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NorthSide: Education
Summary
On the measure of education, the NorthSide population has both a signiQicantly higher proportion that lacks a high school degree and a much lower proportion that has a college degree when compared to the populations of St. Louis City, the St. Louis Metropolitan area, or Missouri. The area also suffers from a high school dropout rate that is signiQicantly higher than the other three areas. These statistics are in spite of the fact that NorthSide students enrolled in public school, on average, account for more money on a per pupil basis than students, on average, enrolled in the St. Louis City School District, the public schools in the St. Louis Metropolitan area, or public schools in Missouri.

There are many different ways to measure the progress of a region, however, the most important may be the education of its citizens. Education has the capacity to reduce poverty, prevent crime, enhance health1, and create economic and other opportunities for society. One of the reasons that government helps fund education is because of the positive externalities associated with its effects. The City of St. Louis recognized as much in 1835 when the Legislature authorized the people of St. Louis- as it was bounded in 1812- who owned lots to sell to the town Commons, a tract of about two thousand acres of most beautiful grounds, and to appropriate nine-tenths to the

improvement of the streets of the city and one- tenth to the support of Public Schools (Shepard, 114). Within two years, St. Louis established two schoolhouses, one for males and another for females, and established a tax for their funding (Shepard, 114). In its beginnings, the school system was underfunded and even charged non- impoverished students ten dollars per year to take part in its services. The school system gradually phased-out this charge and focused its efforts on increasing participation in the school system by families of all income levels in the city, an attempt to eliminate the stigma

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associated with public schools, which in the minds of the more afQluent in the city at the time were viewed as a form of charity. The school system was successful in achieving this goal by the start of the Civil War (Troen, 11-16). Between 1880 and 1940, enrollment of all ages 5 through 18 increased signiQicantly, especially among children ages 12 through 18 (Troen, 201). In the latter part of the nineteenth century, St. Louis Public Schools became the envy of the nation; this reputation continued through the Qirst half of the twentieth century. Near its apex, the St. Louis Public School System boasted a total of 139 elementary schools2 and 12 high schools during the 1959-1960 school year; 27 of the elementary schools were located in the NorthSide area3 of St. Louis (St. Louis Public Schools 1959, 19-25). Since then, many of the public schools shut their doors; currently, only 47 elementary schools are still open, a sign of the declining population in the city5; of this number, only six schools are still open in the NorthSide area. What was once the pride of St. Louis has most recently fallen under state control for failure to meet state-designated benchmarks of educating its enrollees; only very recently has the school district received provisional accreditation5. Census data from the 2006-2010 American Community Survey can provide a snapshot of how the populations of Missouri, the St. Louis metropolitan area6, and the NorthSide area of St. Louis measure against the key indicators of education attainment, school dropout rates, and spending by federal, state, and local governments when compared to St. Louis City,

the St. Louis metropolitan area, and the state of Missouri.

Education Attainment
For purposes of analyzing educational attainment, Missouri Wonk created the Qive categories of education attainment listed below: Elementary school (0-8 years); Some high school, no diploma; High school graduate or GED equivalent; Some college; and College graduate or more. The data were organized so that those who had completed just 8th grade or less were put in the Elementary School (0-8 years) category, those who went to high school but did not receive a diploma or GED were added in the Some High School, No Diploma category, those who did graduate from high school or received a GED were placed in the High School Graduate or GED category, those who had completed some college or received an Associates degree were placed in the Some College category, and those who were college graduates or completed schooling beyond college were placed in the College Graduate or More category. This results in the data contained in Table 1. From the data in Table 1, there is signiQicant difference between the education attainment of the NorthSide area and the St. Louis metropolitan area or the state of Missouri. The proportion of people who have less than a high school graduate education in the NorthSide is approximately two and one-half

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Table 1: 2010 NorthSide Area, St. Louis City, St. Louis Metro Area, and Missouri Education Attainment for Persons 25+ Years of Age
Year NorthSide STL City STL Metro Elementary School (0-8 years) 10.18% 6.16% 3.75% Some High School, No Diploma 25.24% 13.27% 7.76% High School College Graduate or Some College Graduate or GED More 28.49% 27.09% 26.46% 25.90% 26.58% 29.48% 28.54% 10.20% 26.89% 32.54% 25.05%

Missouri 4.66% 9.18% 32.57% Source: American Community Survey 2010, 5-year estimates times the share of residents who have the same level of education attainment in Missouri and three times the proportion of people in the St. Louis metropolitan area. Yet, the statistic is reversed for those residents in the NorthSide who have graduated from college.

While just 10.5% of the NorthSide population 25 years or older has a college degree or more, approximately two and one-half times that amount, more than 25%, have a college degree or more in the state of Missouri; nearly three times the proportion of people in the St. Louis

Graph 1: 2010 Percentage of Age 25+ Without a High School Degree

40.00%$ 35.00%$ 30.00%$ 25.00%$ 20.00%$ 15.00%$ 10.00%$ 5.00%$ 0.00%$ NorthSide$ STL$City$ STL$Metro$Area$ Missouri$

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Graph 2: Percentage of Age 25+ With a College Degree

35.00%$ 30.00%$ 25.00%$ 20.00%$ 15.00%$ 10.00%$

5.00%$ 0.00%$ NorthSide$ STL$City$ STL$Metro$Area$ Missouri$

metropolitan area and nearly twice the proportion in St. Louis City have that level of education attainment.

Missouri. The results of the analysis are contained in Table 2. There is a stark difference between the high school dropout rates, as reported by the American Community Survey, when comparing the NorthSide area to the St. Louis metropolitan area or to the state of Missouri has a whole. In the NorthSide area, approximately 10% more of the 16-19 year olds drop out of high school than in the St. Louis metropolitan area or Missouri. Additionally, the statistics show that the high school dropout rate of the NorthSide area is more than 50% higher than in the City of St. Louis.

High School Dropout Rate

Another key measure in education is the proportion of school age kids that drop out of high school. The American Community Survey previously discussed provides information on the number of 16-19 year old persons in the area of analysis who are neither enrolled in school nor have graduated from high school. Missouri Wonk analyzed this data for the NorthSide area, the City of St. Louis, the St. Louis metropolitan area, and the state of

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Table 2: 2010 High School Dropout Rate

Persons 16-19 neither Proportion of persons enrolled in nor Persons 16-19 years old 16-19 that are High graduated from High School Dropouts School 177 1,920 6,355 1,115 18,661 113,062 15.9% 10.3% 5.6% 6.6%

Year NorthSide STL City STL Metro Area

Missouri 22,819 345,137 Source: American Community Survey 2010, 5-year estimates

Note: The high school dropout rates 7 as reported in the chart above account for all 16-19 year olds regardless of what type of school they attend or attended; it includes public school, private school, and charter school graduates or non-graduates. On average, about 95.6% of those enrolled in high school in the NorthSide attend a public school (ACS 2010, 5-year estimates).

Graph 3: 2010 High School Dropout Rate

18.00%$ 16.00%$ 14.00%$ 12.00%$ 10.00%$ 8.00%$ 6.00%$ 4.00%$ 2.00%$ 0.00%$ NorthSide$ STL$City$ STL$Metro$Area$ Missouri$

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Government Spending on Education

The task of determining how much K-12 education funding is being expended on a speciQic land area, a sub-group of a larger school district, brings about numerous challenges given that a delineation of the students attending a school district, along with their home addresses and other identifying traits, is not publicly available. In order to ascertain the total and per-pupil K-12 education expenditures associated with the NorthSide project area, Missouri Wonk culled the most recent 2010 census tract data for the NorthSide project area, which included information on the number of persons within certain age groups who were enrolled in public school. 8 After some minimal adjustments,9 the census data displayed 3,141 NorthSide project area residents, aged 5-18, who reported attending public school. The census data for the city as a whole showed 39,183 residents, aged 5-18, who reported attending public school. However, when Missouri Wonk compared the census report Qigure of 39,183 city students attending public school to the actual enrollment Qigures of the district and the city charter schools, the numbers did not correspond, as the St. Louis Public School district and city charter schools reported to DESE a total of only 34,544 students enrolled in the city school district and charter schools. There are several possible reasons for this lack of alignment in the data. First, there are inherent problems with the accuracy of self-reported data, such as the census, as multiple scientiQic studies10 have shown that subjects tend to report information that reQlects positively on them. In this case, when a parent is asked how many of their children are currently attending public school, some parents may choose to report that a child who recently dropped out of school is still attending school. Second, the census data and the actual enrollment data are two separate measures with dissimilar inputs and different data collection techniques. Considering the inherent disparity in the two sets of data, it may be more troubling if both measures were to somehow produce an identical number of enrolled students. However, while the aforementioned justiQications provide a legitimate basis to anticipate dissimilar enrollment numbers when comparing census data to actual school enrollment statistics, a variation of 4,639 students intuitively appeared too large to be explained by the aforementioned reasons. However, when Missouri Wonk included the students participating in the Voluntary Interdistrict Choice Corporation (VICC) program, which, as part of the Metropolitan Area Desegregation Program, facilitates the transfer of city students to suburban school districts and suburban students to city magnet schools, the difference in census and school enrollment numbers was much more reasonable. The actual number of city students who transferred to county schools in 2010 was 5,870.11 While the VICC students should be enumerated in the census data

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enrolled in public school measure, those same students would not be enrolled in the St. Louis Public School district or a city charter school. When including the VICC students who reside in the city but attend a public school outside of the city, the respective enrollment numbers derived from the census data and the actual enrollment statistics from the schools diverged by approximately 1,000 students, a reasonable disparity considering the inherent variation built into the different data sources12. As previously discussed, the census data generated a total of 3,141 NorthSide project area residents, aged 5-18, who reported attending public school. The census data for the city as a whole showed 39,183 residents, aged 5-18, who reported attending public school, a higher Qigure than the enrollment statistics of the city schools, which was reported to be 34,544. Since the rest of this study utilized the ofQicial school district data for all other measures, but the census data was necessary to determine information speciQic to the NorthSide project area, Missouri Wonk converted the census enrollment data using the ofQicial school enrollment Qigures by applying a ratio of 8.02%, since the 2010 census data show that the NorthSide project area comprised approximately 8.02%13 of the city residents who reported attending public school. For purposes of quantifying education funding amounts to the NorthSide project area, Missouri Wonk applied this 8.02% ratio to the enrollment numbers of the city schools (34,544) to derive an estimated 2,769 NorthSide project area resident students attending the city school district or city

charter schools. Missouri Wonk is aware that this estimate is most likely lower than the real enrollment number, which would have the effect of lowering the total estimated expenditures associated with the NorthSide project area, but would not impact the per- enrolled Qigure for the area.14 With a reasonable estimate for the number of NorthSide project area students attending public school, Missouri Wonk was then able to produce an estimate of the expenditures associated with the NorthSide project area students. While the total revenue received by a school district is derived from varied and often complex sources, two identiQiable streams of revenue are driven purely by the number and concentration of low income students that a school district serves: Federal Title 1 and the Free and Reduced Lunch weighting factor in the state Foundation Formula. For the purposes of this study, Missouri Wonk assumed no other special characteristics other than poverty for the students residing in the NorthSide project area. There is no reason to assume, and no known data to support, the notion that students residing in the NorthSide project area would have higher or lower instances of disabilities or English as a second language identiQication than the students of the city district as a whole, therefore Missouri Wonk found no basis for adjusting expenditure data associated with the NorthSide project area students from sources such as IDEA or Title III. However, there is abundant and clear quantitative evidence to support the assertion that students residing in the NorthSide project area live in households reporting signiQicantly

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lower incomes than the student population of the city as a whole. To quantify this hypothesis, Missouri Wonk compared income data from the 2010 census of the NorthSide project area and the city as a whole.15 While the average income of the city was $47,256 in 2010, the average income of the NorthSide project area was only $27,176.27, a difference of -42.49%.16 Since both the Title I distribution formula and the Free and Reduced Lunch Pupil count in the state foundation formula escalates payment amounts to districts purely based on poverty, Missouri Wonk applied the 42.49% poverty ratio to the per-enrolled pupil amounts of the students residing in the NorthSide project area. For the Free and Reduced Lunch weighting factor from the state foundation formula, Missouri Wonk Qirst derived the total revenue received by the St. Louis Public School district and the city charter schools as a result of the Free and Reduced Lunch Pupil Count. To determine this amount, Missouri Wonk divided the total 2010 state formula payment to the St. Louis Public School District and city charter schools ($150.8 million17) by the total Weighted Average Daily Attendance (40,69418) of the district and charter schools combined, and then multiplied this quotient by 4,400.24. (The 4,400.24 Qigure was derived by starting with the total free and reduced count for the district and city charter schools of 28,710.4019, then subtracting the threshold amount of 11,109.4620, and Qinally multiplying this difference by .25, which is the Free and Reduced weighting factor21).

The result of this calculation shows the total state revenue received by the St. Louis Public School district and the city charter schools as a result of the Free and Reduced Lunch Pupil Count to be approximately $16.3 million.22 This $16.3 million Qigure was then adjusted from Weighted Average Daily Attendance data to enrollment data in order to conform to the enrollment numbers utilized throughout this study, as the census tract information utilized to approximate the number of public school students residing in the NorthSide project area was enumerated by means of enrollment Qigures, not the Weighted Average Daily Attendance data utilized by the state foundation formula. To accomplish this adjustment, Missouri Wonk divided the $16.3 million attributable to the Free and Reduced Lunch count by the enrollment Qigure of 34,544 in order to derive a per-enrolled student value of $471.84 attributable to the Free and Reduced Lunch Pupil Count. The poverty ratio of 42.49% was then applied to this per-enrolled student Qigure, which added $200.49 to the $471.84 city-wide number for each student residing in the NorthSide project area, resulting in a total $672.33 per-enrolled student from the NorthSide project area as a direct result of the Free and Reduced Lunch Pupil count. The same methodology used to adjust the Free and Reduced Lunch monies was then applied to the Title I revenue stream, as the Title I revenue distribution is based on the number and concentration of poor students that a school district serves. In 2010, the St. Louis Public School District and city charter schools received $40.8 Million in Title 1 revenues23. This $40.8 Million in Title 1 revenue was then

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divided by the combined enrollment Qigures for the district and city charter schools of 34,544 in order to obtain a per-enrolled student value of $1,182.44 attributable to the Title 1 revenue stream. The poverty ratio of 42.49% was then applied to this per-enrolled student Qigure, which added $502.42 to the $1,182.44 citywide number for each student residing in the NorthSide project area, resulting in a total $1,684.85 per-enrolled student from the NorthSide project area resulting from the Title 1 revenue stream.

number would not affect the per-enrolled pupil Qigure reported for the NorthSide project area. While Missouri Wonk is more comfortable with the estimated total expenditure Qigure of the NorthSide project area using the pared down enrollment Qigures derived from the 8.02% ratio, speciQically because it converts the enrollment numbers to correspond with the methodology and data utilized throughout the study, one could make an argument for applying the higher enrollment Qigures derived directly from the census for purposes of calculating an alternate total K-12 education expenditure for the NorthSide project area. When Missouri Wonk applied this higher enrollment Qigure of 3,141 (instead of the lower, ratio-driven 2,769 enrollment Qigure) the total estimated NorthSide project area K-12 education expenditure from all sources (local, state, and federal) increased from $45,250,599 to $51,327,414. However, this $51.3 Million estimate is most likely overstated for a few reasons. First, this higher enrollment Qigure is disconnected from the other factors in the equation, all of which were derived from the actual statistics reported by the schools. Second, the most likely reason for the divergence in the enrollment numbers is the fact that thousands of city students are attending county schools by means of the VICC program. The increased revenue associated with low income students enrolled in the city schools (where that student is part of a concentration of low income students) will be less pronounced when that same student attends a county school district that most likely does not enroll enough low income students to bring the

Alternate NorthSide Project Area Calculation

As discussed earlier, Missouri Wonk converted the census enrolled in public school data that showed a total of 3,141 NorthSide project area residents, aged 5-18, attending public school because the census data suggested larger enrollment numbers than the actual enrollment statistics reported by the city school district and city charter schools. Since the rest of this study utilized the ofQicial school district data for all other calculations, Missouri Wonk converted the census enrollment data using the ofQicial school enrollment Qigures by applying a ratio of 8.02% (explained above) for purposes of quantifying education funding expenditures of the NorthSide project area. While this lower enrollment number most likely under- represents the actual number of NorthSide project area residents attending public school (some of whom are no doubt enrolled in county schools as part of the VICC program) and therefore under-represents the total K-12 education expenditure associated with the NorthSide project area, the lower enrollment

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county school over the Free and Reduced Lunch weighting factor threshold in the state funding formula or the high concentration of poverty deQinitions of the Title I program, again breaking from the otherwise sound assumptions of this studys methodology. In reality, the total estimated NorthSide project area K-12 education expenditure from

all sources (local, state, and federal) is most likely higher than the ratio-driven $45,250,599 estimate and lower than the alternate census-driven $51,327,414 approximation.

Table 3: Per Pupil Spending by Level of Government

Area NorthSide St. Louis City STL Metro Missouri Local Funding per State Funding per Federal Funding Total Funding per Pupil Pupil per Pupil Pupil $7,835 $7,535 $9,663 $7,083 $4,589 $4,389 $2,983 $3,628 $4,217 $3,715 $1,325 $1,856 $16,341 $15,639 $13,972 $12,567

Source: See methodology as previously described in this analysis

Spending by Area
NorthSide: In 2010, an estimated 2,769 student residents of the NorthSide project area were enrolled in K-12 public school.24 The total estimated NorthSide project area K-12 education expenditure from all sources (local, state, and federal) was $45,250,599. The estimated per-enrolled pupil amount 25 for the NorthSide project area was $16,341, which can be broken down as: $7,535 from local revenue sources; $4,589 from state sources; and $4,217 from federal sources. 26 St. Louis City27: In 2010, 34,544 students in the city of St. Louis were enrolled in K-12 public school. The total citywide K-12 education expenditure from all sources (local, state, and federal) was $540 Million28. The per-enrolled pupil amount for the city was $15,639, which can be broken down

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as: $7,535 from local revenue sources; $4,389 from state sources; and $3,715 from federal sources. The St. Louis Metropolitan Area29: In 2010, 285,292 students in the St. Louis metropolitan area were enrolled in K-12 public school. The total regional K-12 education expenditure from all sources (local, state, and federal) was $4 Billion.30 The per-enrolled pupil amount for the region was $14,174, which can be broken down as: $9,405 from local revenue sources; $3,153 from state sources; and $1,614 from federal sources. Missouri In 2010, 889,541 Missouri students were enrolled in K-12 public school. The total statewide K-12 education expenditure from all sources (local, state, and federal) was $11.2 Billion.31 The per- enrolled pupil amount for the state as whole was $12,567, which can be broken down as: $7,083 from local sources; $3,628 from state sources; and $1,856 from federal sources.

Graph 4: State Spending Per Pupil

$5,000## $4,500## $4,000## $3,500## $3,000## $2,500## $2,000## $1,500## $1,000## $500##

$0## NorthSide# St.#Louis#City# STL#Region# Missouri#

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Graph 5: Total Spending Per Pupil

$18,000## $16,000## $14,000## $12,000## $10,000## $8,000## $6,000## $4,000## $2,000## $0## NorthSide# St.#Louis#City# STL#Region# Missouri#

Table 4: Total Education Spending by Level of Government

Area NorthSide St. Louis City 32 STL Metro Missouri Total Local Funding $21,696,251 $260,281,399 $2,683,251,556 $6,300,779,126 Total State Funding $12,707,607 $151,609,166 $899,588,052 $3,227,336,816 Total Federal Funding $11,677,485 $128,327,193 $460,567,228 $1,651,030,080 Total Funding (All Sources) $45,250,599* $540,217,758 $4,043,657,023 $11,179,146,023

*As discussed previously, this number could be as high as $51,327,414 Source: Please see methodology as previously described in this analysis

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Summary
On the measure of education, the NorthSide population has both a signiQicantly higher proportion that lacks a high school degree and a much lower proportion that has a college degree when compared to the populations of St. Louis City, the St. Louis Metropolitan area, or Missouri. The area also suffers from a high school dropout rate that is signiQicantly higher than the other three areas. These statistics are in spite of the fact that NorthSide students enrolled in public school, on average, account for more money on a per pupil basis than students, on average, enrolled in the St. Louis City School District, the public schools in the St. Louis Metropolitan area, or public schools in Missouri. This information is summarized in the graphs below. Percentage of Population Without a High School Degree
40.00%$ 35.00%$ 30.00%$ 25.00%$ 20.00%$ 15.00%$ 10.00%$ 5.00%$ 0.00%$ NorthSide$ STL$City$ STL$Metro$Area$ Missouri$

High School Dropout Rate

18.00%$ 16.00%$ 14.00%$ 12.00%$ 10.00%$ 8.00%$ 6.00%$ 4.00%$ 2.00%$ 0.00%$ NorthSide$ STL$City$ STL$Metro$Area$ Missouri$

State Spending on Public Education

$5,000## $4,500## $4,000## $3,500## $3,000## $2,500## $2,000## $1,500## $1,000## $500## $0## NorthSide# St.#Louis#City# STL#Region# Missouri#

Total Spending on Public Education

$18,000## $16,000## $14,000## $12,000## $10,000## $8,000## $6,000## $4,000## $2,000## $0## NorthSide# St.#Louis#City# STL#Region# Missouri#

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Data, Sources, and Area

Relying on census data from 1970-2010, Missouri Wonk can show how the demographics of the population have changed for the NorthSide area6. The area of focus in this analysis is the geographic region encompassed by census tracts census tracts 1115, 1202, 1212, 1257, 1266, 1271, and 1275 of the 2010 census. The area is shown below.

Figure 1: NorthSide Area 2010 Census Tracts

1202

1115

1271 1266

1212

1275

1257

Source: Map produced with Geolytics software, ACS 2006-2010 Interface. Note: Numbers above denote census tract numbers used by United States Bureau of the Census.

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Figure 2: NorthSide Area in Context of St. Louis City

Source: Map produced with Geolytics software, ACS 2006-2010 Interface. Note: The area shown highlighted in red stripes designates the NorthSide Area.

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Notes
1 National Bureau of Economic Research http://www.nber.org/digest/mar07/w12352.html 2 Including branches. 3 Just as in the preceding paper relating to the history and demographics of the NorthSide region

in St. Louis, the area includes census tracts 1115, 1202, 1212, 1257, 1266, 1271, and 1275 of the 2010 decennial census. 4 Charter schools also currently offer an alternative to the St. Louis Public School system. 5 Bock, Jessica. State Board Gives Provisional Accreditation to St. Louis Public Schools. Published on the St. Louis Post Dispatch website on October 16, 2012. Retrieved from the world wide web at http://www.stltoday.com/news/local/education/state-board-gives-provisional- accreditation-for-st-louis-public-schools/article_27dc696e-596a-5c4f-a5ad-e5c8d224971f.html on October 23, 2012. 6 For purposes of this analysis, the St. Louis metropolitan area includes St. Louis City, St. Louis County, St. Charles County, Jefferson County, and Franklin County. 7 This rate varies substantially from the numbers reported by the St. Louis City School District, which reported a 17.5% dropout rate in 2010 (DESE District Report Card 2012). However, the method of calculating dropouts plus the fact that the rate is for all types of schools, public and private, likely accounts for the difference. The numbers, however, are useful for comparing high school dropout rates of different areas, as the methodology of the census is consistent throughout all areas. 8 American Community Survey data from the Geolytics ACS 2006-2010 Interface 9 The 18 and 19 age group for Attending Public School was divided in half to better reQlect K-12 attendance. 10 For example: Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues. Boston, MA: Houghton MifQlin Company. 11 Voluntary Interdistrict Choice Corporation Board Meeting Highlights, November 19, 2010. http://www.choicecorp.org/BH1110.pdf 12 County residents attending city magnet schools was approximately 173 in 2010, a negligible number. 13 3141/39,183 = .08016 14 See the alternate NorthSide project area calculation at the end of this study, which contains an alternative enrollment Qigure and therefore expenditure total for the NorthSide project area. 15 American Community Survey data from the Geolytics ACS 2006-2010 Interface. 16 Similarly, the St. Louis City Median Income Qigure for 2010 was $33,652, while the NorthSide project area Median Income Qigure for 2010 was $18,025, producing a similar ratio. 17 Total state formula revenue to the St. Louis Public School District and city Charter schools of $150,738,559, culled from DESEs June 2010 payment transmittal data.

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18 Total Weighted Average Daily Attendance of the St. Louis Public School District and city

Charter schools of 40,694, culled from DESEs June 2010 payment transmittal data. 19 DESEs Free and Reduced Lunch Report for 2010- https://mcds.dese.mo.gov/quickfacts/ School%20Finance%20Data%20and%20Reports/Free%20and%20Reduced%20Lunch %20Percentage%20by%20Building/frl-2010.xls 20 Total free and reduced count (28,710.40) multiplied by the free and reduced threshold for the 2009-2010 school year (27.30%). 21 Section 163.011(20), RSMo. 22 16,299,352 23 Total Title 1 revenues received by the St. Louis Public School District and city Charter schools equal $40,846,100, culled from DESEs June 2010 payment transmittal data. 24 Unless otherwise noted, all information derived in this study is based on 2010 data culled from DESEs "Finance Data and Statistics Summary for All Districts" - https://mcds.dese.mo.gov/ quickfacts/Pages/District-and-School-Information.aspx 25 Expenditures by enrollment calculated by multiplying revenue source percentage (local, state, federal) by total expenditures, then summing expenditures by class and dividing by the sum of enrollment for the district/groups. 26 The percentage breakdowns for 2010 may be somewhat misleading, as the state received millions of dollars in ARRA (Stimulus) moneys that year, leading to higher reported percentages of Federal monies in this study. 27 For purposes of this study, the St. Louis area charter schools are included with the St. Louis Public School district in the deQinition of St. Louis City. 28 $540,217,758. 29 For purposes of this study, The St. Louis Metropolitan area includes school districts located in the City of St. Louis, St. Louis County, St. Charles County, Jefferson County, and Franklin County, as denoted by DESEs county coding. 30 $4,043,657,583. 31 $11,179,146,023. 32 The individual school district data for St. Louis City will show skewed results on a per- district and per-charter school basis, as the manner in which DESE pays charter schools (and the districts in which they are located) is different than the manner used to pay schools districts without charter schools. Essentially, DESE allows the St. Louis Public School district to keep all of the local tax revenue from the city, including the portion that is owed to the individual charter schools, and instead pays the charter schools an elevated state aid amount to offset the local revenue owed, but not distributed, to the charter schools. This payment method does not skew the numbers reported above, as the citywide Qigures are reported as totals.

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References
Bock, Jessica. State Board Gives Provisional Accreditation to St. Louis Public Schools. Published on the St. Louis Post Dispatch website on October 16, 2012. Retrieved from the world wide web at http://www.stltoday.com/news/local/education/state-board- gives-provisional-accreditation-for-st-louis-public-schools/article_27dc696e-596a-5c4f- a5ad-e5c8d224971f.html on October 23, 2012. Cook, T. D., & Campbell, D. T.. Quasi-experimentation: Design and analysis issues. Houghton MifQlin Company: Boston, MA. 1979. Missouri Department of Elementary and Secondary Education (DESE). District Report Card. Retrieved from the world wide web on November 24, 2012 at https:// mcds.dese.mo.gov/guidedinquiry/School%20Report%20Card/District%20Report %20Card.aspxrp:SchoolYear=2011&rp:SchoolYear=2010&rp:SchoolYear=2009&rp: SchoolYear=2008&rp:DistrictCode=115115 Missouri DESE. Finance Data and Statistics Summary for All Districts. Retrieved from the world wide web on November 24, 2012 at https://mcds.dese.mo.gov/quickfacts/Pages/ District-and-School-Information.aspx. Missouri (DESE). Free and Reduced Lunch Report 2010. Retrieved from the world wide web on November 24, 2012 at https://mcds.dese.mo.gov/quickfacts/School%20Finance %20Data%20and%20Reports/Free%20and%20Reduced%20Lunch%20Percentage %20by%20Building/frl-2010.xls Picker, Les. The Effects of Education on Health. National Bureau of Economic Research. Retrieved from the world wide web on November 24, 2012 at http://www.nber.org/ digest/mar07/w12352.html. St. Louis Public Schools. Directory of the St. Louis Public Schools: 1959-1960. Board of Education of the City of St. Louis: St. Louis, MO. 1959. St. Louis Public Schools. SLPS 2012-2013 School Listings. Retrieved from the world wide web on November 11, 2012 from http://www.slps.org/domain/5110. Troen, Selwyn. The Public and the Schools: Shaping the St. Louis System, 1838- 1920. University of Missouri Press: Columbia, MO. 1975. United States Bureau of the Census. 2010 American Community Survey. Produced with Geolytics, Inc. software.

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EDUCATION

Voluntary Interdistrict Choice Corporation. Meeting Highlights: November 19, 2010. Retrieved from the world wide web on November 24, 2012 from http:// www.choicecorp.org/BH1110.pdf.

ABOUT MISSOURI WONK

Missouri Wonk is a rm founded by Brian Schmidt that performs policy analysis services for businesses, trade associations non-prots, campaigns, and government entities. From January to May, Missouri Wonk Reports provides weekly updates and analyses on tax and economic development issues confronting Missouri. From June through December, Missouri Wonk Reports dives into the details by providing more in-depth monthly analyses of Missouri state and local tax and economic development policies.
ABOUT BRIAN SCHMIDT

Brian Schmidt served as the Executive Director of the Missouri General Assemblys Joint Committee on Tax Policy from 2005 through 2011. He received a Bachelor of Political Science degree at Truman State University and a Master of Public Affairs- Public Policy degree at the University of MissouriColumbia.

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