Closing the funding gap Hope Daniels

Edu363Barry Dotson

8/4/2014

Unequal funding in schools is a problem!

Intro The social justice issue I have chosen to analyze in the issue

of unequal funding in schools. This unequal distribution of resources is a huge problem in the United States and has created many gaps in student achievement. Impoverished schools are economically disadvantaged and have less funding available to them leading to less opportunities for some of the neediest students and subsequently perpetuating the cycle of poverty in the United States. “The analysis of new data on 2008-09 school-level expenditures shows that many high-poverty schools receive less than their fair share of state and local funding, leaving students in high-poverty schools with fewer resources than schools attended by their wealthier peers.” (More Than 40% of Low-Income Schools Don't Get a Fair Share of State and Local Funds, Department of Education Research Finds | U.S. Department of Education. (2011, November))

Current Policy

“Public school funding in the United States comes from federal, state, and local sources, but because nearly half of those funds come from local property taxes, the system generates large funding differences between wealthy and impoverished communities. Such differences exist among states, among school districts within each state, and even among schools within specific districts.” (Biddler, Berliner, 2002) The fact that school funding is primarily based on local property taxes makes it very hard for low income schools to compete with middle-upper class schools due to the funding inequalities that are present. These funding inequalities present many problems for the students of these schools. With NCLB and the school choice vouchers that are now available to parents, NCLB hopes to close the gap somewhat when it comes to funding inequalities. This solves the problem of children being required to attend certain schools but it does not solve the fundamental problem of unequal funding for low income neighborhood schools.

Impact

C) This issue is affecting education because it creates an unequal playing field for students due to no fault of their own and reinforces the cycle of poverty that is already a problem in this country. Inequities in funding mean children who are required to learn the same material and excel at the same pace as their middle-upper class peers when given fewer resources leading to less opportunity and more difficulties for these students who are already disadvantaged and living in poverty.

How can we be the change D) In order to address the issue of unequal funding for

schools I would create a 100% equal distribution policy for excess funds. First of all I would suggest that once all funding has been in place and is equal that remaining funds, from middle-upper income schools be distributed equally amongst ALL SCHOOLS. This solves the problem of the lower income schools not receiving enough funds, but it also means that upper class schools are not penalized just for their parents being in a higher income bracket. This allows for an even playing field and a fair distribution of resources amongst ALL Schools. Parents would understand that this would create a more equal playing field for all students and would also give all students a chance to succeed regardless of the amount of money their parents make. This should be something that all community members should be on board with because it is about creating a more level society and playing field and allow all children to be successful and have access to the same opportunities as children whose parents make more money. Administrative and leadership policies would remain the same and this solution means that teacher and leadership salaries are not cut or altered. Teachers in all schools should receive similar salaries and be required to have the same qualifications to ensure teacher quality is equal across the board as well. Considering that testing is standardized across the board with NCLB it is my belief that funding should also be equal across the board as well to give ALL students the best possible chance for success.

 

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“To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S., where lower-class and minority children typically receive less than middle-class white children. (p. 520)” (Biddle, Berliner, 2002)

Other data show that communities where student poverty is rare tend to have well-funded schools, whereas schools in communities where student poverty is rampant tend to receive much less funding. Figure 3 on page 57 shows the relationship between funding and student poverty rates for school districts with enrollments of more than 1,000. Districts reporting higher levels of funding are more likely to be located in communities where student poverty is minimal, whereas those reporting lower levels of funding are more often located in communities where student poverty is sizable (National Center for Education Statistics, 2000b). (Biddle, Berliner, 2002)

Barriers

Barriers and solutions- I foresee some barriers from parents who feel “Their Money” should go to “their children's schools” this would be the hardest barrier to overcome but perhaps explaining that this is meant to help BREAK the cycle of poverty by giving all children a chance at being successful. In the long run, the idea is, that this helps all children to be successful and get out of poverty leading to more children graduating high school, going on to college, establishing well paying jobs and NOT BEING ON WELFARE. Breaking the cycle of poverty, that has been perpetuated by the classist society we live in, is something that is everyone’s responsibility because it something that everyone has perpetuated (even without know it) for a very long time. We have to look at the long-term benefits to our NATION if we can start breaking the cycle and closing the gap NOW. I do not really see teachers and administrators objecting to this policy because it would not be making any changes to their salaries or anything like that. I see only positive thoughts about his from educators, administrators and leadership.

Call to action: Break the cycle

Call To Action Contd’

As a nation it is easier to look away but Its time to open our eyes; if you are not are a part of the solution you are a part of the problem. If you see a school that is still operating and yet it looks like it is falling apart, its probably because it is. Be aware of what is going on in the schools in your city and state. If we want to surpass other nations we have got to lead the way in breaking the cycle of poverty for our children. We all know there are going to be gaps and people are going to make more or less than others but forcing our children to succumb to poverty because it is “easier” than making a change is not fair to the children of tomorrow; these are our future leaders. We will only hurt ourselves and the future of our country if we do not make the necessary changes now to give all children the opportunity to succeed in school and beyond.

Conclusion

In conclusion, it is my belief that we, as Americans, have a social responsibility to help all children in this nation to be successful not just the ones who come from middle class homes. All children deserve equal opportunity and do not deserve to have fewer resources and less opportunity just because of the amount of money their parents make. We must start to realize that our system is fundamentally flawed and will never allow our impoverished children to grow or be successful. We must approach this as any other social issue and it begins with one small change. There should not be unequal funding just because a school is in a low income neighborhood; all children should be give equal opportunity to be successful and it all begins with one simple change we can do to help close the achievement gap.

References:

Luebchow, 2009Luebchow, L. (2009, June). Retrieved from http://www.newamerica.net/files/Equitable_Resources_in_Low_Income_Schools.pdf

 More Than 40% of Low-Income Schools Don't Get a Fair Share of State and Local

Funds, Department of Education Research Finds | U.S. Department of Education. (2011, November). Retrieved from http://www.ed.gov/news/press-releases/more-40-low-income-schools-dont-get-fair-share-state-and-local-funds-department-

 

 Biddle, B., & Berliner, D. (n.d.).(2002, May) Educational Leadership:Beyond Instructional Leadership:Unequal School Funding in the United States. Retrieved from http://www.ascd.org/publications/educational-leadership/may02/vol59/num08/Unequal-School-Funding-in-the-United-States.aspx

Marshall, C. & Oliva, M. (2010). Leadership for social justice: Making revolutions in education (2nd ed.).  Boston, MA: Pearson.