For example, “the wealthiest 10 percent of U.S. school districts spend nearly 10 times more than the poorest 10 percent, and spending ratios of 3 to 1 are common within states” (Darling-Hammond). In wealthier, suburban areas, most students have the resources available to benefit their educational needs, including; projectors, computers, and calculators. In contrast, “at MacKenzie High School in Detroit, word processing courses are taught without word processors because the school cannot afford them” (Darling-Hammond). For students coming out of lower income communities, it is more difficult for them to attend college, or excel because of the lack of academic preparation. Now not only are many Americans not getting a good education, but as a
Abstract Children in the education system are often told the adage “school comes first”. A statement which implies that an education is more important than any other extracurricular activity, social relationship, or family event. For the purposes of this specific essay, the term “education” refers to K-12 public education in the United States, specifically in the Saint Louis area. Recent research on the disparities and inequalities within the Saint Louis public education system have challenged the notion that “school comes first” for every child. It is no secret that education gaps and literacy gaps exist between rich and poor areas of Saint Louis.
Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world” (Education). Education is a crucial making an intelligent and prosperous world. Every person is entitled to an equal education, deserving to be taught and have the ability to learn at the same beneficial level as any other person. However, the disparity between what some have for a school and what others have for schools that far surpass the others is unacceptable. Children in the United States are not getting the education they deserve to receive.
In addition, the Government Accountability Office [GAO] (2016) reported: “from school years 2000-2001 to 2013-2014, the percentage of all K-12 public schools that had high percentages of poor and black or Hispanic students grew from 9 to 16 percent” (p. 2). These findings suggest that practices of racially and economically segregating students of color continue unresolved. Sadly, poverty and race are automatic disqualifiers for children of color to have equal access to quality
The American education system provides less resources and inexperienced teachers to schools with low-income students, which are said to be mainly African American and Latino. This continuing inequality has detrimental effects on society. In 2013, only 66 percent of African American graduated on time, while 83 percent of White students finished high school in four years. These facts undermine our core beliefs about education and equality. It also undermines our national ability to be competitive in the global
Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home.
"In a sixth grade classroom, brownish clumps of plaster dot the ceiling where there once were sound-absorbing tiles" (p. 137). “We don’t have encyclopedias in classrooms. That is for the suburbs” (p. 85). These words are not my own - I am quoting from Jonathan Kozol, a Harvard-educated activist who observed several school districts spanning the range of the socioeconomic spectrum, from industrial Camden, New Jersey, to tony Great Neck, New York. In his time at each of these schools, he uncovers many truths that governments and the wealthy tend to glaze over in discussions of educational fund allocation.
It was my first day at Thomas Jefferson High School for Science and Technology (TJ). I entered the building and silence rippled through the hall and hung in the air like heavy fog until a sharp whisper cut through. “It’s a black guy.” Those were the first four words I heard in high school and those four words have stuck with me for the past three and a half years. TJ is no stranger to the issue of race; race has been a dark stain on the history of my high school, most notably when it came under investigation by the NAACP in 2012 for disparities in admissions.
Many people think that most American schools are satisfactory. That is far from what is actually happening. The harsh reality is that schools that are unsatisfactory do exist. In Jonathan Kozol’s “Fremont High School”, he points out the flaws of a high school located somewhere in Los Angeles. This helps shine light on differences in the quality of education in various areas of the country.
Unequal Education In Schools The American dream has always been conceived as the abundance of opportunities that the United States has to offer. One of these includes the offer of equal and quality education for all kids, no matter who they are or where they come from. But the startling truth is that schools in the U.S. are NOT equal: some kids receive a high- quality education, while others do not. What is the reason for this, may you ask?
School Funding Inequality “One of the most powerful tools for empowering individuals and communities is making certain that any individual who wants to receive a quality education can do so” (Christine Gregoire). Everyone deserves an equal education regardless of where they live or who their parents are. Children are facing the consequences of decisions they can’t make. The current way public schools are being funded is not working effectively, students are suffering and there needs to be a change.
Low-need schools are provided with more resources than they need because they are deemed more important than other schools. The system favors high achieving students since they are more likely to advance in their life because of opportunities provided to them. This leaves high-need students with fewer opportunities and inferior education. Students are left with old textbooks and go to school in a building with 3 other schools in the same building. This discourages many to learn because they are constantly reminded that students a few blocks away have different learning environments because of their generational wealth and systemic racism.
As a student who grew up in a low income community, I have witnessed the direct effect one’s zip code plays on the quality of education received. Although I grew up in a low-income community, I was fortunate enough to have attended a magnet high school that promoted academic excellence. However, this was not the case for many of my peers I attended middle school with. About 80% of my middle school classmates ended up attending our zone high school that was not nearly as rigorous or led by dedicated and passionate teachers as the magnet school I attended. Because of their zip code, some of these students were raped of their chances of receiving adequate education that would have propelled them to attain a college degree.
Martha Peraza SOC 3340 Inequality in Education California State University, Bakersfield Abstract In the United States, there exists a gap in equality for different demographics of students. The factors contributing to educational disadvantages include socioeconomic struggles, gender of students, language or culture, and particularly for the scope of this paper, race.
Tracking is the norm in our nation’s schools. People expect it, welcome it, and rarely question it. Tracking is supposed to benefit students by having them work with other students of a similar ability level, rather than a mixed group of students all with different ability levels, that way content and pacing does not leave some students far behind while other students are miles ahead. And this system works, doesn’t it? Actually
