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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 0000-0003-0946-8235)
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
FullText Text:
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  Data: Separate and Unequal in St. Louis? Strengths and Limitations of School-Level Funding Data Using a QuantCrit Framework
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  Data: 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.
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      – SubjectFull: Urban Areas
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      – SubjectFull: Racial Segregation
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      – SubjectFull: Missouri (Saint Louis)
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