Education Inequality in America
Background
Will Durant, a businessman and the founder of General Motors, once said, “Education is the transmission of civilization.” Unfortunately, education is still one of the most deliberated and controversial issues in the United States. Thus far, the privilege or right to receive education has not attained the level of equality throughout the nation; poor districts obtain less educational funding while rich districts obtain more, creating an immense gap between the quality of schools in poor and rich areas.
The government does not fully provide funding for each school district since public schools are funded through property taxes (“Public”, 1). Therefore, the amount of money for education received by each district varies from one another; there is a minor probability of two school districts getting the exact amount of money. It is reported that districts with high numbers of low-income students receive fewer government dollars per pupil than districts with fewer low-income students (Brennan, 1).
However, the government is attempting to improve and resolve this matter by creating new laws or regulations, such as the No Child Left Behind (NCLB) Act. This act was approved by Congress in 2001 and signed by President Bush in 2002 (Popham, 5).
The NCLB Act is now envisioned to be a solution to this ongoing argument; this act guarantees extra funding for schools in low-income areas and for all American children to receive equal education (“The No Child”, 1). As expected, the government anticipates positive results and feedbacks from all public schools in the nation, before actually giving those schools more money as a reward. In this case, the government expects every school in this country to regulate a new standardized test for students (Popham, 14). This new standardized test will be used by the government to rate schools, whether the school is ‘failing’ or not, based on their students’ performances on this test.
Despite the government’s noble intentions to reduce problems in the society by creating this act, more arguments arise among citizens on whether the NCLB Act will enrich or impair the equality of education in this nation.
An Argument for NCLB Act Subverts Education
Those who dissent the NCLB Act and believe that it will weaken education particularly base their argu...
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Neill, Monty. “Don’t Mourn, Organize!” October, 2003. Rethinking School Online. 25 Feb.2013. ProQuest Newspapers. ProQuest. Wor-Wic Community College Media Center. 21 Mar. 2014.
Popham, W. James. America’s “Failing” Schools. New York: Routledge Falmer, 2009: 1-20.
“Public- School Funding”. Issues and Controversies. 31 Mar. 2002. Facts.com. Facts on File News Services. Seneca Valley High School, Germantown, MD. 22 Feb. 2014.
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William, Mary E., ed. “The No Child Left Behind Act is Not Improving Education”. Education. Opposing Viewpoints Series. Greenhaven Press, 2014.
Monty Neill, “Low Expectations and Less Learning: The Problem With No Child Left Behind Act”. Social Education, vol.67, September 2007, p. 281. Opposing Viewpoints Resource Center. Gale Group. Wor-Wic Community College Media Center. 23 Feb. 2014.
Kennedy, Mike. "Top Ten: Issues Impacting School Administrators." American School & University. American School and University, 1 Jan. 2001. Web. 16 Mar. 2014.
The greatest country in the world still has problems evenly distributing education to its youth. The articles I have read for this unit have a common theme regarding our education system. The authors illustrate to the reader about the struggles in America concerning how we obtain and education. Oppression, politics, racism, and socioeconomic status are a few examples of what is wrong with our country and its means of delivering a fair education to all Americans.
Even with the negative and positive functions of No Child Left Behind, there are many areas that still need to ironed out. Under the Obama administration several states have received a waiver from No Child Left Behind, “with this waiver students will still be tested annually. But starting this fall, schools in those states will no longer face the same prescriptive actions spelled out under No Child Left Behind” (Feller & Hefling, 2012). Since 2007, the law has been up for review, but due to opponents of the law there has not been an agreement reached and the law continues to stress our schools and children out. We can only hope that when this law is reviewed and agreed upon that it really is in the best interest of our children and the nation as a whole.
The implementation of the No Child Left Behind Act applied a market approach to school reform as a way of improving the school system. This new law promised an era of high standards, testing, and accountability in
Neill, Monty. "The No Child Left Behind Act Is Not Improving Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 162-68. Print.
Merino, Noel. Ed. School Policies. Farmington Hills: Greenhaven Press and Gale, 2011. Pg. 105-115. Print.
Education is the foundation of American society. It empowers the youth of America to become the successful leaders this country needs for the future. Education has been one of America’s top priorities since 1965, when the Elementary and Secondary Education Act was passed. Now, education is controlled by the No Child Left Behind Act, which was launched in January 8, 2002. This act was passed with intentions from the government to provide Americans with a more superior education system. However, The No Child Left Behind Act carried many flaws which were left unseen to a vast majority of the public. This act limited American students by not allowing them to demonstrate their full academic potentials while proceeding in school. While the act was still fairly fresh, there was already evidence to prove that it had already gotten off to a bad beginning. For the crucial math and science courses, statistics showed minimal improvements which had begun around the time period in which the No Child Left Behind Act was passed. The act was also supported by a number of educators who voiced themselves by testifying against having the right to teach at their own free will. Teachers across America claimed that because of this new act, they felt a constant heaviness upon their shoulders from the state government to “Teach the test.”
With this many students, both state and federal representatives have made efforts to adopt reforms designed to make a solution to the funding inequality. The disproportion of funds first and foremost effects the amount of programs offered to children that vary from basic subjects such as: English, Math, and Science. This created the motivation to improve the quality of education for low-income neighborhoods by targeting resources other than property taxes and redirecting the states budgets. The goal the school districts all shared was the need to increase instruction, add after school activities, promote a well-rounded education, physical innovations to facilities and classrooms, and to update the academic resources. The popular demand that the funding to public education needs to correspond throughout all the school districts. Wealthy tax payers often argue that a region that depends on property taxes is the “American way.” This argument derives from the ideology that American success relies on perseverance and hard work, but if the playing field is uneven the higher born student has an advantage. “High property taxes—the burdens and perverse incentives they create, the rage they generate, the town-to-town school funding inequities they proliferate—…represent an endless New England nightmare…” (Peirce and Johnson, 2006). In the attempt to
Frank Johnson, a writer for the National Center for Education Statics, “Disparities in Public School Spending.” Reported in 1995, public education expenditures per student are higher in the nation's smallest districts whereas students receive an average fully adjusted expenditure of $4,862 versus $4,216 in the largest district’s 10,000 students and above. (Johnson 4)
The current debates surrounding the No Child Left Behind Act of 2001 are both positive and negative. Many politicians and people that previously supported the Act are now standing against it. In the beginning many supported the new Act because everyone was aware that a change needed to happen in the education system and the proposal of No Child Left Behind seemed like the answer we were looking for. As the No Child Left Behind requirements began to be felt in the school systems across America and the assessments results started coming in, everyone took a step back and really began to look at the new law. The results were not what everyone expected, what was once considered an answer was now becoming the problem.
As students in a Structure & Philosophy class, one of the main components has been to introduce and familiarize us with the No Child Left Behind Act. President Bush passed this legislation on January 8, 2002. The NCLB Act was designed to ensure each and every student the right to a fair education, to give parents more options in their child’s education, and to guarantee all teachers are highly qualified. By highly qualified, the act means teachers must have at least a bachelor’s degree, have full state certification or licensure, and have demonstrated competence in their subject areas (US Dept. of Education).
The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. We do not even have to step further than our own city and its public school system, which many media outlets have labeled “dysfunctional” and “in shambles.” At the same time, Montgomery County, located just northwest of the District in suburban Maryland, stands as one of the top school systems in the country. Within each of these systems, there are schools that excel and there are schools that consistently measure below average. Money alone can not erase this gap. While increased spending may help, the real problem is often rooted in the complex issues of social, cultural, and economic differences. When combined with factors involving the school itself and the institution that supports it, we arrive at what has been widely known as the divide between the suburban and urban schools. Can anything actually be done to reverse this apparent trend of inequality or are the outside factors too powerful to change?
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems with schools boil down to either racism in and outside the school system or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement.
Lee, Oliver. "Does No Child Left Behind Deserve a Passing Grade?" TakePart. N.p., 6 June 2012. Web. 15 Mar. 2014.
The achievement gap is greatly evident and impacts the low-income, minority students the most. Although the federal government attempted to resolve this problem with No Child Left Behind, the social problem is still evident. As there is still much pressure on standardized tests and annual reports, reformation is needed. No Child Left Behind has proven to be inadequate and rather highlights the urgency for education reform. Although the act is called “No Child Left Behind,” an appropriate title would have been “Education Left Behind.” More than focusing on test scores, education should prepare students in how to contribute to