# data[].attributes.body
Freedom will find your dream,
Honesty will make it come true.

We respect students freedom and we would like to observe and support every honest attempt they make to achieve their goal.
In our school, students will not only develop professionalism and knowledges but will also become a better person in the society.

# data[].attributes.headline
Understanding and analyzing Social Reproduction

# data[].attributes.subject
Understanding and analyzing Social Reproduction

# data[].attributes.body
As we discussed in class, zoning is a problem closely related to social reproduction, which increases the gap between rich and poor, educated and uneducated from generation to generation. The extreme segregation of living circumstances come from the different accessibilities based on students who live closer to certain schools with better education qualities, and this comes from the fact that students have different socioeconomic status and other living circumstances. This further leads to segregated demographics in certain schools, and thus the opportunity gaps and funding crisis.
Neighborhood segregation and social stratification are known to create problems such as housing cost, different accesses to colleges, and high-scoring high school. Municipal zoning creates economic outcomes whereas school district zoning creates educational outcomes. In order to tackle the latter issue, we will utilize decentralized school in order to maximize the use of public facilities and the entirety of the city. This is in order to naturally integrate the students and dynamically use the entire district to make the school a better place for learning in terms of interactive learning and diversity in education.

# data[].attributes.body
Understanding the significant impact of AA in providing equal chances for different children in education, our school will adopt this policy like other college admission processes. We will be reporting the ratio of the students benefited from AA and evaluate the fairness critically and thoroughly in order to not lowering the standard, but actually giving opportunities to prove students ability. Because there's no quota in any part of the admission system, this will purely be judged based on the students ability but not any of the personal situations that could be unfair to other students.

# data[].attributes.body
STANFORD: Reardon, S. F., & Owens, A. (2014). 60 years after Brown:
HARVARD: Chetty, R., & Hendren, N. (2018).
School tracking and its role in social https://onlinelibrary.wiley.com/doi/full/10.1111/1468-4446.12655
https://www.publicschoolreview.com/blog/what-is-the-connection-between-home-values-and-school-performance#:~:text=The%20study%2C%20which%20looked%20at,homes%20near%20low%2Dperforming%20institutions. https://www.epi.org/publication/the-racial-achievement-gap-segregated-schools-and-segregated-neighborhoods-a-constitutional-insult/.
UC-Berkeley can’t use race in admissions. What can we learn from its experience? - The Washington Post
Dropping affirmative action had huge impact on California’s public universities | EdSource
The Case for Affirmative Action | Harvard Graduate School of Education, 5 Reasons to Support Affirmative Action in College Admissions - Center for American Progress, and Evaluating the Rationale for Affirmative Action in College Admissions
https://www.google.com/url?q=https://doi.org/10.1353/csd.2007.0018&sa=D&source=editors&ust=1683963787372414&usg=AOvVaw1r8YGrJP-v2f9zhiZZk_i3
Perdomo, Juan. 2022. Can Prediction Systems Help Reduce High School Dropout? A Retrospective on Wisconsin Public Schools. BEAR center. Retrieved from https://bearcenter.berkeley.edu/news/juan-perdomo-can-prediction-systems-help-reduce-high-school-dropout-retrospective-wisconsin
https://www.cde.ca.gov/sp/cd/ci/desiredresults.asp.
Formative Assessment: Using Feedback to Improve Student Learning. CHAP. 105-111.
Ajayi, Hannah. 2019. Journal. ASIA-PACIFIC JOURNAL OF RESEARCH Analysis of the Pre-Primary School Children Assessment Procedure in Nigeria. 69-83.  10.17206/apjrece.2019.13.1.69 Asia-Pacific Journal of Research in Early Childhood Education
Kamenetz, A. (2015, January 6). What schools could use instead of standardized tests. NPR. www.npr.org%2Fsections%2Fed%2F2015%2F01%2F06%2F371659141%2Fwhat-schools-could-use-instead-of-standardized-tests

# data[].attributes.body
Although we support decentralized campus, we believe that all the services, including advising, workshops, mental health resources, etc should be accessible in a integrated system. This is in order to provide students a bird eye view of all the supports they can get, so that they don't have to waste time searching for any helps they need immediately. Therefore, our school will implement an integrated system portal where students will be able to find any information they need online, so that they can easily make appointment or contact our officers, teachers, faculties for help when they need.

# data[].attributes.body
Problem identification: As discussed in class, mental health is a problem not pertaining to a single school, but as a whole country or culture.

Mental health clinic is provided throughout the campus to students for free. This includes the consultation and therapeutic services that will allow students to relax and break through their concerns. Also, the school resources will be provided under the centralized portal for students to make appointment and address their mental health issue.
Our school will adapt to the individualistic and anti-stress culture of modern era, and therefore provide students chances to take a break from school work, participate in diverse no-pressure activities that are found under extracurricular/special activities.

# data[].attributes.body
Either accomplished as a project done by current STEM students or as a workshop hosted by tech companies (either big or startup) or as an informative session hosted by a group of teachers, there will be STEM workshops on a regular basis. There will in particular be the big exhibitions for STEM projects done throughout the semester at the end of each semester to let students be proud of their accomplishment while letting others to get a feeling about what STEM is all about. We are aiming to increase the attention to STEM from diverse group of students to increase the diversity.

# data[].attributes.body
Because we are a local public school, it's inevitable to get protected by the local police officers.
However, in order to prevent any violence and expressive suppression, especially based on racial profiling and other stereotypes, we will be creating online professional development modules and in person training for School Resource Officers (SROs) to address potential gaps in training. Each module focuses on one of the following: trauma-informed care; social-emotional learning (SEL); restorative problem-solving; and cultural competence. These modules were developed by applying established paradigms of curriculum development, including systematic and communicative approaches, adult learning theory principles, and utilization of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Model of Systematic Instructional Design.
This is our best attempt to prevent any of the potential risks of having officers at school discussed in our STPP topic. We will be constantly monitoring any alarming officers incidents as well, in order to update our training modules as we go.

# data[].attributes.body
Objective: Create a student council to make students volunteer and take responsible positions and protect others.
Since we have our own set of rules, we will need our proctors and judges to determine whether a behavior falls under certain category and how bad it is. Considering the possibilities of unfairness and discrepancies, we will select group of students to run our mock government, or student council. They will not only participate in organizing school activities with teachers, but will also get trained and interfere in any dangerous situations that can be controlled within their capability.

# data[].attributes.body
Objective: Create a set of rules for students to follow in order to keep school organized, secured, and moral.
1. Physical violence: any type of violence is prohibited inside the school, and violent behaviors will be punished at the highest level.
2. Verbal violence: any type of cursing or impolite verbal actions will be punished, yet the intensity is milder than physical violence.
3. Punctuality: tardiness and absences without reasonable explanations are considered disrespectful behaviors to organizers and teachers of the event/class, and will be punished accordingly depending on how frequent and how bad it is.
4. Disruption: Most of the common etiquettes falls under this category. This is in order to teach students some essential qualities they need to live in a community.
5. Additional rules will be applied as we see any trend in students behaviors violating our school mission and negatively affecting others lives.

# data[].attributes.body
As mentioned in STPP topic, we have had zero tolerance policy in early education in the US under the mission to protect children from dangerous events. However, this didn't work out  due to its strict guideline not giving students chance to learn but sending them directly to the detention center. This is not a good way of using public forces because it's a law enforcement that's not suitable in a learning environment, especially to young children.
Our school will not consider this policy but we will individually develop set of rules for students to follow, which connects to our clear definition of "misbehaving" and the establishment of "mock government".

# data[].attributes.body
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# data[].attributes.attachment_link.readable_text
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Abstract

School resource officers (SROs) have become increasingly common in schools; however, most states do not require that they have youth- or school-related training (Morris et al. 2017). The intent of this project is to address potential gaps in training through the creation of four online professional development modules for SROs. Each module focused on one of the following: trauma-informed care; social-emotional learning (SEL); restorative problem-solving; and cultural competence. These modules were iteratively developed by applying established paradigms of curriculum development, that included systematic and communicative approaches, adult learning theory principles, and utilization of the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Model of Systematic Instructional Design. SROs serve as law enforcers, informal counselors, and educators. It is imperative they are provided the opportunity to build their knowledge and develop applicable skills necessary for these roles and for working with students from all backgrounds.

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Funding

This work was funded with a grant from the National Institute of Justice (2017-CK-BX-0019) to Dorothy Espelage (PI). The findings and conclusions in this paper are those of the authors and do not necessarily represent the official position of the National Institute of Justice.

Author information

Authors and Affiliations

1. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, 27599, USA

Dorothy L. Espelage, Luz E. Robinson, Alberto Valido & Katherine M. Ingram

2. University of Florida, Gainesville, Florida, USA

America El Sheikh, Cagil Torgal, Catherine G. Atria, Christine D. Salama, Pamela K. Chalfant, Philip E. Poekert & Angelica M. Nicholson

Corresponding author

Correspondence to Dorothy L. Espelage.

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Espelage, D.L., El Sheikh, A., Robinson, L.E. et al. Development of Online Professional Development for School Resource Officers: Understanding Trauma, Social-Emotional Learning, Restorative Discipline, and Cultural Diversity. J Police Crim Psych 37, 737-751 (2022). https://doi.org/10.1007/s11896-020-09404-z
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School resource officer

Professional development

Trauma-informed care

Cultural competence

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# data[].attributes.attachment_link.title
Development of Online Professional Development for School Resource Officers: Understanding Trauma, Social-Emotional Learning, Restorative Discipline, and Cultural Diversity - Journal of Police and Criminal Psychology

# data[].attributes.attachment_link.description
School resource officers (SROs) have become increasingly common in schools; however, most states do not require that they have youth- or school-related training (Morris et al. 2017). The intent of this project is to address potential gaps in training through the creation of four online professional development modules for SROs.

# data[].attributes.body
Problem identification:
- STPP makes students easily sent to juvenile detention center and prison, even though they are not guilty for that level of punishment.
- Zero-Tolerance policy had been troublesome in terms of not giving students opportunity from learning their mistakes, but also destroying their future life.

Solutions:
1. Our school will not have any police officers inside the school. The only security we have will be the guards, who are present during school for any emergent incidents such as mass shooting. They will also not allow strangers from entering the building without permission. A more detailed information about this section is also listed under the behavioral score section.
2. Students get an opportunity to reflect on their misbehaving through reflection and volunteer service. This will give students some chance to reflect on themselves before the punishment.

# data[].attributes.body
https://www.minerva.edu/

Minerva school is one of the most idealized school in my perspective where students travel around the world and learn in different settings constantly throughout their 4 year plan.

This padlet also referred to most of the resources we have went through in class.

# data[].attributes.attachment_link.title
The #1 Most Innovative University in the World

# data[].attributes.attachment_link.description
WURI Report 2022 & 2023 | (World’s Universities with Real Impact)

# data[].attributes.body
Main ideal: To build a decentralized school, our school will build different buildings in different locations throughout the district, so the students are able to experience fun and diverse learning environment.

Plan:
Each building is responsible for specific category of subjects, such as biology, math, music, art, etc. This is similar to how different departments are at different buildings in college.
Each building will be about 5 to 10 minutes apart from another by walk.
The school will be centered at safe area, especially in the boundaries of urban and suburb. We will avoid dangerous regions, namely the places in yellow and red in safety guidelines. Nonetheless,  students from everywhere can apply to school and is accessible by car within 20 minutes. The primary reason we avoid poor region is because of our safety concerns but we are against racial segregation. In reason for this, we will be offering busing for students who live far from the campus, and this will be planned ahead before each semester to find the shortest route to drive all students safe.
In terms of scheduling, because we allow students to choose any subject they want, we believe most students will choose specific group of subjects, and this will make us easy to plan the schedule for different classes in a way students can commute from one building to another while not getting affected by the distance. In short, once students finish choosing their subjects before each semester, our scheduling algorithm will sort out the best time for each class such that students don't have to spend so much time moving from one building to another just like how UC Berkeley's scheduling program works.
Students can freely hang out in the city when they're free, which means they can grab breakfast/lunch, get some snacks in between classes, or go to the local library when they want. This will dramatically reduce the cost to build facilities such as gym, library, restaurants, and more.

The main purpose of having this plan is to make school not feeling like a prison. Nowadays, students will come to school in the morning, stay in their seat while teachers come and go between each classes, which is boring and ineffective. Instead of feeding them knowledge, our school will let students find something they wish to learn, and find their own way to achieve their dream.

This delocalized campus is inspired of the Minerva school, which doesn't have a campus for students to study, but rather make students travel all around the world, and learn from diverse places and people.

# data[].attributes.body
Problem identification: Asians are not the only group, but this is most of the time true.
- Asian students are forced to do well and are always under more pressure to perform well than others
- Asian students are assumed to do well and there are generally less support available to them
To tackle model minority myth, our school will do the following
1. Everyone has their own supervisor, who will be able to help them through appointments on the weekdays, either in person or remote. They will be able to consult about their academics, health, career plan, and any relevant topics.
2. Students will have their own community inside the school. Students are free to create their own clubs or society, where people can collaborate with each other. As long as it follows the guidelines, they will not be stopped.
3. Career advising and academic support fair happens regularly both in the beginning and at the end of the semester. Students are free to talk to any advisors, as well as alumni panels for help.
4. After school study sessions is open to anyone who is interested, and there are tutors and teachers to ask questions and get helped.

Our schools will encourage students to voluntarily seek for help. We will provide any resources and services students need, but we are not going to ask students to do anything, but they will have to take action to get involved.

# data[].attributes.body
Our school provides variety of counseling and advising services for students to get help with. These are free and anyone can volunteer to help consult students especially the juniors and seniors. We have our own record system and advisor assignment, so students will be able to get more comfortable with the process and adjust to the setting easily.

# data[].attributes.body
When teachers create their own teaching method, we as a school board members, will mainly be judging it based on its cultural relevance and pedagogical approach. We will require any teaching method to not be biased towards certain group of students, nor be stereotypical towards any perspective. In order to create a conclusive and fair environment for students to learn, any new teaching method created will go through a thorough adjustment to be culturally relevant to all students, and include the moral portion. This moral portion will include ethnic studies and ethics studies, where students will learn the potential consequences and possible outcomes they should be mindful of. Of course, the ethnic studies portion will again be thoroughly evaluated in order to prevent any implications of biases, especially an offensive or overly championing stance towards certain group of people. We will prioritize the justice, equality, equity, and fairness in designing any course material.

# data[].attributes.body
Mentorship is not only an essential support student needs in their academic career, but it's also an important part of resolving the zoning and social reproduction conflicts we face today. Therefore, we will match up a senior to each lower grade students depending on their interest and personalities over the process training and interviews, to make sure students can have smooth transition to higher grades, but also an accessible support both mentally and academically.

# data[].attributes.body
Our school will provide many options for students to participate in extracurriculars. Also, we will have regular special activities that follow school tradition to enhance team building and school spirits.

In addition to this, we will host a regular STEM workshops by every semester, not as a fulfilling project for STEM students, but also to a opening gate for any prospective students who are interested in STEM. As we discussed in class, we believe STEM is where we desperately seek for diversity, especially because the demographics is very skewed towards men and richer kids. Therefore, we will spend more of our funds in supporting STEM projects and classes to be equipped and accessible to anyone who is interested.

# data[].attributes.body
Sports Day, Reading Day, Fashion Week, Best Deal Week, Food Truck Day, etc.
These activities are especially helpful in shaping a sense of belonging and school community where students can easily make friends and enjoy being in a collaborative environment. From my previous experience, these days seem trivial, but they are actually very critical to give a school some features and specialties, which could make students life less boring and intense.

# data[].attributes.body
Teachers will volunteer to help students after school at times they are available. There will also be selected tutors, either local college students or students with a good standing in academics, assigned after school for any students who need help. This extended hours of class will all end at 6 pm, so we can ensure students have their dinner and go back home safely.

# data[].attributes.body
Collaborating with local communities, we will provide students ample opportunities to take action in public services, such as cleaning the street, teaching in kindergarten, cooking for elderlies, etc. These will be totally voluntary and will be a good activity to write on their resume while practicing being in a community. There will be a website to our students where they can check our monthly updating list of community involvements which they can sign up in the first come first serve basis.

# data[].attributes.body
Events like Model United Nation (MUN), National/International Olympiad, Personal research project, Essay contest, will be open to students in order to diversify the school opportunities. Like many local schools we have today, we believe this is a good way of encouraging students and make them confident in larger competitions that will be beneficial in their future career.

# data[].attributes.body
Inspired by IB, Olympiad, project and game based approaches, we have given teachers requirements to try at least one new form of assessment for each semester, and report the effectiveness. This could be adopted from existing schemes, but can also be their own novel idea. If anything generates reasonably awesome results, we as a school will try to refine it into a more formal assessment approach.

# data[].attributes.body
We will maximize the assessment types to be homework, which we believe is the essential and the easiest way to practice and apply the concepts learned from class. However, this homework will be assessed largely on completion, but not the correctness. As long as students have shown honest attempt, they will be able to get credits. At the same time, these homeworks will be given enough work period for students to deeply think about the answers. They will also not be the traditional styles of homework but collaboration and creativity would be required.

# data[].attributes.body
Although it's restrictive and criticized, standardized testing is inevitable form of testing. We believe this will be able to provide a analytical overview of the score distribution and learning paces in each individual. However, we will be constantly reporting the effectiveness of standardized testing through method such as DRDP and WERS algorithms and databases. We will also keep the scores confidential and not rank students in any ways. All we will do is release their original answer sheet with explanation to each answers, and let them reflect and ask questions to improve on their own.

# data[].attributes.body
Our school will use different forms of assessments such as but not limited to standardized testing, interview, portfolio, project-based assessment, formative assessments, and quizzes. We aim to produce the most holistic approach to assess students knowledge and give them enough chances to show and prove their learning processes and their outcomes in this school.

As identified in class, standardized testing while being used by most of the countries and institutions, is highly criticized due to its limited approach and environmental factors. Nevertheless, our school decided its impossible to completely abandon standardized testing due to its efficiency and collectivistic outcomes. Instead, we have decided to minimize the use of standardized testing to make it simply a markers for teachers to understand where most of the students are struggling at and devise a individualized program for students to better absorb the knowledge. While doing this, we will also be critically evaluating the use of standardized testing through statistics/algorithms including DRDP, DEWS, and constructive feedback, in order to improve on the downfalls of standardized testing.
On the other hand, inspired by the different testing methods from different curriculums and programs such as IB, project-based assessment, game-based assessment, interviews, Olympiad, debate-style assessment, we have decided for teachers to use at least one alternative testing method, as well as come up with their own original teaching method each semester to better suit their teaching style. After constructive feedback from peers and students, visible learning will slowly make the system better, and each teacher will have their own unique yet holistic teaching style that will be a better evaluation method than when we rely on single testing/teaching method.

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Our school is decentralized into multiple buildings/campus throughout the district. This is in order to force interactions between different student bodies and allow them to form diverse subcommunities. Current issue of zoning arises from the fact that there's one school when there are multiple living areas. Therefore, our school will separate different buildings to different places, and allow students to walk from one campus to another. While doing this, we will also maximize the use of public spaces such as parks and sports facilities, as well as restaurants to allow students to not feel like school is a closed, boring place.

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Our school will be split into multiple campuses while utilizing the local district's public facilities for any sports or large scale activities. This means, the campuses will be at a walking distance from one to another, with a few buildings clustered by subject categories on each campus. This will allow students to commute from one campus to another, with the help of safety guards volunteers. To tackle zoning and segregation, this approach will place campuses at the boundaries of rich, mediocre, and poor communities, forcing students to integrate to some extent. If parents wish to improve their children's learning environment, private donations will be available as well.

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Students will be distributed equally within the district, from one campus to another depending on which subject category they choose to take.

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Aside from a successful GPA, students will have to have a good behavioral scores, which are given to them throughout their academic years, with yearly reports. This behavioral scores depend on how they behave in school community, with a negative points given whenever they conduct dishonest or impolite actions. In addition, any points will be awarded according to their behaviors or community involvements. If this score doesn't pass a certain limit (to be determined), students will not be able to graduate.
While doing this, we will also be deploying security guards inside the school, who will be proctoring for any dangerous or threatening incidents, and stopping those immediately. They are different from police officers in a sense that they don't get involved before the event happens, and their primary role is to prevent any strangers from entering the school without permissions.
However, this plan is somewhat concerning thinking US has a very individualistic society. Therefore, we have to make more concrete plans for the following in order to make this plan work.
1. Zero Tolerance policy
2. Clear definitions for "misbehaving"
3. Punish equitably
4. Mock government
5. Police Officers

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We do not require students to take any specific courses, including history, culture, or any type of breadth courses outside their interest. This means, if a student is interested in physics, they can just learn as many physics courses they wish, without having to learn any other subjects such as biology, world history, American culture, music, art, etc. As long as they reach a good GPA (to be determined), they will be able to graduate.

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We offer variety of subjects that are either taught by our teachers, or provided through online programs from joint programs. Students are allowed to choose the subjects they wish to learn within the unit limit we set for each students. Although this is a highschool, we will follow the college registration and enrollment guidelines to give students chance to explore their interests and learn what they wish to learn

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We prioritize student's interest. We aim to minimize the required programs and give students most time to focus on their interest.

This is mainly to solve problems like NCLB and standardized testing, but also improve on the idea of charter schools.
We believe increasing the quality of education can lead to diminishing charter schools, but rather a more accessible and public schools to all children regardless of their background, including races, socioeconomic status, and living area. The most direct and easiest way to maximize students growth in this society of elitism and individualism is to let them choose what they wish to learn. From experiencing different subjects, students are able to learn more than ever and faster than ever. This will excel the goal of charter schools by simply making everyone more knowledgeable while allowing them to interact with diverse pool of peers, which is impossible in small charter schools.
Although NCLB was a good policy in pulling federal government's role in public school academic achievement, it created unnecessarily competitive environment while forcing everyone to be tested on the same subjects. In addition, current standardized testing is a blinded, ineffective way to test different children. Therefore, we have came up with different teaching methods and assessment styles to holistically assess students.

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Teachers who fulfill the requirement of college graduation and degree will be able to apply regardless of any other personal factors such as age, experience, religion, gender, etc. We will provide good welfare to teachers including flexible work hours aside from teaching/supporting students, a comfortable work environment, 40 work hours/week, and a higher-than-average pay rate. However, if the requirements are not met or performance is poor, they would be easily get fired.

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Teacher Evaluation by Students and Peers

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Teacher Evaluation by Students and Peers

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In order to keep the best teaching quality and make teachers reflect on their performances, we will allow students to submit a formal evaluation for their teachers every semester, yet this is not mandatory. Similarly, their peer teachers will also have to submit a mandatory evaluation. In addition to this, students will get an anonymous form to submit whenever they want, regarding their teacher performance. This will be discussed in weekly meeting between the faculty staffs.

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Teachers will be recruited throughout the processes of assessments and evaluations. First, they would be required to graduate from a 4 year college and earn a degree in teaching. Then, they would get assessed on their subject-specific knowledge designed by our faculties (or recruited teachers). Then, we will proceed to interviews and portfolio assessments to judge on their experiences and teaching values. Lastly, once they pass everything, they would be required to participate in practitioner course for at least a semester, learn from current teachers, and design their own teaching methods.

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We believe teachers are the primary resources for students to learn and follow. We try our best to construct the most critical and rigorous curriculum/assessments for teachers qualify to be able to teach.
However, currently many teachers in the US are not well trained especially depending on the income they receive. This means public schools generally have less competent teachers than private schools, where schools are funded well and teachers have higher-than-average pay rate. This leads to lack of teacher support, and different teaching qualities in different schools.

Inspired by the rigorous teacher employment standards in Finnish education, we will require teachers to qualify for certain skills and degree in order to actually teach and lead students in a class.

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1. state/local taxes are provided by the parents of the students, who have rights to demand certain level and quality of education to their children. However, this had caused a prolong issue of segregation and socioeconomic discrepancies. Therefore, we will try to negotiate with the state and local parents to receive minimum funding to give equal opportunities to all students, preventing zoning and social reproduction. However, we will also try to increase the amount of funding by submitting yearly reports on school progress by making a noticeable improvement in students performances relative to other schools. In addition, the locations and designs of our school buildings will naturally split the fund distribution equally, while allowing private donations from parents to improve each campus to a better quality.
2. Companies will, in return, receive opportunities to introduce their perspectives and promises to the students through forms such as public talk, company fair, internship/externship, etc. However, the process will be regulated by the teachers beforehand to prevent any type of manipulation or forcing certain knowledges or perspectives.

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Like many other public schools, our school will also largely depend on federal government funding and local state taxes to operate. Currently, most public schools are relying on state/local taxes more than federal funds, and this is the primary source of funding to them.

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We will promote companies, both public and private sectors, to be able to donate and fund our schools in return for giving them certain amount of controls over our school corporation. In a similar sense to how stocks or government stipends are distributed to stakeholders in return for their rights to interfere with the decisions made by those properties, our school will work together with valuable enterprises while giving them ability to critically assess the effectiveness of our school system. This could be achieved in many ways such as entrusting faculties of donator's possession, incorporating their teaching programs, or providing free advertisements or hiring opportunities that's beneficial to their future. This plan is already implemented in some universities of South Korea, such as SunKyunKuan University that's currently funded by Samsung for mainly their medical department.

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Currently, public schools (charters differ) are funded mainly from state and local taxes, with federal funding comprising less than 10%.
The lack of school funds led to issues we discussed in class, including re-segregation of public schools, and creation of private community by parents from different socioeconomic status, creating discrepancies in educational access for students. This led to further problems of income achievement gap, and other inequality.
To address this issue, we will be expanding our sources of funds, from private companies to governments, in order to increase the funds while allowing private donations from parents.
Funding doesn't only help schools to build its architecture design, but also to supply different learning materials to students, and increase the pay rate to teachers.