Education And Education Inequality

Throughout decades, education inequality is still one of the most deliberate 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 funds while rich districts obtain more, which create an immense gap between the quality of schools in poor and rich areas. In other words, the education gap is the root of inequality in America. Inequality in education is linked to the major problems in the society. The need for studies to be done to find ways of overcoming these inequalities is very inevitable. The means of mitigating these inequalities are important for the entire world. This is something of great interest due to the fact that children need quality education which is a pillar for a guaranteed future. Generally speaking, the distinctions among races, genders, and classes in the society have caused the educational inequality in America.

An achievement gap between White students and students of color has been documented consistently at all education levels. Racial inequality in education is a serious problem in the United States. The Educational Longitudinal Study carried out in 2002 examined the relationship between race and composite reading and math scores among Black and White students. A total of 8,315 tenth grade students were included in this analysis. The results showed a difference in test scores between Black and White students with Whites scoring higher than Blacks (Rowely & Wright, 2011).The findings from this study suggest that discrimination based on race as well as family factors outside the school setting contribute to this difference

The inequality of education in the United States is a pressing societal issue that has been the main catalyst for the division between the social classes. Education is a public good, and thus if it used by one consumer then it will not reduce the availability to another consumer. Education can also be considered the largest single factor in determining a person’s success and quality of life in society today.

In this paper, I will explore the aspects regarding racial inequality pertaining to education in the United States of America. It has come to my attention, based on my observations, that race is a definitive factor that plays a role in establishing socioeconomic status. In relation to socioeconomic status, variables correlating with race that I will be focusing on, is the educational and wealth aspects. An individual’s level of education is pivotal to establishing stable, consistent wealth and vice-versa; the access for quality education is inconsistent primarily among minority races/ethnicities. According to historical records ranging from the year 1980 to 2000, between Whites, Hispanics, African-Americans, and Native Americans, the educational attainment gap is widening (Kelly 2005). Education is seen to be a source of respect and key to gaining a higher income, which transfers over to greater wealth. Acknowledging the slow expansion of the educational attainment disparities, I argue that the society’s perceptions and actions addressing race perpetuates and produces social inequalities by limiting opportunities despite “equal” resources, privileges, and rights through social policies that have contributed towards the quality of America’s education system.

Gary Becker’s and Kevin Murphy’s “The Upside of Income Inequality” analyzes the correlation between overall economic development, the importance of education and the effects it has on increasing income inequality. Becker’s and Murphy’s article presents a study taken in China that shows the increase in income inequality raising at similar rates as economic growth. This ultimately leads to a decrease in the amount of people facing poverty and better living conditions for the poor. During China’s rapid rate of economic development “inequality rose, [but] the number of Chinese who live in poverty fell from 260 million in 1978 to 42 million in 1998. Despite the widening gap in incomes, rapid economic development dramatically improved the lives of China’s poor” (Becker and Murphy 581). The authors also state that income inequality is in fact a natural result of economic development because it “raised the standard of living for both the rich and the poor” (Becker and Murphy 582). Education also effects the average earnings of Americans. The importance of receiving an education has

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.

     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.

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

The education system in the United States has expanded over the years to prepare individuals for the demanding labor market that constitutes our society. It has shifted from the development of mere intellectual scholars to the development of intellectual scholars competitive enough for a work force that now requires a degree for entrance. As this system of education has expanded throughout the country, so has the reproduction of inequality. To explain the manner in which this system has been structured to achieve a gap of inequity among society’s affluent and disadvantaged members, conflict theorist Karl Marx claims that, “School institutions are intentionally designed to integrate individuals into an unjust society” (Brand lecture, January

For the first century of the United States, Congress had a restricted but active position in education, which expanded after the Civil War in 1865. At that time, the federal government mandated new union states to offer free public schools and established an early form of the Department of Education. From the late 1930s to the early 1990s, the Supreme Court's opposition to congressional power decreased, clearing the way for a greater federal role in education. The federal role in education increased as Congress provided funding for the construction of schools, teacher salaries, and school lunch programs. However, this assistance was geared toward wealthier school districts, which negatively impacted poorer, urban schools (Martin, 2012).

Race, ethnicity, and gender in education continue to act as deep barriers to quality education for all, quality and access everywhere. They continue to represent major problem in social lamination and different access to schooling in both developed and developing countries. Despite some advances that have been made during the last two decades to eliminate prejudice on the grounds of race and ethnicity, racial discrimination still continue in numerous countries. For, one the color of one’s skin is still a barrier to equality, and racial lamination affects the educational effect of individuals divided along the aspect of race.

What grade would America receive for our education system? America would probably get a D because we cannot provide everyone with the same quality education as other public schools, private, and charter schools. Education is important in all countries especially in America, but there is so much educational inequality that everyone does not get an equal opportunity at a good education. This can be due to the location and income of families that can determine how successful they are going to be in school. The government has attempted to increase graduation rates by implementing new laws and standards that have actually in time proven to be unsuccessful. This essay is going to highlight the educational inequality in America,

The United States had gone through so many changes over the years and with each change we could say that we have become a better nation. Along the way to becoming a better nation, we have gone through highs and lows; however there seems to be a constant low that is now taking a toll on our children. The low may also end up having an effect on our future and that low is inequality in education among minority races and low income students. Low income students should be concerned with inequality in education in the United States because this means that their chances of continuing their education to obtain a better paying job in the future is significantly harder to do then students in higher income brackets.

Fiscal policy is the public policy domain that I am most interested in. But education policy is a strong secondary interest of mine, and recently, with the school closings in Detroit and Philadelphia and persistent problems in public education, I find urban policy to be extremely important. Additionally, as a conservative, seeing the increasing income inequality, in terms of solutions, I would like to analyze the deep root of the problem in lieu of a solution that I believe only scratches the surface such as increasing taxes on top earners. I do not think this will solve this issue because there is a disparity between the top 1% of earners and the top 1% of wealth owners and there is no real wealth tax. Wealth is what creates inequality in opportunity. Strengthening equal opportunity through K-12 education is where I would start looking answers.

In 2014, about 7.26 million new Chinese undergraduates were produced, which is more than 7 times the number 15 years ago (Sharma, 2014, p.2). Besides, “China is making a $250 billion-a-year investment in what economists call human capital” ( Brandisher, 2013, p. 1). Specifically, the Chinese government has spent a huge amount of money and energy in expanding higher education to improve the current system, and to provide a broadly educated public. However, the alarming rise in the number of new undergraduates has sparked a hot debate -- will the effort pay off ? Many researchers argue that these investment has led to undergraduates boom directly, and has resulted in high unemployment among new undergraduates. For illustration, the unemployment rate among Chinese new undergraduates six months after leaving university is officially around 15%” (Sharma, 2014, p.2). After witnessed such cruel fact, the whole society even some scholars has started to blame the government. Admittedly, the government should take some responsibilities for the boom. However, the number of undergraduates was constantly increasing before these investments, and education is more than just policies. Education is closely connected to cultures as well, so many other cultural factors may also impact on people’s choices. Hence, it is unfair for the government to take all the responsibilities for the undergraduates boom, and it is vital to find all the causes and correct them. Comprehensively, the