School Finance Court Cases and Disparate Racial Impact

The Contribution of Statistical Analysis in New York

Datos Bibliográficos

ID9729337
AutoresLeanna Stiefel (0000-0002-9460-7692, autor de correspondencia), Amy Ellen Schwartz (New York University), Robert Berne, Robert M Berne (New York University), Colin C Chellman (New York University)
Año2005
Volumen37
Número2
Páginas151-173
Fecha de publicación2005-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124504271558
OpenAlexW2112639142
IdiomaEN
Citas recibidas2
Referencias citadas24

Although analyses of state school finance systems rarely focus on the distribution of funds to students of different races, the advent of racial discrimination as an issue in school finance court cases may change that situation. In this article, we describe the background, analyses, and results of plaintiffs’ testimony regarding racial discrimination in Campaign for Fiscal Equity Inc. v. State of New York. Plaintiffs employed multiple regression and public finance literature to show that New York State’s school finance system had a disparate racial impact on New York City students. We review the legal basis for disparate racial impact claims, with particular emphasis on the role of quantitative statistical work, and then describe the model we developed and estimated for the court case. Finally, we discuss the defendants’rebuttal, the Court’s decision, and conclude with observations about the role of analysis in judicial decision making in school finance

Actuarial science · Apportionment · Disparate impact · Economics · Equity (law · Plaintiff · Political science · Public finance · Racism · Rebuttal · Sociology · Supreme court · Finance · Judicial and Constitutional Studies · Law · Legal and Constitutional Studies · School Choice and Performance