Poster #1 - A Case Study of the Implementation of School Finance Reform in New York State

• In Event: Friday Poster Reception

Abstract

This study aims to address a gap in our understanding of school funding and how it contributes to racial inequity by examining how policymakers implemented a court-ordered school finance reform. An abundance of research has analyzed disparities in funding allocations, including with a focus on racial inequities. Yet, there remains a dearth of understanding regarding how racial inequities persist through the school funding policy process, particularly concerning the denial of racism and the adoption of race-neutral perspectives. Scholars have argued that leaving this responsibility to states has prompted vast racial inequalities across school districts, leaving some districts, specifically whiter districts, more highly resourced than others. The unequal distribution of school funding has prompted parents, educational administrators, and community members to seek legal intervention to address the issue, primarily at the state level. Between 1970 and 2009, 48 states were engaged in some form of litigation that informed their present-day school funding mechanism (Hanushek & Joyce-Wirtz, 2023; National Center for Education Statistics, 2023). Consequently, the courts have played a major role in driving school finance reform (Evans et al., 1999). While the outcomes of significant school finance litigation in various states have been thoroughly researched, little is known regarding the implementation of court orders and associated challenges at the state level. Researchers have also called for greater attention in understanding how the impact of school finance lawsuits may have changed over the years.

In Campaign for Fiscal Equity, Inc. v. State of New York (CFE, 2001), the New York State Court of Appeals ruled that New York State’s school finance systems underfunded New York City public schools and denied students their constitutional right, resulting in a state finance reform entitled Foundation Aid and the Contract for Excellence. However, the implementation of this reform spanned nearly two decades, indicating pushback to the reform. Despite the reform, funding distributions continued to perpetuate racial inequities. Applying the frameworks of race neutrality (Bonilla-Silva, 2022) and education debt (Ladson-Billings, 2006), this case study will explore how the implementation process legitimized the racially inequitable distribution of resources to school districts. Data for the study will include interviews with New York state finance staff and education funding advocates, as well as policy documents. The documents will feature excerpts from state budget bills, proposed legislative language, school aid models—commonly referred to as ‘school aid runs’, budget hearing transcripts, and select news articles. While the case study focuses on New York, it offers insights into legislative dynamics, external influences, and decision-making processes during the implementation of a court ordered school finance reform that are relevant to researchers, policymakers, and practitioners.  

Author

• Elizabeth Octavina Aritonang, University of Texas at Austin
  Presenting Author