American School Inequality

The United States is a country based on equal opportunity; every citizen is to be given the same chance as another to succeed. This includes the government providing the opportunity of equal education to all children. All children are provided schools to attend. However, the quality of one school compared to another is undoubtedly unfair. Former teacher John Kozol, when being transferred to a new school, said, "The shock from going from one of the poorest schools to one of the wealthiest cannot be overstated (Kozol 2)." The education gap between higher and lower-income schools is obvious: therefore, the United States is making the effort to provide an equal education with questionable results.

In 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act as part of his “war on poverty” in hopes of closing the achievement gap between low income schools, which typically house larger percentages of student of color, and their more affluent counterparts. The act has been redefined and reauthorized every five years since its original enactment. However, despite the last 50 years of education reform, the disparity amongst high and low poverty schools is as large as it ever was. In turn, the disparity between students of color and white students has only grown. Clearly, the one size fits all approach to education America has been using does not work. The U.S public education system is broken and, as a country, very

     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.

“Multiplication is for White People”, by Lisa Delpit, presented the facts about what was missing in American education. The missing pieces added fuel to the already burning achievement gap fire. Throughout the text, I connected personally with several of the opinions and information provided. According to Delpit (2012), “educational policy [had] been virtually hijacked by the wealthiest citizen, whom no one elected and who [were] unlikely ever to have had a child in the public schools” (p. xv).I recalled many conversations with my colleagues pertaining to this very idea. How could someone, who had no idea what it was like to be in a classroom, dictate what I did in that classroom? Unfortunately, it seemed that the wealthy citizens in society

Racial inequality persists in the current U.S. education system, despite nationwide efforts to promote the acceptance of students of all racial and ethnic backgrounds. Minority students, most notably African American and Latino, receive lower qualities of education compared to the Caucasian majority and are, as a result, at an indisputable disadvantage after primary and secondary education. According to a 2014 study conducted by the U.S. Department of Education, “students of color in public schools are punished more and receive less access than white students to experienced teachers” (Abdul-Jabbar 31). Higher suspension rates and an increased frequency of corporal punishment use, allowed in 19 states as of 2014 according to Business Insider (Adwar), for minority students are two disciplinary examples of underlying racial discrimination with the current U.S. education system. Economic repercussions of racial inequality in education have been proven to include wealth gaps, higher unemployment rates, and financial instability for minorities in later life. Due to the prominence of racial segregation within schools, it remains a controversial point of debate in modern-day society, resulting in attempts such as affirmative action to establish racial equality in education. In Grutter v. Bollinger (2003), the United States Supreme Court declared affirmative action to be a justified policy in the

Title: Disparities in knowledge about healthy nutrition, physical activity and screen time in Olmsted county school children: Impact of educational intervention

In this article, the authors are looking to see what relationships are in equal and political in the school districts in the funding sector. They use a model that looks at household incomes to complete an investigation with empirical evidence on how income is distributed for educational funding. When there is inequality in-between school districts the poorer communities do not receive as much funding in their public schools. The richer communities have better schools, because there is more money to go around. In this article, it talks about increases in taxes, and the average

The socioeconomic makeup of the student in my building is predominantly Caucasian. The next ethnicity most predominant is African American followed by a small population of Marshall Island students. Most of my students are poverty stricken. My school was 98% free and reduced lunch and next year we will be 100% free and reduced lunch and breakfast.

Stories about how our nation’s educational system has declined have been commonplace for over a generation. Recently, the International Mathematics and Science Study and the Progress in International Reading Literacy Study reported our fourth and eighth grade students trail their contemporaries in Asia and many European nations in math and science.

Racial inequality is quite a hot topic in our society. Not everyone sees eye to eye, but racism is embedded into our very way of life. “Racism is the belief that a particular race is superior or inferior to another, that a person’s social and moral traits are predetermined by his or her inborn biological characteristics” (ADL, 2017). Race wasn’t developed for the way people use to in modern society. Scientists used race to classify the differences between each type of group of individuals. Science played a crucial role in the development of racism. Whether people want to believe it or not, every person has either witnessed a form of racism or has been a victim. Most people don’t intentionally commit these actions, but the society that we live in indirectly degrades certain types of people, while the opposite race benefit. While there are many aspects that racial inequality affect, I believe that education is one of the biggest problems. Along with that, I believe there are major problems in the employment and income area that needs to be addressed. Health and residential segregation are also factors that play a role in racial inequality. On the bright side, we as a community of diverse and very unique people have made some strides in the name of equality for all. However, we have a long road ahead if we want to call the United States of America a land that is truly free.

With the development of economic society in contemporary China, there is an increasingly high demand for high-quality talents and people begin to pay more and more attention to the educational development. The inequality of educational development aggravates the cut-throat competition in the allocation of high-quality educational resources and even evolves into the inequitable “inside story”, which intensifies the issue of educational equality and leads to a radical social response. This paper mainly studies the issue of educational inequality in China’s contemporary society and briefly analyzes three phenomena and relevant reasons of the educational inequality. Meanwhile, this paper also discusses the relationship between education and economic development in a brief way.

In the race for supremacy, the oval-arching strategy stands to “Make Education Great Again”. The nostalgic endorsement seeks to bring back the beloved American Dream. Reminiscent of the past, the vision for a better future reflects a tradition notorious for peaceful homes with white picket fences and protesting whites with picket signs. Despite the nation’s progress in civil rights and compulsory laws, the widening achievement and income gap between races and classes mirrors an ugly truth. Education in America has never been great. Education inequality is a social problem that has existed since its introduction in American society. While access to quality education is an attainable reality for the white majority, it is an urban legend for low-income minorities enacted by federal, state, and local government. This paper will examine the fundamental determinants of educational deficiencies and low academic performance in urban K-12 education. Furthermore, it will evaluate the implications of politics on intergenerational social mobility, specifically among black students.

The American Dream: a dream promising of opportunities for a better life. A dream that the impoverished and immigrants are motivated by in hopes of climbing up the social ladder. Unfortunately, this is usually not the case for most people in America. Similar to how the American Dream is often a “dream” rather than reality, the American education system’s goal of equal opportunity is another fantasy. An individual is more likely to increase social mobility with education, or the “movement of individuals between different class positions [is] a result of occupation, wealth, or income,” which would ideally minimize the widening class inequality, where the top 1% becomes wealthier and the poor even poorer (Giddens et al. 2014:175). With social policies like George Bush’s No Child Left Behind Act or standardized testing, the system desires to have education be accessible to everyone; however, these policies are underfunded and cannot produce effective results or become unexpectedly detrimental to society. Over and over, the education system consistently favors the wealthy since they can afford the resources given to them whereas the poor cannot; however, the education inequality has the potential to be reduced through effective social programs that prioritize opportunities for lower-income students and racial integration within communities and schools, allowing for more social mobility.

Educational inequality in the classroom is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced teachers, books, and technologies to socially excluded communities. The nations education problem today is not that schools have come less effective in imparting basic skills to students from low-income families because the skills of low-income students have kept pace neither with the skills children in higher-income families, nor with the skills demanded by many jobs paying middle-class wages. America’s growing income inequality has greatly complicated the task of providing high-quality schooling to low-income children, not least because of the changing residential patterns of high-and low-income families. Many studies have shown that growing income inequality has led increase in the residential insolation of families at both ends of the income spectrum. High-income families became increasingly likely to live in neighborhoods with other high-income families while low-income families became even more isolated and this increased residential segregation by income occurred just as race-based residential segregation was declining. Because children usually attend schools in the neighborhoods where they live, the gap between the average parental incomes in the schools attended by high-and low-income children has increased. Research has proven that low-income students tends to drop out of school after enduring a while to

There are a lot of inequalities in the world. One of them deals with education. Educational inequality has been around since the first school ever. All American public schools should have the same opportunity with education. The opportunity should be the same no matter what kind of public school district that the student is in. Educational inequality can be fixed with more funding from state and federal governments, more experienced teachers, technology improvements, programs to help families of low income.