Segregation and School Funding: How States Reinforce Inequality and What to Do About It

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Matthew Di Carlo Bruce D. Baker

Segregation and School Funding

Name: Segregation and School Funding
Price: 78.99 AUD
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ISBN: 9798895570548

How States Reinforce Inequality and What to Do About It

Matthew Di Carlo, Bruce D. Baker

$78.99

Paperback

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English

Harvard Educational Publishing Group
03 March 2026

Educational strategies & policy; Inclusive education & mainstreaming; Funding of education & student finance; Education & the law

An expert examination of district-level segregation and wealth gaps shapes an original, ambitious policy agenda to end K–12 funding inequity and create a truly fair public school system

More than seventy years after Brown v. Board of Education promised equal educational opportunities for students of color, US public schools remain stubbornly segregated, with large gaps persisting in the adequacy of K–12 funding by race and income. In Segregation and School Funding, Matthew Di Carlo and Bruce D. Baker reveal the cycle that keeps resource-starved schools at a perpetual disadvantage and show how to break it.

By pulling back the curtain on the disparate financial situation of schools within metro areas through an original analysis of district cost data nationwide, Di Carlo and Baker show that schools in higher-poverty, disproportionately Black and Hispanic districts must spend more than their lower-poverty, whiter counterparts to achieve the same outcomes. This segregation-fueled disconnect between what districts need and what they actually get perpetuates unequal student outcomes, which reinforce segregation and inequality, within and even between generations.

The good news is that much of the policy infrastructure to disrupt this cycle is already in place. Through a targeted mix of educational and K–12 financial policy reforms at the state and federal level, Di Carlo and Baker argue that we already have the means to dismantle once and for all the self-reinforcing mechanisms that perpetuate a racially discriminatory status quo. Their agenda brings long-struggling schools closer to resource equity and creates an education system where all students—no matter whether they are white or Black, rich or poor—receive the education they deserve.

By: Matthew Di Carlo, Bruce D. Baker
Imprint: Harvard Educational Publishing Group
Country of Publication: United States
ISBN: 9798895570548
Pages: 352
Publication Date: 03 March 2026
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Matthew Di Carlo is a senior fellow at the Albert Shanker Institute in Washington, DC. His current research focuses on school finance, school segregation, and school and teacher accountability systems. Bruce D. Baker is a professor in the Department of Teaching and Learning at the University of Miami and the author of School Finance and Education Equity: Lessons from Kansas and Educational Inequality and School Finance: Why Money Matters for America's Students. He has consulted with numerous states on school finance reforms and testified in state and federal courts as an expert witness across the country for the past 20 years.

Reviews for Segregation and School Funding: How States Reinforce Inequality and What to Do About It

""In this carefully argued book, Di Carlo and Baker first document the large price that systemic socioeconomic and racial segregation across districts exact on public school systems in the US. They then offer a comprehensive roadmap for states to promote equal educational opportunity for all students.""--Helen F. Ladd, professor emerita of public policy and economics, Duke University ""This book lays out for a broad audience, in clear language and supported by the research, the history of the link between segregation and school funding; why racial segregation and school finance is still a pernicious relationship despite various reforms; and what specific policies should be adopted at the state and federal levels. I can hardly think of a bigger gap in the education policy landscape at this moment.""--Elizabeth H. DeBray, professor in the Department of Lifelong Education, Administration, and Policy, University of Georgia