Inequalities In Education Research Paper

The schools in ghetto neighborhoods are under funded. Schools that are underfunded, often times do not have highly qualified teachers, and have overcrowded classroom. Overall, these factors contribute to the achievement gap because these children do not have access to many resources, and the classroom environment is too hectic (Wilson,

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)

The high rise in homeless is partly due to the recent recession. Consequently, the recession left many household members without jobs and unable to pay for living expenses such as rent or a mortgage. Districts are aware of the crisis and are aware of the responsibility to fill the academic gap within the low-income population. All three districts have high numbers of economically disadvantaged students. According to the 2014 reports, Monson had 319 out of 1,160 students from a low-income household, Brockton had 13,722 out of 17,011, and Norwood had 997 out of 3,471 students. When looking at the achievement gap, it was no surprise that Norwood once again meets all the targets for filling in the gap. In the area of ELA, Norwood’s low-income students meet the gap 6.4 points above the target, 3.8 points above the math target, and 7.2 points above the science target. Brockton was below the achievement gap in all areas. In ELA, low-income students were points below the target, -5.0 in math, and -3.8 in science. Monson’s low-income students were able to fill the gap in ELA and math with points above the targets. Students, who are low-income in Monson, had a 5 percent score proficient on the MCAS, 55 percent scored needs improvement, and 40 percent failed. Compared to Norwood’s low-income 5 graders whom had a 6 percent

Inequalities in Australian Schooling: Sociocultural Factors in terms of Cultural Capital, Habitus and Social Reproduction

Urban school districts have the odds stacked against them. Often times the families attending urban schools live in poverty. Poverty creates many social-emotional, mental, physical, economic and educational issues. People regularly blame the students or their families as a reason why students in urban settings are receiving unequal education when compared to their suburban counterparts. What is not considered is “educational outcomes for students of color are much more a function of their unequal access to key educational resources, including skilled teachers and quality curriculum, than they are a function of race” (Darling-Hammond, 2007, p. 320). This shows that although poverty is an important issue to tackle, focusing on better preparing teachers and staff to deal with the special circumstances in urban situations is a higher priority when thinking about

This can be clearly seen in the strong relationship that exists between a school being predominantly black and concentrated poverty, and the fact that an intensely segregated African America/and or Latino school is 14 times more likely to be a high poverty school than one that is less than 10% black or Latino, (Williams, 179). Another significant indicator of the lower socioeconomic status experienced by

     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.

Diversity of education, diversity of wealth, and diversity of race are all hallmarks of San Antonio. Although diversity is typically considered beneficial to a community or city, in San Antonio, it is a detriment. The racial and economic divisions of San Antonio have implications beyond a lack of cultural diversity. In fact, it is detrimental to the education of the Hispanic and Latino communities, as the clear economic divisions heavily influence housing and districting, which is the determinant of public education. The housing disparities among the districts in San Antonio only leads to the perpetuation of poverty in Hispanic communities, as the current

Poverty within neighborhoods throughout the United States has increased immensely throughout the past 50 years. In 2011, nearly 46.2 million Americans were living in poverty compared to the 353,000 Americans who lived in poverty in 1959. (Dosomething 1) Poverty is hardly just defined as a lack of financial resources, it is defined as a condition that results in an absence of the freedom to choose arising from a lack of the capability to function effectively in society. (Poverty and Education 1)  For a person to be impoverished or to be living in a state of poverty is to live where they do not have the economic means to provide a healthy lifestyle for themselves and their family.  A majority of public school students across the country are considered “low-income”, according to a new study by the Southern Education Foundation.  Areas of concentrated impoverishment are often characterised by crime, unemployment, and lack of resources.  Children represent 24 percent of the population, but they comprise 34 percent of all people in poverty.  The shift to a majority-poor student population implies that a growing range of students who attend public schools are less likely to possess support at home, are less often exposed to enriching activities outside of school, and are more likely to drop out and never attend higher education.  Children living in poverty have a higher number of absenteeism or leave school altogether because they are likely to have to work or care for family

There are diverse and contradictory views on school funding inequalities and school performance. Various research and reports have shown in great detail beyond this paper’s scope that inequalities in school funding does cause different outcomes for school children (Jackson, Johnson, & Persico, (2015. Unequal funding leads to unequal education: from the start, schools have different resources and means to educate our children (Kozol, (1991). Other reports suggest that different funding will lead to different social outcomes later on in life (Hyman, (2013); Biddle & Berliner, (2002). The fact is that schools in poorer neighborhoods all over the united states, funding are limited and they have poorer schools (Kozol, 1991). Schools in richer areas and especially in suburban white neighborhoods receive higher funding and they have better schools (Kozol, 1991). Some argue that school funding is not the problem and throwing money at the problem would not be the solution. This is somewhat contradictory because most well-funded schools are predominantly white. The schools are well lit, classrooms are spacious, student-to-teacher ratio is smaller, labs are well equipped, hot lunches are plenty, and teachers are experienced and well paid (Kozol (1991); Jackson, Johnson, & Persico, (2015).

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.

We can’t look at the inequality given to our students without looking at the expenses used per child in certain areas of the country not too long ago. While desegregation of our schools had taken place before this time due to many of the schools zoning laws we find that there are still many schools facing challenges because of this issue. People choose to move to good neighborhoods for the right price and if you have a family to think about you are also looking into the school rating. If you have the privilege to be able to choose where you want to live and you have the availability to make it happen, you can find yourself in a wonderful neighborhood with a wonderful education system. But what about those who are fighting to make ends meet and can only afford so many housing opportunities and an unfortunate reality is that these neighborhoods are

Unequal education funding has always been something that concerns me; however, now that I am in the education system, I get to witness it first hand. I did my student teaching in Auburn City Schools, Lee County Schools, and Opelika City Schools. The difference in these three systems is astounding.

In choosing to study inequalities within education, one must be aware of the inequalities which may be present, researched, or unexplained within the education system. Education in itself can be a loose term, not all areas of Britain, for example, enforce the same types of education as standard. Further to that, education is always changing, evolving, and governments introduce policies depending on that particular government, economic situation and education secretary in office at the time. Education is always a key issue; no political party can ignore education in an electoral campaign, and social mobility is key is defining a political parties term in contemporary society. Within Britain, and particularly over the past 20 years, in definition terms, has been a period of consumer choice over education. The emphasis has been on an education system that gives everyone who enters the British educational system an equal opportunity of educational attainment (Breen, 2010); though that is not the case in a lot of educates, tuition fees are a prime example of proportionate accessibility, though sociological explanations can dissolve this apparent equivalent system into one which is very much divergent. Schools are seen as a pathway into further and higher education, preparing the student for their GCSE exams, which is commonly recognised as the most important exams in a student’s life, opening or closing pathways to college, university, or the workplace. The question ultimately

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.