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Este artículo examina dos preguntas sobre los patrones de gasto de las escuelas en Texas. Primero, “¿Cuán progresivos son los patrones de gasto entre las escuelas de alta y baja pobreza?”En segundo lugar, “¿Cuán desiguales son los gastos por alumno entre las escuelas con al menos el 70% de sus estudiantes clasificados como desfavorecidos económicamente, en diferentes distritos?”Los datos, para el año escolar 2017-2018, están restringidos a 3,453 escuelas primarias e intermedias en 90 distritos grandes de Texas. Está demostrado que los distritos con niveles promedio menos extremos de estudiantes de bajos ingresos tienen más oportunidades de exhibir un mayor gasto en sus escuelas de alta pobreza. Este hallazgo respalda los argumentos a favor de las ponderaciones de financiación de los estudiantes que aumentan con las proporciones crecientes de estudiantes en desventaja económica. Un hallazgo incidental es que una medida comúnmente utilizada de la progresividad del financiamiento es una función directa de las variaciones de los promedios de pobreza a nivel de distrito y escuela y, por lo tanto, está parcial
Two questions about Texas school expenditure patterns are examined. First, “How progressive are spending patterns among high and low poverty schools?” Second, “How unequal are expenditures per pupil between schools with at least 70%of their students classified as economically disadvantaged, in different districts?” The data, for school year 2017-2018, are restricted to 3,453 elementary and middle schools in 90 large Texas districts. The schools in each district were divided into high and low poverty groups. The differences in the average per pupil spending for operations between the two groups ranged from plus $1,382 in one district to a negative $802 in another. The average expenditures in schools with at least 70%economically disadvantaged students were 75%greater in one district than in another. It is demonstrated that districts with less extreme average levels of low-income students have more opportunity to act as good Samaritans, generally exhibiting substantially greater spending in their high poverty schools. This finding supports arguments for student funding weights that increase with increasing proportions of economically disadvantaged students. An incidental finding is that a commonly used measure of funding progressivity is a direct function of district and school level variances in poverty averages, and is therefore biased by them
