There is simply no correlation. As I pointed out, poor school districts in Texas were shown to deliver better educations than wealthy districts as frequently as not.
What you're doing here is jumping to conclusions based on invalid assumptions, i.e., that more money translates to better education. It doesn't.
<font color=brown>Are you sure that's true?<font color=black>
"A weak positive correlation exists between a school’s wealth and TAAS [TX Assessment of Academic Skills] scores: students in richer schools do better on the TAAS test. Average staff turnover, however, has a negligible negative correlation with TAAS performance."
idra.org
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"Socioeconomic effects. Low-income and African American and Latino students enter school substantially less prepared to do academic work than their middle-income (never mind wealthy) or white or Asian peers (Lee & Burkam, 2002). In addition, the first group attends schools that are far less prepared, in terms of teachers and physical resources, to teach them. Rothstein (2002) points out the vast disparities in housing, health care, and other supports available to children. Those who start with less get less, and as a result they either fail to catch up or fall even further behind. Without major social investments in both classroom and out-of-school supports for low-income children, it is absurd to believe that more tests will enable schools to overcome the gaps in academic learning.
Several reports over the past few years have purported to show that large numbers of schools serving low-income students have succeeded in overcoming the effects of poverty. More careful studies, however, have shown these claims to be at best wildly inflated and often completely misleading (Krashen, 2002). Simply demanding higher scores, even with rewards and sanctions attached, will not do the job."
ascd.org
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"ACT scores are directly related to family income: the richer students' parents are, the higher are average scores. But score gaps between groups on the ACT cannot be explained away solely by differences in educational opportunity linked to social class. According to ACT research, when all factors are equal, such as course work, grades and family income, Whites still outscore all other groups. If the ACT were not biased, Asian Americans, who take more academic courses than any other group, would likely score even higher. Moreover, boys score slightly higher than girls across all races, despite boys' lower grades in high school and college when matched for identical courses."
fairtest.org
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"Affluent Ballard High fits a national pattern. Public schools in the wealthiest neighborhoods win state team championships at more than twice the rate of schools in the least wealthy neighborhoods, according to a USA Today database analysis of championships in 10 core sports in 27 states in all regions of the country."
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""It's the same story of the haves and have-nots as you find elsewhere in the culture," said Virginia Tech communications professor Roland Lazenby, an author and social critic of American sports. "On the academic side (disparities are) much worse, but we like to think of sports" as a meritocracy where money doesn't matter."
courier-journal.com |
