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Relationship between private and public schools
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Relationship between private and public schools
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Many young people dream about having successful careers as lawyers, doctors, or CEO's of major corporations, but to achieve these goals they must be adequately educated. However, not all people are given the same opportunities as others. Why? Education is effected by the funding of schools. According to Caroline M. Hoxby, Assistant Professor of Economics at Harvard, local tax revenues are an "effective and efficient means of providing education...and gives incentives to both residents and school staff" (2). However, in Savage Inequalities, Jonathan Kozol argues that funding schools solely with property tax is not effective because the property revenues of poor families do not compare to those of the richer families; thus less money goes toward the poor children's education. Therefore, I agree with Kozol in that local property taxes are an unfair way to fund schools because students of poor districts are not given adequate education nor do the parents have sufficient amounts of money to finance their schools.
The bottom line is schools need a good amount of money to keep themselves running properly, however providing those funds only through property tax will not ensure that. Kozol states that typical wealthy suburban homes are "worth more than $400,000" (54), while in a poor urban district homes costs as low as $4000 (19). Since property tax is based on the value of homes, it is clear that the wealthy homeowners are able to contribute a larger tax base in proportion to its student population. However, for urban communities which mostly consist of poor families, the meager values of their home do not provide enough money to adequately pay for their children's education. To accumulate more money for schools, poor ...
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Caroline Hoxby's statement about local property tax being a good way of funding schools is not true because students of poor school districts do not receive equal treatment in education. In reality this method of funding schools is neither effective nor efficient which clearly illustrated in the lives of the impoverished students. Every student deserves to get equal opportunities for education. Many people are granted this opportunity, but what about the poor, disadvantaged students? Their education will not allow them to reach their goals of becoming a CEO or a lawyer. However, equal opportunities might be possible with equal funding, this change would have an immense impact on those poor students; it will give them a chance at Life, Liberty, and the pursuit of Happiness, privileges our founding fathers established for everyone.
Though he never directly refers to it, the process in which public schools are funded is alluded to several times by Lapham (e.g. “We have one set of schools for the children of the elite, another for children less fortunately born). The flaw in funding for public schools lies in direct community influence. Nearly 1/2 of the funding provided is derived from the property taxes collected from the locality. Since wealthy neighborhoods pay far more property tax than poor ones, schools that lie in wealthy districts and neighborhood are allocated far more capital than schools located in poor areas. This creates a myriad of dilemmas for the poor (most of which they aren’t even aware of because they have never been taught), and innumerable advantages for the rich. Under the current system the children of wealthy families are catered to and groomed...
In this detailed and shocking book, Jonathan Kozol describes the horrific and unjust conditions in which many children in today’s society are forced to get their education. Kozol discusses three major reasons for the discrepancies in America’s schools today: disparities of property taxes, racism, and the conflict between state and local control. The first of these reasons is that of the differences of available property tax revenues. Kozol discusses the inconsistencies in property tax revenues and the problem that the poorer districts aren’t getting the same opportunities for education as the more affluent neighborhoods. He says the reason for this is that the poorer districts don’t receive as much money as the affluent districts because their property isn’t worth as much, therefore they get less money in return. Therefore, if they demand more money for the school systems, they end up taxing themselves more money. Kozol uses shocking statistics to get the reader’s attention. For instance, a classroom in Chicago “received approximately $90,000 less each year than would have been spent on them if they were pupils of a school such as New Trier High” (54). Kozol also discusses a solution for this problem, the Foundation Program, which is meant to set a standard of basic or minimum education for the less fortunate neighborhoods. Although this program seems to work on the surface, it makes a bigger gap between the rich and poor districts.
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?
Then comes the education part, where according to the author Jonathan Kozol in his book Savage Inequalities Children in America’s schools, property tax is one of the main financial distributions that goes towards local schools. In Kozol’s book he quotes that, “typically in the United States, very poor communities place high priority on education, and they often tax themselves at higher rates than do the very affluent communities.
In the Abbeville et al. versus the state of South Carolina case, Abbeville demanded more funding from the state for the school districts that were not being provided with extra money through their property taxes. Abbeville argued for more state funding by proposing that their students were not acquiring an adequate education compared to that of students in wealthier districts (Abbeville 4). Abbeville et al. claimed the state violated “the South Carolina Constitution's education clause (art. XI, § 3), the state and federal equal protection clauses, and a violation of the Education Finance Act (EFA)” (Abbevi...
The United States of America has been touted as the land of opportunity. The American dream was the reason many immigrants moved to this nation, all hoping to rise from rags to riches. Although likely at some point, the current situation exudes a different result. The problem in the United States is that there is a class divide that gives advantage to those who already have sufficient lifestyles over those who constantly face adversity. This situation causes a loop where the children of the educated get educated while those without are never given the opportunity to receive.
Authors Michelle Tokarczyk, Peter Sacks, Robert Haverman and Timothy Smeeding all write about certain problems that working class students are facing in education in the U.S. , especially in college education which is usually defined as higher education. Although they focus on different aspects of the problem, they still have some ideas in common. In their articles, all of them discuss how economic and social class occupies a very significant role in the quality of education an American student receives. In order to support their claims, all of them employ studies as their strong evidence. They also imply that college education fails to consider the special issues and conditions that working class students have. In addition, higher education fails to help those students to improve their circumstances and social mobility. Even though all of the problems that working class students face are important, some of them are extremely significant factors to their struggles to obtain a college education, such as the economic and social class of the working class student. The main problems that working class students face in America also occur in the education system in China.
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
Although states have increased funding for education, the community reflects their value of education. In affluent, urban communities where education is highly valued, teachers have higher salaries. Conversely, in low income areas where education is not valued, teachers’ salaries tend to be low (Debertin & Goetz, 1994, p. 3). Another difference between urban education and rural education is course offerings at the high school level. According to Debertin (1994), “Curricula in many rural schools often consist of course mandated by the state plus one or two additional offerings, such as vocational agriculture, home economics, or industrial education, designed to cater to student interests.”
Legality aside, this Frankenstein remains riddled with flaws. Not all the poor students in New York City public schools are doing badly. That indicates something about the students who fail. I am a progeny of the New York City Public School system. From kindergarten to 12th grade my education has been a publicly funded affair. Ever since elementary school, I have seen many of my classmates flourish in the classroom while others have failed. The students of my elementary school were generally of the same economic and cultural (Italian) background, yet they varied in performance levels. I have found that some of my classmates just displayed no interest in school. Teachers and the system can only do so much. If a student does not care to learn, he or she will not learn no matter how good the education being given to him is. As to why the student is resistant to learning, that is an issue with little correlation to the quality of public schools.
...he surrounding area are required (and thus get more funding from local property taxes), by law and Education Code, to give a portion of their funding to school districts that are “poor” in order to boost the “poor” school districts performance; this idea of taking from the rich and giving to the poor is why it is dubbed the “Robin Hood” plan (Smith, Schools are Reassigned to Robin Hood, 2011). This bill was the first in a long series of proposed bills that was ruled as a constitutional solution for the 1989 Texas Supreme Court case Edgewood v. Kirby, but it is also the reason for the not only the current lawsuit filed by approximately 600 school districts (both wealthy and poor), but also the 2003 school funding lawsuit (Texas School Finance History, n.d.). It has been ruled unconstitional several times throughout its history, yet it still remains in practice today.
The American public school system faces an education crisis. According to Benjamin Barber, American children barely surpass the lowest standards set for education, especially in literacy, throughout the county’s history. Barber supports the existence of this crisis in his essay “America Skips School”, but argues against a solution to remedy the numerous problems facing the system. Although he acknowledges no solution, Barber suggests a smarter flow of financial resources will address many of the issues, however, he fails to acknowledge the distribution of this money. Barber’s suggestion for smarter financial resources for schools can be effectively implemented through a structured committee focused solely on the distribution of money.
Low-SES children frequently live in highly stressful and disadvantaged school environments characterized by multiple risk factors for the development of psychosocial adjustment problems, including high rates of poverty, exposure to violence, and drug use (Jones & Forehand, 2003). There are alot of different programs that can be used for these students, for example mentoring programs in which school personnel provide social support for low-SES students, it has been shown that mentoring can increase positive attitudes toward school and a ce positive behavior changes of students (Richman, Rosenfield, & Bowen, 1998). Counselors should use different interventions and programs to help these students become more involved in school.
There are many other areas around the United States where urban schools suffer from lack of funding. In many of America...
Some states want to have separation when it comes to the income of these schools. States argue that high class, wealthy, school districts should have more money than the lower class districts, because of the tax payers wants or because there are better opportunities for students to grow in the wealthier areas. According to the U.S. Department of Education, more than 50 percent of lower end schools are not receiving the amount of money they should get from the state funds (U.S. Department of Education). This is what is preventing school districts in these areas from helping students with their education. The schools are forced to cut back on programs such as extracurricular activities that are suppose to encourage students to be active, or they would have to cut back on supplies where in some cases there are not enough textbooks for each student to have his or her own. The U.S. Department of Education also stated that teachers that are less paid and have less years teaching are often the ones dealing with the students in poverty. (U.S. Department of Education). This only prolongs the problem with children receiving the proper education. If they are taught by teachers who don’t know what they are teaching or those who don’t have enough experience, then the students are not going to learn the correct information or any information at all. While there are some schools