Term

Spring 2025

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Julia Reimer

Secondary Advisor/Reader One

Kathryn Robinson

Peer-Reviewer/Reader Two

Joanna Johnson

Abstract

This study uses secondary analysis of data to examine the following research questions: RQ1: What is the relationship between funding allocation and academic performance across metro high schools with varying levels of racial segregation? RQ2: What is the correlation between demographic factors and academic achievement in metro high schools, and how do these factors contribute to the racial achievement gap? The review of literature analyzes the implications of the rapid resegregation in the Minnesota education system, examining how racial and economic segregation confines Black and Brown children within a cycle of inequality, forcing students to receive a lesser education. The study includes a comprehensive analysis of 20 schools within the Minneapolis-St. Paul metropolitan area. Chosen at random, each school contains contrasting levels of racial segregation based on the number of White to Non-white students. The correlation between a school’s racial makeup, resource allocation, and academic performance in the 20 Twin Cities high schools is examined to identify what directly influences higher achievement. With secondary data provided through Minnesota’s public education database, a correlation analysis displays the strength and direction of the relationship between funding allocation, demographic composition, and achievement performance. The study concluded that while schools with higher numbers of Black and Brown students receive higher funding through taxes, this funding does not equate to higher achievement. The study also found no significant correlation between the allocation of funding for education resources and academic performance across the 20 high schools. The study presents important implications for adequate funding in the state of Minnesota. The excess funding cannot lead to better educational outcomes for their students because it is primarily intended to address disparities that students face outside the classroom. Minnesota must look toward providing additional funding and resources that are tailored to the unique situations within Minority schools. As we continue to segregate our schools, we perpetuate White supremacy and intentionally undermine the futures of our students of color. Though education is a right, quality education remains a privilege.

Research Methodology

Document Studies (secondary analyses of public documents, national data sets)

Keywords

Achievement, Multicultural Education, Social Justice, School Funding

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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