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Papers by Danielle Farrie

Education Law Center, 2020

Educational Researcher

This brief describes how several commonly used per-pupil funding measures derived from federal da... more This brief describes how several commonly used per-pupil funding measures derived from federal data include passthrough funding in the numerator but exclude students attached to this funding from the denominator, artificially inflating per-pupil ratios. Three forms of passthrough funding for students not educated by the school district where they reside are included in district-level funding totals: payments to private schools (V91), payments to charter schools (V92), and payments to other school systems (Q11). We illustrate this error in Pennsylvania and New Jersey and use data from all 46 impacted states to show how racial and economic funding gaps are understated as a result.

Education Law Center, 2020

Education Law Center, Mar 1, 2018

Education Law Center, 2019

Education Law Center (ELC). She conducts analysis to support litigation and public policy for ELC... more Education Law Center (ELC). She conducts analysis to support litigation and public policy for ELC and partner organizations. Before joining ELC, she conducted research in the field of urban education on such topics as school choice, racial segregation, and school segregation. She has co-authored peerreviewed articles on how race affects perceptions of school quality and on parental involvement among low-income families. She holds a Ph.D. in sociology from Temple University.

Education Law Center, Oct 1, 2020

Education Law Center, Jun 1, 2012

Data management is integral to the provision of services in most organizations. With the increase... more Data management is integral to the provision of services in most organizations. With the increased global focus on managing data assets, and financial pressures internationally forcing governments to consider innovative methods of maximising returns to investment in data, this panel will draw upon experiences from a variety of service providers to examine some of these issues and highlight strategies that have evolved and are evolving in response to these challenges.nbsp; Minglu Wang will present on data management issues on government and public sector's data reuse and remix, especially systems built up by research centers/schools, but for the public use.

Table 1 provides a summary of the data sources and availability for our indicators. Most data sou... more Table 1 provides a summary of the data sources and availability for our indicators. Most data sources used in the analysis are either U.S. Census sources or National Center for Education Statistics Sources and in most cases the primary sampling unit is the Local Education Agency or School District. In some cases, school level data were aggregated to the school district level. School district characteristics were obtained through the NCES Common Core of Data, Local Education Agency Universe Survey. This survey also provided the data on unified district, elementary district or secondary district status and data on enrollment. The primary source of financial data for the analysis is the U.S. Census Bureau F-33 survey, or survey of local government finances for elementary and secondary education. Though somewhat delayed during the summer of 2009, the 2006-07 school year data were eventually released in late July. One problematic aspect of using these data is that they are, and will be f...

The Dynamics of Opportunity in America, 2016

Over the past several decades, many states have pursued substantive changes to their state school... more Over the past several decades, many states have pursued substantive changes to their state school fi nance systems. Some reforms have been stimulated by judicial pressure resulting from state constitutional challenges and others have been initiated by legislatures. But despite gains in school funding equity and adequacy made over the past few decades, in recent years we have witnessed a substantial retreat from equity and adequacy. This chapter builds on the national school funding fairness report annually published by the Education Law Center. We track school funding fairness (the relative targeting of funding to districts serving economically disadvantaged children) for all states from 1993 to 2012. This chapter explores in greater depth the consequences of school funding levels, distributions, and changes in specifi c classroom resources provided in schools. We fi nd that states and districts applying more effort-spending a greater share of their fi scal capacity on schools-generally spend more on schools, and that these higher spending levels translate into higher staffi ng levels and lower class sizes as well as more competitive teacher wages.

Education Law Center, Jun 1, 2012

Fathering: A Journal of Theory, Research, and Practice about Men as Fathers, 2009

Using data from the Fragile Families and Child Well-being Study, the present study examines level... more Using data from the Fragile Families and Child Well-being Study, the present study examines levels of father involvement with children between married and cohabiting couples post-separation. Differences in father involvement were analyzed using three hypotheses and one research question-repartnering, traditional values, human capital, and relationship quality. Multiple regression analysis revealed that previously cohabitating fathers were more involved with children than previously married fathers, although not all measures of involvement were significantly related to prior marital status. Findings point to several policy implications for low income couples with children.

Table 1 provides a summary of the data sources and availability for our indicators. Most data sou... more Table 1 provides a summary of the data sources and availability for our indicators. Most data sources used in the analysis are either US Census sources or National Center for Education Statistics Sources and in most cases the primary sampling unit is the Local Education Agency or School District. In some cases, school level data were aggregated to the school district level. School district characteristics were obtained through the NCES Common Core of Data, Local Education Agency Universe Survey. This survey also provided the data on ...

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Racial segregation in schools and neighborhoods in the United States is stark and persistent. The results of this research provide clues as to why it may be so enduring. We find that as predominantly white schools in the Philadelphia Metropolitan Area experience increases in black representation of up to seven percentage points during a four-to fiveyear period, white neighborhood residents are more likely to perceive that the quality of their schools has declined, despite the current conditions of the schools and in spite of changes in school characteristics. Our results are more consistent with racial threat theory than contact theory because they s...

The objective of this policy brief is to explain the purpose of adjustment aid in New Jersey’s sc... more The objective of this policy brief is to explain the purpose of adjustment aid in New Jersey’s school funding formula and to correct several misconceptions about the level of aid and how it is distributed. The main conclusions, presented in detail below, include: 1) The amount of adjustment aid in the funding formula is currently overstated in the “informational” state aid notices published by the New Jersey Department of Education (NJDOE). 2) Correcting the base year from which adjustment aid is calculated would lower the total adjustment aid required from 754millionto754 million to 754millionto579 million. 3) Just over a third of total adjustment aid is allocated to the former Abbott districts. 4) While about half of adjustment aid is allocated to above adequacy districts and contributes to spending above the levels required by the funding formula, the other half is allocated to below adequacy districts and helps fund schools in communities that are unable to raise their local share of the adequacy bud...

Specific funding targeted to low-income students is crucial to improve their educational opportun... more Specific funding targeted to low-income students is crucial to improve their educational opportunities and outcomes. Funds specifically designated for these students make it possible to more effectively address their educational needs through researchproven interventions, such as smaller class sizes, additional instructional supports, and high-quality teachers. This funding is even more important in districts serving high concentrations of students in poverty. This is as true in Georgia as it is nationally.

Education Law Center, 2020

Educational Researcher

This brief describes how several commonly used per-pupil funding measures derived from federal da... more This brief describes how several commonly used per-pupil funding measures derived from federal data include passthrough funding in the numerator but exclude students attached to this funding from the denominator, artificially inflating per-pupil ratios. Three forms of passthrough funding for students not educated by the school district where they reside are included in district-level funding totals: payments to private schools (V91), payments to charter schools (V92), and payments to other school systems (Q11). We illustrate this error in Pennsylvania and New Jersey and use data from all 46 impacted states to show how racial and economic funding gaps are understated as a result.

Education Law Center, 2020

Education Law Center, Mar 1, 2018

Education Law Center, 2019

Education Law Center (ELC). She conducts analysis to support litigation and public policy for ELC... more Education Law Center (ELC). She conducts analysis to support litigation and public policy for ELC and partner organizations. Before joining ELC, she conducted research in the field of urban education on such topics as school choice, racial segregation, and school segregation. She has co-authored peerreviewed articles on how race affects perceptions of school quality and on parental involvement among low-income families. She holds a Ph.D. in sociology from Temple University.

Education Law Center, Oct 1, 2020

Education Law Center, Jun 1, 2012

Data management is integral to the provision of services in most organizations. With the increase... more Data management is integral to the provision of services in most organizations. With the increased global focus on managing data assets, and financial pressures internationally forcing governments to consider innovative methods of maximising returns to investment in data, this panel will draw upon experiences from a variety of service providers to examine some of these issues and highlight strategies that have evolved and are evolving in response to these challenges.nbsp; Minglu Wang will present on data management issues on government and public sector's data reuse and remix, especially systems built up by research centers/schools, but for the public use.

Table 1 provides a summary of the data sources and availability for our indicators. Most data sou... more Table 1 provides a summary of the data sources and availability for our indicators. Most data sources used in the analysis are either U.S. Census sources or National Center for Education Statistics Sources and in most cases the primary sampling unit is the Local Education Agency or School District. In some cases, school level data were aggregated to the school district level. School district characteristics were obtained through the NCES Common Core of Data, Local Education Agency Universe Survey. This survey also provided the data on unified district, elementary district or secondary district status and data on enrollment. The primary source of financial data for the analysis is the U.S. Census Bureau F-33 survey, or survey of local government finances for elementary and secondary education. Though somewhat delayed during the summer of 2009, the 2006-07 school year data were eventually released in late July. One problematic aspect of using these data is that they are, and will be f...

The Dynamics of Opportunity in America, 2016

Over the past several decades, many states have pursued substantive changes to their state school... more Over the past several decades, many states have pursued substantive changes to their state school fi nance systems. Some reforms have been stimulated by judicial pressure resulting from state constitutional challenges and others have been initiated by legislatures. But despite gains in school funding equity and adequacy made over the past few decades, in recent years we have witnessed a substantial retreat from equity and adequacy. This chapter builds on the national school funding fairness report annually published by the Education Law Center. We track school funding fairness (the relative targeting of funding to districts serving economically disadvantaged children) for all states from 1993 to 2012. This chapter explores in greater depth the consequences of school funding levels, distributions, and changes in specifi c classroom resources provided in schools. We fi nd that states and districts applying more effort-spending a greater share of their fi scal capacity on schools-generally spend more on schools, and that these higher spending levels translate into higher staffi ng levels and lower class sizes as well as more competitive teacher wages.

Education Law Center, Jun 1, 2012

Fathering: A Journal of Theory, Research, and Practice about Men as Fathers, 2009

Using data from the Fragile Families and Child Well-being Study, the present study examines level... more Using data from the Fragile Families and Child Well-being Study, the present study examines levels of father involvement with children between married and cohabiting couples post-separation. Differences in father involvement were analyzed using three hypotheses and one research question-repartnering, traditional values, human capital, and relationship quality. Multiple regression analysis revealed that previously cohabitating fathers were more involved with children than previously married fathers, although not all measures of involvement were significantly related to prior marital status. Findings point to several policy implications for low income couples with children.

Table 1 provides a summary of the data sources and availability for our indicators. Most data sou... more Table 1 provides a summary of the data sources and availability for our indicators. Most data sources used in the analysis are either US Census sources or National Center for Education Statistics Sources and in most cases the primary sampling unit is the Local Education Agency or School District. In some cases, school level data were aggregated to the school district level. School district characteristics were obtained through the NCES Common Core of Data, Local Education Agency Universe Survey. This survey also provided the data on ...

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, a... more JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Racial segregation in schools and neighborhoods in the United States is stark and persistent. The results of this research provide clues as to why it may be so enduring. We find that as predominantly white schools in the Philadelphia Metropolitan Area experience increases in black representation of up to seven percentage points during a four-to fiveyear period, white neighborhood residents are more likely to perceive that the quality of their schools has declined, despite the current conditions of the schools and in spite of changes in school characteristics. Our results are more consistent with racial threat theory than contact theory because they s...

The objective of this policy brief is to explain the purpose of adjustment aid in New Jersey’s sc... more The objective of this policy brief is to explain the purpose of adjustment aid in New Jersey’s school funding formula and to correct several misconceptions about the level of aid and how it is distributed. The main conclusions, presented in detail below, include: 1) The amount of adjustment aid in the funding formula is currently overstated in the “informational” state aid notices published by the New Jersey Department of Education (NJDOE). 2) Correcting the base year from which adjustment aid is calculated would lower the total adjustment aid required from 754millionto754 million to 754millionto579 million. 3) Just over a third of total adjustment aid is allocated to the former Abbott districts. 4) While about half of adjustment aid is allocated to above adequacy districts and contributes to spending above the levels required by the funding formula, the other half is allocated to below adequacy districts and helps fund schools in communities that are unable to raise their local share of the adequacy bud...

Specific funding targeted to low-income students is crucial to improve their educational opportun... more Specific funding targeted to low-income students is crucial to improve their educational opportunities and outcomes. Funds specifically designated for these students make it possible to more effectively address their educational needs through researchproven interventions, such as smaller class sizes, additional instructional supports, and high-quality teachers. This funding is even more important in districts serving high concentrations of students in poverty. This is as true in Georgia as it is nationally.

Racial segregation in schools and neighborhoods in the United States is stark and persistent. The... more Racial segregation in schools and neighborhoods in the United States is stark and persistent. The results of this research provide clues as to why it may be so enduring. We find that as predominantly white schools in the Philadelphia Metropolitan Area experience increases in black representation of up to seven percentage points during a four- to five-year period, white neighborhood residents are more likely to perceive that the quality of their schools has declined, despite the current conditions of the schools and in spite of changes in school characteristics. Our results are more consistent with racial threat theory than contact theory because they suggest that white residents may initially be threatened by racial change and judge declining school quality according to the racial change itself. As a consequence, white families may flee these integrating schools and neighborhoods, further contributing to school and neighborhood segregation.