Financing The Future Research Paper

More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor

Even though, schools should be equally funded, everybody knows of one or two schools that are “richer” than other schools near them. These “richer” schools can be described as High Priced and High Privileged schools. High Priced and

One of the greatest differences among public schools is the funding they receive. Public schools across the country have incredibly varied amounts of capital dedicated to them which in turn leads to a disparity in the quality of education a student will receive at these schools. The race of a student, the location they live in, and the wealth of their family greatly correlate to the level of education they will receive. As Harvard professor Jennifer L. Hochschild notes, “Districts with a lot of poor students have lower average test scores and higher dropout rates...The highest spending districts report high test scores, and some of the lowest spending districts report the lowest test scores” (“Social Class in Public Schools.”). The students who attend schools that receive less funding typically obtain an education that is lesser in comparison to schools that receive more money. The inequality in funding within a state has a severe impact on the variation of education quality. In the case of Connecticut, “The district that spends the most provides almost twice as much per student as the district that spends the least” (“Social Class in Public Schools.”). As a result, the schools that receive less funding work with more outdated textbooks and equipment, while schools with more funding can afford to buy new equipment and provide a better environment for the

Educators have recently understood that low income schools do need the money and that extra support. They have realized that too many places policies for assigning teachers and allocating resources are perpetuating the problem rather than solving it. The breakdown of data that researchers have found out on 2008-09 school-level spending proves that most of the high-poverty schools collect less than what they are supposed

This means that the good schools can only take in a few students, the proverbial tip of the ice berg. The rest of the students are relegated to schools in which their parents have no faith at all. This is tantamount to dooming these students to failure and being completely unable to do anything about it. The decline in the level of education in the public school system has prompted a lot of parents to opt for private schooling for their children. The problem with this is, of course, finances. Another problem facing the schooling system is the lack of streamlining of services. A comparison is drawn between the schools in the poor neighborhoods and their equivalents in the rich neighborhoods. The difference is astronomical. There is absolutely no coherency between the levels of services being provided in these institutions. Thus, the education system appears to be skewed. This is a worst case scenario situation for a system that is supposed to provide children with equal opportunities at a better life in the

This demonstrates that if Sam’s school had got more funding then Sam may have received a proper education, and would have learned the intellectual skills that could help him to obtain a high paying job. Unlike many other people in richer parts of America who are able to achieve a lot in life due to their education, Sam’s lack of wealth ruins his future. Another example is one that hits closer to home- in terms of educational funding, the Illinois system is corrupt, and one of the districts that suffers most is that of Chicago Public Schools. In an interview with Ryan Young from CNN and an anonymous Chicago Public School teacher over the recent strike over budget cuts and the overall lack in school funding, the teacher states, “We care about the students. We want funding for our schools so our children can have supplies… gym, art, and PE., just like the kids in the suburbs do.” This is a direct representation of what is occurring in the Chicago Public School system today as a consequence of budget cuts and unequal funding. In general, the lack of school funding gives poorer children disadvantages when it comes to supplies that can help them to thrive. Also, budget cuts weaken the capacity of schools’ to develop the intelligence and creativity of the next generation of workers. In fact,, funding cuts lessen the ability of the schools to help prepare children better for their future, such as improving teacher

The resources available to an urban, lower income school are to be equal to those available to a suburban, higher income school. Two schools in New York, one from a wealthy school district and one from a poor district, were given computers. The State provided the same number of computers to each school, therefore claiming to evenly supporting each school. However, the school with the poorer children had a larger number of students; the nicer school had twice the number of computers in proportion to the number of their students (Kozol 84). It seems that the biggest factor keeping the children of lower income homes behind is the school funding available. The poorer school district does not have the money to spend on the things a wealthier district may, but there is no real evidence that spending money makes much difference in the outcome of a child's education. In many cases, family and background have a greater influence on how well a child does in school (Kozol 176-77). Richard Kahlenberg, a member of the Century Foundation, says, "Research findings and common sense tell us that the people who make up a school—the students, parents, and teachers—matter more (Lewis 648)

Once again, he finds children that are forced to learn in a facility that isn’t fit to be inhabited, much less a school. He the visits P.S. 79, which is extremely overcrowded, After viewing these two decrepit schools, he visits Riverdale, P.S. 24. Because of the property value of the houses around Riverdale, the school gets a lot more money than either P.S. 261 or P.S. 79. This chapter focuses on how money is divided up to schools. It appears that the value of the homes in the district far a school determines the amount of money that in invested into that school. Kozol emphasized the importance of financial need in the school system therefore giving a positive outlook on many of the schools. He incorporated the fact that values and income does determine the level of a child’s education.

Savage Inequalities: Children in U.S. Schools by Jonathan Kozol In the article Savage Inequalities: Children in U.S. Schools by Jonathan Kozol, talks about the inequalities that exist between poor internal city schools and more well-off suburban schools. Comparing two New York City schools, he depicts PS 79, where there are over swarmed classrooms, absence of school supplies, and scarcely any funding for school repairs. He then compares PS 79's conditions to PS 24, whom have over the top measures of subsidizing and extensive and very much prepared classrooms. Kozol goes to the pitiful acknowledgment that the rich can manage the cost of the vital resources for an adequate training while the poor stay isolated in lessening government funded schools,

“Hartford, Conn.- This is one of the wealthiest states in the union. But thousands of children here attend schools that are amongst the worst in the country.” (Samuels,1) The article focuses on the state of Connecticut but talks about the funding public schools get throughout the country on a federal level. Schools get equal amount of federal funding, but it doesn’t make a difference when local funding is a gap between cities. In the article, the author argues that due to economic differences between cities schools are not being equally funded, affecting the schools. She does this by informing the reader where the city funds come from, and how high poverty schools spend less on students than low poverty schools. Finally the author also includes

Everyone has heard the saying “the rich get richer and the poor get poorer” but few people think of schools when they here this phrase. The way our educational system is set up today benefits students in high income areas more than it helps students in low income schools. People in the United States like to think that anyone can achieve greatness if they try hard enough but getting an education is important and being in a well-funded school never hurts. In this country there is a profound lack of funding to our schools and there is an inequality when it comes distributing the funds and it only serves to help some and disadvantage others.

As a tutor, I have seen the workings Stockton public schools, and compared to what I learned at their age, these students are lacking a proper education. For example, my third grade student, who is learning to multiply, is battling with addition. Meanwhile, my first grade student strains to read simple phonics. It is unfair to see children forced to receive a minimal education because of where they live in and their parents’ financial status. Therefore, my dream is to enhance the curriculum in public school systems within cities that face socioeconomic adversity. I aspire to equate the educational benefits between private and public school systems. Money should never impede a person’s path to education, and it’s unjust that it plays as a contributing

The way of education is constantly and rapidly evolving. Education is becoming more and more “modernized”. Both the article on Cushing Academy, Welcome to the Library, Say Goodbye to the Books”, written by David Abel and the article by Lyndsey Layton, “Majority of U.S. public schools are in poverty” show in different respects, how the way of education is changing to compensate for the modernized society. The way of the society may be changing, but that doesn’t mean the way people learn is changing.

Poverty is a cruel and a harsh reality for young kids and adults that want to continue their education. It becomes a struggle to provide books and materials to schools when the place they might live is not economical stable. In an article by Amy Schulte she states, “In the U.S., 30 million children are growing up in poverty” that’s horrid to believe but unfortunately what this comes to understanding is that those children will have little to no education. She goes on to say, “How can we ensure the success of our own students,”, and that lingers in my mind without providing the essentials for an education how can we ensue

Department of Education, “documents that schools serving low-income students are being shortchanged because school districts across the country are inequitably distributing their state and local funds”. (Education, 2011). Students that come from low income families are not given the equal chance to get the education that students from high income families get. If students are not given the tools they need to be educated, then they will have a poor chance of succeeding in the world.