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Journal Article: Separate But Not Yet Equal: The Relation Between School Finance Adequacy Litigation and African American Student Achievement

Journal Article » Separate But Not Yet Equal: The Relation Between School Finance Adequacy Litigation and African American Student Achievement

Categories

ACHIEVEMENT gap, ACADEMIC achievement, STUDENTS -- Social conditions, MINORITY students, EDUCATION -- Finance, ACTIONS & defenses -- United States

Authors

Glen, William J.

Published

2006

Publisher

Lawrence Erlbaum Associates

Abstract

The Black-White achievement gap presents perhaps the most important issue in education. Legal actions play a role in the efforts to reduce and eliminate the gap. School finance adequacy litigation offers the most widely used legal strategy to seek fairer outcomes for children. However, the literature is sparse with regard to the impact such litigation has on student outcomes. This article addresses the extent to which adequacy litigation functions as a means of narrowing the achievement gap. It sets forth evidence showing that successful adequacy cases relate positively to African American achievement on the 2003 National Assessment of Educational Progress assessments. However, the results also show that factors normally outside the purview of adequacy litigation, such as the racial composition of the school, also contribute to student outcomes. Therefore, it is argued that adequacy litigation offers a means for reducing the achievement gap, but that it would be more effective if combined with nonmonetary remedies, such as integrating public schools. [ABSTRACT FROM AUTHOR]
Copyright of PJE. Peabody Journal of Education is the property of Lawrence Erlbaum Associates and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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