outcome gaps persist between students of varying racial, ethnic, and socioeconomic backgrounds, it remains critical to assess how equitably school funding regimes allocate resources, perhaps most importantly in segregated areas. In this article, I apply a QuantCrit framework to examine school funding in the St. Louis region using newly available school-level data, data particularly relevant in urban settings with large potential within-district funding variation. My findings vary widely predicated on choices to include measures of local property wealth, underscoring the importance of quantitative analyses to motivate analytical decisions based on the context and historical underpinnings of relevant data sources. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472297 |
| Database: | ERIC |
| Abstract: | As outcome gaps persist between students of varying racial, ethnic, and socioeconomic backgrounds, it remains critical to assess how equitably school funding regimes allocate resources, perhaps most importantly in segregated areas. In this article, I apply a QuantCrit framework to examine school funding in the St. Louis region using newly available school-level data, data particularly relevant in urban settings with large potential within-district funding variation. My findings vary widely predicated on choices to include measures of local property wealth, underscoring the importance of quantitative analyses to motivate analytical decisions based on the context and historical underpinnings of relevant data sources. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859231192082 |
