impact of fiscal inequity on at-risk schoolchildren in St. Louis (Testimony of Kern Alexander, March 12, 1996), The

Journal of Negro Education, The, Summer 1997

The best study, most comprehensive study that has been conducted in this regard was [the] Glass and Smith [study of] a few years ago, where they ferreted out those differences. Special education should not just be averaged in... [Glass and Smith, 1979] found that there were thresholds at which quality teaching appeared to take place, and they said any number less than 18-17 to 1, downward. . .indicated that there was higher quality of education. . .

THE COURT: And we're talking about, let's say, a history class where you might lecture to the students, ....Would there be any effect on the disciplinary handling of the children in the smaller class as compared to a larger class?

ALEXANDER: Yes, sir. Some of the school districts, in particular those districts with low-income children, tend to have greater discipline problems, and that becomes a factor. If you're just conveying knowledge, though, and you assume that all the students are well-disciplined and with the same income level, then we know that there's some subjects that you can teach with many more students than others. For example, a laboratory, a chemical lab, may require [a] 10- or 12to-1 [student/ teacher ratio], where you could convey other information with a larger classroom. . .

[Brostron asked Alexander to define the term "at-risk students. " Alexander stated that it included economically deprived schoolchildren and those with educational deficiencies.]

BROSTRON: Does the concentration and the number of at-risk students that a school district is educating. . .have an impact on the amount of resources that the district is required to expend on those students?

ALEXANDER: Yes, sir, it does. This is beginning to become recognized in state funding formulas, that if you have a high percentage of deprived children [then] the funding should be greater-relatively greaterthan if you have a low percentage.... The compacting of these students in areas creates greater educational problems.

BROSTRON: We heard some testimony yesterday that [based on] the free and reduced-[price] lunch number that the state of Missouri uses to identify at-risk students...82% of the children in the city are atrisk, [whereas] 31% of the [schoolchildren in the] rest of the state, excluding Kansas City and St. Louis, are within that definition. My question is. . .are the resources necessary to address the educational needs of that highly concentrated 82%,. . .if we just devote the same percentage increase [as other states do]. is that going to be enough to address those educational needs, or is more necessary?

ALEXANDER: My judgment: more would be necessary. The problems are increased and exacerbated with the higher percentage [of students] that you have [who] are deprived.

BROSTRON: Are you familiar with [how] other states. . address the issue of atrisk students in their financing systems?

ALEXANDER: Yes, sir.

BROSTRON: Could you give the court an overview of some of the states that weight at-risk students at a level that's greater than that of Missouri?