Inequalities In Education Research Paper

Although in the past the biggest cause for unequal opportunities in education has been the gap between different races, recently the gap between income percentiles has affected students substantially. Students go to schools in districts that correlate to the income percentile they are in. Because of this, many students in high-poverty neighborhoods are not given the same amount of time and money as students in upper-class neighborhoods are (Cordes and Miller). This can be seen in a study, conducted in

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)

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

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

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

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

At the beginning of this process, I was very excited. As time went on, I dreaded this because I was second-guessing my choice in topic. However, once I started researching the Colfax-Mingo School District and the socioeconomic makeup of it, I soon realized that I picked a great topic to research. Not only does it hit close to home because it’s my husband’s hometown, but it’s also a district I could see myself working in. Not because it’s everything I’ve ever wanted in a district, but because of how much the district needs teacher’s who care. Jasper County, the county Colfax-Mingo resides in, is one of the poorer counties in Iowa, yet it’s still very close to the economic center in Iowa, Des Moines. This draws me in because of my recent practicum experience. I had never been in an inner city school, and the school I was in drew me to the students and their needs. I had never

School assignment by socioeconomic status is not without its problems. When students are assigned to schools dependent upon the location and value of their neighborhood, it may not always be accurate. Some families rent homes, live in apartments, have two or more families within the home, or may even be homeless. Creating schools with students of different economic status creates an environment of the “haves” and “have nots.” In Milwaukee, seventy percent of students were from low-income households, making economic integration difficult in that school district (Bartels and Donato, 2009). In this situation, creating schools of economic diversity would be almost impossible. Some students, due to their location of residence, spend much more time being transported to their school by bus, causing

In 2013, 23.3% of the United States population consisted of children ages 0 to 17, 20% of those children lived in poverty and about 15.8 million children lived in households that were classified as food insecure (America’s Children: Key National Indicators Of Well-being, 2015). Perceptions of students with low socioeconomic status (SES) combined with other circumstances certainly play a role in their development and achievements. SES is conditional, imposed on people, used for comparisons, and based on economics, opportunity, and influence. When considering SES, individuals’ incomes, occupations, education, neighborhood, and political power are took into consideration. A school’s SES is determined by the neighborhood where it is located and by the SES of the children and families in attendance at that school (Socioeconomic Status, 2009).

This paper will seek to discuss the significance of educational inequality and how it affects those who live in the United States. According to the textbook, education is a social institution through which a society’s children are taught basic academic knowledge, learning skills, and cultural norms (Strayer). The result of this worldwide educational inequality is a social concern for many countries; including the United States (Strayer). This paper will provide insight on the disadvantages of educational inequality through the achievement gap, location, and one’s race.

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

In the United States, students’ education is effected primarily by the economy and location. Schools located in low income, high crime areas negatively affect students’ learning abilities. There are a few key factors in determining a student’s success in school, funding, programs, teachers and home life. Low income students should have the same resources as children from wealthier areas. In inner city Philadelphia, lower north Philadelphia, the median income was $31,639 and the graduation rate was 65% in June of 2015. Moorestown township, a suburb of Philadelphia whose median income is $127,637 in 2016 had a graduation rate of 97.53%. Children who grow up in low income, high crime, low funding areas and get very little attention from adults at home have a tougher time excelling in school and earning a diploma compared to children in wealthier school districts.

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 public school system maintains inequality through tracking of students and standardized tests. Barkan pg. 292 talks about white middle class being likely to be tracked up which in return results to them learning more, while poor students of color are more likely to be tracked down resulting in them learning less.

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.