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Gaps in State and Local Revenues per Student Between Districts Serving the Most and the Fewest Students in Poverty

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FUNDING GAPS An Analysis of School Funding Equity Across The U.S and Within Each State.

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FUNDING GAPS An Analysis of School Funding Equity Across The U.S and Within Each State.

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The article looks at how state and local school financing choices can help or hurt equity, concentrating on the connection between financing and the demographics of the students presented by districts in 2015 and comparing the earnings of neighborhoods with higher numbers of students living below the poverty line or black students to those of their peers. The paper provides an overview of funding fairness between states based on race and poverty prevalence. Generally speaking, districts with the highest poverty rates do not receive more funding to compensate for that high need in more than half of states, and communities with the highest percentage of students of color receive at least 5% less financial support than districts with the lowest rate of students of color in 14 states.

Furthermore, just because a community with a high poverty level receives more funding per student does not mean that every school in that district gets more money. According to previous research, even when state financing for districts is progressive, dollars are dispersed regressively for schools within districts. The author's analysis does not attempt to explain why the results are as they are. Instead, she undertakes this research to assist state advocates who are far more familiar with the local situation than she is.

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Gaps in State and Local Revenues per Student Between Districts Serving

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An article written by Terry Gross on the NPR.org site, discusses how segregation and redlining in the U.S.  has lead to further issues in other aspects of the economy. In 1930s, white neighborhoods and subdivisions were set-up to deny mortgages to African-Americans. The Redlining policy was to ensure overall separation between White and African-American households into designated areas and neighborhoods.  Low amounts of people financially stable moving into segregated areas and the lack of mortgages resulted in property values in these segregated areas being valued at very low rates. Low income rates and low educational growth occurred in these areas because African-Americans did not have a fair opportunity to build equity and own high value property and land.

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In an article written by the U.S. Department of Education, the differences between the NCLB act and the recent ESSA are discussed. In 2001, the No Child Left Behind Act (NCLB) was established as law. The law made it mandatory that all students are to receive quality education opportunities by determining the preparedness of students in grades third through eight and during high school. Their preparedness is determined by standardized tests. When students are under the proficient testing grade, the act allows the state and school districts to adjust educational programs and use educational funds to increase the number of school supplies and resources based on the students' needs. The current version of the NCLB, the Every Student Succeeds Act (ESSA) enacted on December 10, 2015, now includes new support to students from low-income backgrounds.

Both versions claim to work towards obtaining equal educational opportunities for students of all kinds.  But overall, the acts show that high learning inequities and unequal opportunities are still currently present in the US school system.

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2007 Film titled 'Freedom Writers' is a story about a passionate teacher named Erin Gruwell at a low-funded public highschool of mostly people of color that implemented a voluntary integration program. Gruwell believes everybody should have fair access to education and guides students to receive further education beyond highschool.

At the end of the film, Gruwell succeeds in sending many of her high school students to graduate and even pursue college and University education. This has been the first case in their low-income families for many years.

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History of Racial Inequality in Public Education

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History of Racial Inequality in Public Education

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The above article by Pamela Walters discusses how racial inequality in education started in this country. It describes the system from the establishment of common schools in the early 19th century to the present. It focuses on the explicit policies conducted across the country over time and the extreme ones conducted in the South. And it brings up the issues that persist to this day such as the heavy reliance on local taxes by public schools.

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One of the major events discussed in the article by Walters is the Brown v. Board of Education of Topeka case. This was a landmark 1954 Supreme Court case in which the justices unanimously ruled that racial segregation in public education was unconstitutional. However the decision of this case was heavily opposed in the South and led to events such as the Little Rock crisis.