ESSAY OUTLINE
I. Introduction – The Montgomery Education Foundation is a foundation centered around bettering the public-school system. The Montgomery County overall report card score is a 79/C. Montgomery County needs teacher quality, parental /community involvement, funding & overall student achievement to raise the lingering “C” to an “A”. Public schools have a disadvantage when it comes to funding. According to https://www.washingtonpost.com/news, recent research, has found that when schools have more money, they are able to give their students a better education.
II. Topic Sentence 1: Quality teachers are needed to instruct kids on the level in which they are required to learn.
A. Quality teachers are important in our schools, kids are with a teacher for at least eight hours per day. The different styles and techniques
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In every state, though, inequity between wealthier and poorer districts continues to exist. That’s often because education is paid for with the amount of money available in a district, which doesn’t necessarily equal the amount of money required to adequately teach students, according to https://www.theatlantic.com/business/archive/2016/08.
IV. Topic Sentence 3: When students see other students achieve it becomes a domino effect. Student achievement is very important!
A. Students learn better and recall more when they think they will soon need to teach the material to someone else.
1. Students watch was going on around them, whether it’s good or bad. Students emulate what they see their peers do.
2. With being around people in the education field I’m come to see this for myself. If one student in a class
V. Concluding Paragraph: In conclusion, the Montgomery Education Foundation is an awesome foundation that is geared toward seeing the Montgomery County Public schools succeed. They have put programs, funding, and quality teachers/assistants in place for parents to take advantage of to further their child’s
Since last spring, Philadelphia school district leaders have been sounding the alarm about this year’s fiscal budget. Even after months of discussions and headlines, schools have opened with fewer resources than last year. On March 28th the School Reform Commission approved a lump sum budget which showed a need for an additional $220 million in revenue in order to provide schools with same resources as the “wholly insufficient” 2013-14 school year (McCorry). There will be many inadequate funding impacts on the quality of the education. Classroom resources would be stripped to untenable levels. The district would reduce as much as $2.2 million funding to the districts’ multiple pathways to graduation program which affects estimated 300 students. Another $1.5 million could be reduced from the elimination of preparation and professional development time for teachers at the district’s high needs promise academies. The district’s building maintenance budget could have reduction in amount of $9.6 million. Schools will be cleaned less frequently as a result. Building maintenance will also be curtailed as a result. District’s school police budget could also have reduction in amount of $2.4 million. School police officer vacancies will be unfilled, leaving an additional 27 elementary schools to share an officer.
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
I am writing this letter to follow up on the D rating our school has received. I know many of you are upset and confused but I want you to be confident that my staff and I are working diligently to design a plan to help improve our school. I want to assure you that we are dedicated to our students and will be 100% invested in your child.
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.
My perceptions of the student’s response would lead me to believe that she wants to withdraw from her class, but outside influences may be impacting her decision.
The atmosphere was more silent than downstairs. However, unlike the upstairs, the downstairs students looked more freely talked with their friends and received help from them when they were stuck on particular problems. In the Remsen hall, I observed students in my lecture and lab class. Since the lecture is a huge class, many students tried to sit beside their friends. However, the students who sat by themselves tended to have seats in row at the back of the classroom. After the class started, a lot of students typed the important thing on the slides by their laptop. Some of them took pictures of the slides using their phone. In the lab class, students tended to have more interaction with each other even though the experiment was conducted separately since the class is much smaller than the lecture. They easily talked to other students about the experiment and moreover they tried to help each other to complete the lab procedure correctly. After the lab class, I also looked around the chemistry office. There was a person who came to declare her major and another person who submitted the late lab report.
Education in the United States already excludes people based on socioeconomic status: the poor are often unable to afford luxuries like college educations, private schools, and tutors. The public education system, however, was supposed to enable lower income students to gain an education comparable to private education. However, there is no comparison between private education and public education, especially when public education is not equitably funded. Beyond differences in education funding from state to state, individual school districts have funding disparity from school to
This controversy comes to an agreement of schools needing to be funded equally and efficiently. In “The Stealth Inequities of School Funding”, Rutgers university professor, Bruce Baker, analyzed the comparison of goals of state aid formulas and their outcomes. Although state aid formulas are constructed to endorse fairness and capability, they are producing the inequality and incompetence. Baker discovered this by examining how states distribute the funding they are given. States are giving the funding they receive to low-poverty stricken schools. With additional study, he finds that the balance of funding would be equalized if the money
a. Because of the great teacher to student ratio it gives the teacher an advantage to go according to the individual needs
importance of their jobs, and the fact that the quality of teachers are reducing due to the salary.
Racial disparities in educational funding clearly exists throughout the United States. The states that their per-pupil expenditures for Black and Hispanic students hover around 90 percent of those for white students include Illinois, New York, and Pennsylvania (Baker). Massachusetts and New Jersey are one of the few states that high poverty areas receive greater support from the state than low poverty districts (Baker).
A recent article by Washington Post found that in twenty three states, rich schools get more local funding that the poorer schools in those states within the
In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in
The sad reality of it all is that gross funding inequities continue to persist in the U.S and no one seems to be working steadily to rid this problem. When putting funding into education equity should be focused on rather than equality. According to the National Report card there are core fairness principles that must be followed to maintain equal opportunity. The 3rd principle states that the level of funding in a district should increase relative to the level of concentrated student poverty rate. Therefore state finance systems should provide more funding to districts serving larger share of students in poverty (Is School Funding Fair? 7). Examining the school district of Philadelphia one could see that this principle is not being followed. The No Child Left Behind Act was created in 2001 to ensure that no later than 12 years after 2001 (2013) all students will meet the states standards. The act
Education, U. D. (2011, November 30). More Than 40% of Low-Income Schools Don't Get a Fair Share of State and Local Funds, Department of Education Research Finds. Retrieved from ed.gov: http://www.ed.gov/news/press-releases/more-40-low-income-schools-dont-get-fair-share-state-and-local-funds-department-education-research-finds