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1. Public school districts in urban areas face unreasonable obstacles to providing a quality education for low-income students. A funding mix of federal, state, and local funds can lead to many urban districts receiving less funding per student than suburban districts. Students in urban districts need more resources due to significantly lower household incomes and household education levels. Many cities face an increasing number of for profit charter schools that reduce student population without providing a higher quality education. State funding in Ohio severely penalizes districts with shrinking populations, so the rising number of charter schools hurts public districts. The best way to tackle this issue is to change state education funding to help districts that need it the most. Basing state funding more on average house pricing or family income instead of population growth and standardized testing could help equalize education quality. Changing funding metrics and
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My main goal for joining the Select Leadership Program is to grow my business soft skills that will help me succeed and grow in any professional role. I can grow my hard skills academically and through my involvement with OUSEMG and SOX 404. Joining Select would give me a great toolset of leadership skills when I take on larger roles in these groups and supplement my major specific knowledge when I enter the workplace. I have a passion for learning and a genuine interest in listening to others that gives me the ability to help people in different ways. When I heard someone on my floor and a person next to me in my Econ class complain about studying for our final, I invited them both over to study. I was confident in my ability to pass the test, and listening to what they understood the least helped me prepare them for the final. I know that after some time in Select I will have the confidence in my professional leadership skills to take a similar role in helping other
When determining equity and adequacy fixes for funding public schools in New Jersey and Ohio a framework for assessing must be determined. Starting with equity, both states have a history of litigation that determines the educational objects for the framework. Since the mid-90’s to this decade the most influential New Jersey court decisions are the Abbott v. Burke decisions. The New Jersey Supreme Court ordered the state to bring per-pupil revenues in the low-income Abbott districts up to the per-pupil expenditures of successful suburban districts (National Education Access Network, 2016). In Ohio the DeRolph v. State
Cory Turner of National Public Radio, writer of Why America’s Schools Have A Money Problem, has the answer; “…45 percent local money, 45 percent from the state and 10 percent federal…why is it that one Chicago-area district has $9,794 to spend on each of its students, while another, nearby district has three times that? Two words: property tax,” (Turner 2). The authors of Equity Is the Key to Better School Funding, Marin Gjaja, J. Puckett, and Matt Ryder, say, “Giving kids in high-poverty areas an equal opportunity to succeed requires spending more money on those students,” suggesting that in those low-income areas, local and state government regulations alone and predominately will not be beneficial (Gjaja, Puckett, and Ryder 1). Property taxes when associated with funding for education are insufficient in low income areas, and in return are insufficient for the school. Leaving local and state governments with the responsibility of fulfilling a majority of education costs is a concept we should correct. Turner also mentions that one Arizona school has four-day weeks to save money from electricity bills, as a result of poor rates of property taxes. Budget cuts also contribute to the impairment of districts with lower property taxes and lower income families, an implied point from Michael Leachman’s article, Most States have Cut School Funding, and Some
The educational funding problem in Michigan takes root back in 1809, when the first public school was founded. While funding was not an issue at the time, the way schools were funded through local property taxes eventually created a large problem. Fast forward to 1985, Michigan has long moved past the rural cities of the 1800’s and into affluent suburbs and cities. The size and taxation pools of cities have greatly changed from 1809 to 1985, but the way schools were funded remained exactly the same. This lack of change led to a large disparity in school funding from richer districts to poorer districts. Coupled together with local governments’ inability to convince citizens to vote in favor of millages and tax hikes, the disparity ballooned. In 1993, Bloomfield Hills ranked in the 99th percentile of Michigan schools, was spending on average $10,294 per-student, while Standish Sterling ranked in the bottom 1st percentile, spent $3,738 per-student, roughly a $6,500 difference per-student (Roy 2003). This inconsistency greatly disadvantaged students all the way to 95th percentile, where there
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s
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
Public education has struggled with securing funding for years and the opening of charter schools has impacted the budgets of school systems across the country. As more charter schools are created and parents
One of the most important aspects of leadership is self-knowledge and particularly awareness of your priorities and values. As a leader it is imperative to improve your leadership ability on an everyday basis. Great leaders have great strategic dreams, visions of what could be and what they think should be. In this paper I will be discussing my plan and the theories that support my plan. I will also be discussing my leadership strengths and weaknesses
An effective leader must have a plan for success. This includes a personal plan of growth as well as a professional plan for improvement. This paper will attempt to highlight my personal strengths and weaknesses as leader, identify the areas needed for improvement, and identify the leadership skills and practices that I will use to become an effective leader. This paper will also give an outline of the goals that I consider a priority and a timeline for this development. The overall result will be an inclusive leadership plan of development that I will use to grow myself as well as any organization that I work for in the future.
In many states, a majority of local property tax revenues are distributed to local public schools. For this reason those who do not have children or know any children in the area, in search of an education, are opposed to the idea of an increase in school taxes as they do not see any benefits for themselves. Most of these particular individuals also strongly believe that public school systems are inefficient and wasteful, thus an increase in funding will not make much of a difference. According to fact number two in the “Facts About K-12 Education Funding,” investments in education do not necessarily mean that higher scores will be accomplished. As long as the funds are not being spent correctly, there will not be any changes for the better to improve these schools. In recent years, the liability of funding for public schools has shifted from the local property taxes to federal and state sources.
Is a leader as defined in the Merriam-Webster’s Dictionary, merely one who leads - synonymous with a boss? Or something more? I believe that a leader is much more than that and can be defined in any number of ways. In attempting to define a leader personally, I will use both myself and others as examples.
The education system in America is stained by racial and structural inequalities that cause those in lower income areas to not receive the necessary resources that enable a student to thrive. These benefits are as simple as certified teachers (Turner), maintained classrooms, and even accredited school districts. The common denominator in the lack of basic expectations is the type of funding public schools receive. The federal government gives “about 10 percent of the money schools have to spend” (Turner), while the state and mainly local dollars have to provide the rest. When the majority of a school’s funding is produced using the local region’s property taxes,
It is a common belief that students will perform better in a well-funded school. The National Report Card (NRC) examines the finance systems of all 50 states in the nation measuring how schools are funded based on four different categories: funding level, funding distribution, effort and coverage. “A fair funding system is one that provides a sufficient level of funding distributed to account for the additional needs” of the various populations, ensuring that all students have an equal and adequate opportunity for success nationwide (Krengel, 2014). However, the funding for public schools comes from federal, state, and local sources; however “nearly half the funding for public schools in the United States [being] provided through local taxes” (Biddle & Berliner, 2002, p. 48). Due to the funding being provided through taxes a large “difference is generated in funding between wealthy and impoverished communities” (Biddle & Berliner, 2002, p. 48). Not only is this difference present among communities, but districts, schools within the same districts and ultimately states across the nation, thus causing the issue of unequal school funding.
Funding for public schools in general, is shifting from the federal level, to the state, county and city level, resulting in a need to consider the process by which funds are directed and integrated into public education. The complications with this shift in funding are defined as: “A fundamental trade-off between equity and efficiency objectives in the provision of public education [that] underlies the political tensions inherent in altering school funding responsibilities” (Duncombe and Johnston 145).
Funding for schools, especially in the urban schools, have not allowed the district to properly distribute the money. The money does not reflect what is needed to educate properly. The reason for less funding for urban children is because schools receive funds based on taxes, even though the state funds the same amount per student. Due to the low taxes in the urban cities the schools are not funded that well. Absence of needed funding is shown through the quality of teachers that are hired. Teachers in the urban
Many kids dream about finishing school or just getting an education; however, in the United States school funding in low and high income areas are highly uneven. Though funding is not fair, education can be made equal for students. Schools in poverty-stricken areas have a lack of funding resulting in an average education, which can be changed by boosting the amount of funds given to each school district. Increasing school funding not only helps the school it can also help students, teachers and the community. Studies and research show raising funds could possibly increase the education quality, success after high school, and student performance.