EDGEWOOD ISD V. KIRBY (1989) DECISION
“The amount of money spent on a student’s education has a real and meaningful impact on the educational opportunity offered to that student. High-wealth districts are able to provide for their students broader educational experiences including more extensive curricula, more up-to-date technological equipment, better libraries and library personnel, teacher aides, counseling services, lower student-teacher ratios, better facilities, parental involvement programs, and drop-out prevention programs. … The differences in the quality of educational programs offered are dramatic. For example, San Elizario I.S.D. offers no foreign language, no pre-kindergarten program, no chemistry, no physics, no calculus, and no college preparatory or honors program. It also offers virtually no extracurricular activities such as band, debate, or football. …
“Considering ‘the general spirit of the times and the prevailing sentiments of the people,’ it is apparent from the historical record that those who drafted and ratified Article VII, Section 1 never contemplated the possibility that such gross inequalities could exist within an ‘efficient’ system. … The legislature’s recent efforts have focused primarily on increasing the state’s contributions. More money allocated under the present system would reduce some of the existing disparities between districts but would at best only postpone the reform that is necessary to make the system efficient. A band-aid will not suffice; the system itself must be changed. … Children who live in poor districts and children who live in rich districts must be afforded a substantially equal opportunity to have access to educational funds. Certainly this much is required if the state is to educate its populace efficiently and provide for a general diffusion of knowledge statewide.”