ABSTRACT
The South Dakota case was brought in 2006 by three small school districts who asserted violations of the state constitution, which provides for “thorough and efficient school systems.” Early in the proceedings, the parties selected 21 “focus districts” which would be the primary locations from where evidence would be assessed. The experts for the state used these districts, but they also utilized statewide data for assessing basic relationships between achievement, student background, and school resources. The primary disadvantaged group was students of Native American background.
The expert analyses showed that the seventh-grade math achievement gap was nearly a full standard deviation, and this gap was reduced to about one-fourth of that after controlling for quantifiable data on poverty, limited English skills, and third-grade math achievement. They also showed that, after controlling for student background, statistically significant standardized effects for per pupil expenditures, teacher experience, and pupil–teacher ratio were 0.05 or less.
The trial court found that the current public school finance system did not violate the South Dakota Constitution, and this decision was upheld on appeal by the South Dakota Supreme Court.
