Sustaining Inequities in Texas: Unfunded College Readiness and Segregation Amidst School Finance Realities

• In Event: Unpacking Education Production Pipeline: Government Spending, Allocation of Funds, and Household Invested

Abstract

This study examined the relationship between school finance and college readiness across student demographics using representation in Calculus Enrollment from the Civil Rights Data Collection. When considering Tax Rate or Property Wealth and Weighted Average Daily Attendance (WADA) of districts, analysis shows that Property Wealth and WADA in particular influences greater calculus enrollment, whereas greater Free or Reduced Lunch Program students decreased it. Interestingly, calculus enrollment increases in districts with increasing numbers of MultiLanguage Learners, Black, Latino, and White students, and greater percentages of MultiLanguage Learners, however, calculus enrollment decreases with greater percentages of Black, Latino, and White students. This suggests the integrated school districts provide greater access to college readiness, while more segregated districts provide less college readiness.

Authors

• Cristobal Rodriguez, Western Michigan University

• Wei-Ling Sun, University of Texas - El Paso

• Marianna Olivares, Educational Testing Service

• David G. Martinez, University of South Carolina