The rich get richer: Inequalities in public school tax credit donations to charter schools in Arizona

Jeanne Powers, Amanda U. Potterton

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

In Arizona, individuals can receive a tax credit of up to US$200 per individual taxpayer for donations to public schools. We analyze public school tax credit donations to charter schools and document inequalities in the distribution of donations associated with the percentages of more advantaged students charter schools serve. The differences in donations may be partially attributable to parents’ ability to invest in their children and the extent to which schools actively solicit donations. These dynamics suggest a Matthew effect of cumulative advantage among Arizona’s charter schools. We discuss our findings in relation to a legislative proposal to change the public school tax credit program, the current political environment in Arizona, and in the context of a more transformative social change.

Original languageEnglish (US)
JournalPolicy Futures in Education
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

donation
charter
taxes
credit
school
social change
parents
ability
student

Keywords

  • Charter schools
  • inequality
  • neoliberalism
  • privatization
  • school choice
  • tax credit

ASJC Scopus subject areas

  • Education

Cite this

@article{c92349fe5eec468998ac926003ad1b9c,
title = "The rich get richer: Inequalities in public school tax credit donations to charter schools in Arizona",
abstract = "In Arizona, individuals can receive a tax credit of up to US$200 per individual taxpayer for donations to public schools. We analyze public school tax credit donations to charter schools and document inequalities in the distribution of donations associated with the percentages of more advantaged students charter schools serve. The differences in donations may be partially attributable to parents’ ability to invest in their children and the extent to which schools actively solicit donations. These dynamics suggest a Matthew effect of cumulative advantage among Arizona’s charter schools. We discuss our findings in relation to a legislative proposal to change the public school tax credit program, the current political environment in Arizona, and in the context of a more transformative social change.",
keywords = "Charter schools, inequality, neoliberalism, privatization, school choice, tax credit",
author = "Jeanne Powers and Potterton, {Amanda U.}",
year = "2018",
month = "1",
day = "1",
doi = "10.1177/1478210318790602",
language = "English (US)",
journal = "Policy Futures in Education",
issn = "1478-2103",
publisher = "Symposium Journals Ltd",

}

TY - JOUR

T1 - The rich get richer

T2 - Inequalities in public school tax credit donations to charter schools in Arizona

AU - Powers, Jeanne

AU - Potterton, Amanda U.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - In Arizona, individuals can receive a tax credit of up to US$200 per individual taxpayer for donations to public schools. We analyze public school tax credit donations to charter schools and document inequalities in the distribution of donations associated with the percentages of more advantaged students charter schools serve. The differences in donations may be partially attributable to parents’ ability to invest in their children and the extent to which schools actively solicit donations. These dynamics suggest a Matthew effect of cumulative advantage among Arizona’s charter schools. We discuss our findings in relation to a legislative proposal to change the public school tax credit program, the current political environment in Arizona, and in the context of a more transformative social change.

AB - In Arizona, individuals can receive a tax credit of up to US$200 per individual taxpayer for donations to public schools. We analyze public school tax credit donations to charter schools and document inequalities in the distribution of donations associated with the percentages of more advantaged students charter schools serve. The differences in donations may be partially attributable to parents’ ability to invest in their children and the extent to which schools actively solicit donations. These dynamics suggest a Matthew effect of cumulative advantage among Arizona’s charter schools. We discuss our findings in relation to a legislative proposal to change the public school tax credit program, the current political environment in Arizona, and in the context of a more transformative social change.

KW - Charter schools

KW - inequality

KW - neoliberalism

KW - privatization

KW - school choice

KW - tax credit

UR - http://www.scopus.com/inward/record.url?scp=85052555637&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85052555637&partnerID=8YFLogxK

U2 - 10.1177/1478210318790602

DO - 10.1177/1478210318790602

M3 - Article

AN - SCOPUS:85052555637

JO - Policy Futures in Education

JF - Policy Futures in Education

SN - 1478-2103

ER -