The Pros And Cons Of Britain's Education Cuts

Everybody knows that schools, just like society, have different hierarchies. These hierarchies are money-centered and have different levels of snobbery. Most parents want to send their child to the best school in the community. This want increases the number of families that move into the area or community that the school is located. Parents will provide any amount of money to give their children a good primary education. Schools often receive their funding through how many students are enrolled. Therefore, the bigger the school, the more funding the school obtains. Also, when people with the same average income or community interest accumulate in the same area they make up what kind of school will be present in the community. The financial statuses of schools can be sorted into 3 categories: High Priced and High Privileged, Hell Bent Broke, and Just Rights.

When local property taxes were the primary source of school funding, districts were financially stable and were able to allocate funds for appropriate spendings. With the limitations set on property taxes, school budgets became dependent on the state’s fluctuating economy and tax collections. Fortunately, in 1988, Proposition 98 was passed, which set a minimum base funding for public schools. This proposition guaranteed funding that would grow each year with the changing economy along with student enrollment. This funding, though managed by the state was a combination of state General Fund and local property tax revenues.

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

The government’s expectation for teachers to achieve outstanding has been slowly increasing and has been placing educators under more stress for their pupils to succeed. The delivering of the curriculum should be the most important aspect of a child’s school vocation as this provides them with the foundation of knowledge they will need to gain employment in the future. The expectation from the government on schools within the United Kingdom is to consistently be providing respectable exam results annually and this is how they are being judged by such departments as Ofsted. Should the teachers be continuing to stay within the guidelines of the curriculum? Or should more emphasis be put out there to question whither effective primary teaching is all about just delivering the curriculum to children or based on annual exam results that are collected each year to critic the educational setting. This essay will critically discuss what effective primary teaching is and cover if teaching and learning is really all about results rather than nurturing the child to be prepared for life.

These changes intended to introduce principles of supply and demand into schools. Schools were forced to compete with each other for pupils and resources. Before the 1988 Act, entry to schools was based on catchment areas and they did not have to compete for children. After 1988, catchment areas still existed but parents had the right to go outside them. Competition was increased and a big part of that was due to league tables and statistics being produced. However, the 1988 Act contains contradictory messages. One message is concerned with increasing centralisation and state control and the second is concerned with parental choice

One of the major reforms this policy includes is the implementation of Gonski agreements on time and in full and reversing Malcom Turnbulls’ cuts. With this 37.3 billion investment the Labour Party will see every child in every school is funded based on their needs as they want every child to have the same chance of being successful in school and in life as any other child in the country. Your Child, Our Future will also include reforms that will improve teaching and will allow every school to provide the students with more individual attention and better support for students with a disability. Labour also plans to provide long term funding certainty to schools and will ensure that their investment is actually reaching the classroom and providing evidence of improvement in teaching and learning. Labour recognises that many occupations today require skills in Science, Technology, Engineering and Maths (STEM) and therefore plan to increase the number of qualified STEM teachers. Labour is putting education at the centre of its program for

Although the EYPP does not come with instructions on how it should be spent it can be argued that the money is not used entirely up to the setting. Hampshire county council advise settings to use ‘waves of intervention’ which are categorised in three; the first wave is universal where the EYPP would be spent on supporting the setting as a whole. An example of this wave of intervention would be staff training, ensuring that there are highly knowledgably practitioners supporting and teaching the very youngest of our children from deprived backgrounds (REFERENCE). However good quality teaching would benefit all of the children, even those not receiving the EYPP. An independent study to evaluate the use of pupil premium in schools was commissioned

“The average net gain of nearly one million pupils a year during the next ten years will over burden our school systems” (Woolley and Peters). They are trying to make the school system better then it is now. “At present salary levels, the classroom cannot compete”(Woolley and Peters). They are saying that they have too many kids in the class rooms. “In financial ten percent of the funds allocated to be used to help meet the unique problems of each states “areas of special educational need” (Woolley and Peters). Saying that they need to help the kids in need at

The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.

There are many inequities of public education. Public schools who are wealthier tend to have more classes available, giving the students a wide range of education. Wealthier schools also have higher educational classes than other public schools, for example a wealthier school could have College Algebra but other schools may not have the money to offer that course. Also wealthier schools are able to have more teachers for all the subjects they offer. Most public school students average the same SAT score, as to a student who is attending a private school.

“States’ new budgets are providing less per-pupil funding for kindergarten through 12th grade than they did six years ago — often far less” (Leachman, 2014, para. 1). Budget cuts in school districts ultimately root from states trying to overall save money. It is happening everywhere across the nation. Schools feel the heat to provide all the educational opportunities to their students while staying under budget at the same time. However, when funding is reduced, schools cannot afford everything they once did. By definition, electives are considered to be, “…courses that fall outside of the main core academic subject areas (english, math, history, science and foreign language). These courses are not required, but a student chooses to take them”

Budget cuts in schools cause turmoil and stress among the students and faculty. Drastic changes in the budgets have caused schools to negatively impact the people around them. With the lack of funding, schools are facing difficult decisions on what to do to stay within their budget. Supervision is facing much scrutiny on how to handle the lack of funding in their school districts. A solution needs to be made to improve the distribution of funding to our schools in order to keep them operating and thriving for our children to obtain their education. Budget cuts in schools have shown negative effects on employee positions, supplies, extracurricular activities.

Efforts to reach this are the provision of schools, with entry on a meritocratic basis. Following the 1944 Education Act in Britain, the removal of fees from secondary schools and the provision of student grants, certain financial barriers to educational attainment were minimised. Whether we measure equality of access fairly is a debateable topic, however there is overwhelming evidence which confirms that social class origins are strongly and clearly implicated in educational success or failure. Halsey, Heath and Ridge (1981), in a study of 8529 males educated in England and Wales, found that a boy who was considered middle class, compared to a boy in working class had fourth more times of attending a public school, eighteen times more chance of attending a minor independent school and twelve times more chance of attending a direct grant school and three times more chance of attending a grammar school (Journal of Social Policy, 1981). So this study heavily implies that the pattern of unequal access to the more prestigious secondary schools remained, despite the post war education reforms ‘the probability of a working-class boy receiving a fair education in the mid-fifties and sixties were very little different from that of his parents’ generation thirty years earlier’ (Halsey,

The value and role of “knowledge” is different in every culture but good basic education is essential in every culture. Primary and secondary education in UK (up to 16) is compulsory for all children. However, there were a limited number of high quality schools and these are oversubscribed application. That created problem of “distributing” pupils between schools (Hurst and Sugden, 2011). So a practical and effective admission policy has great influence on the quality of basic education. The purpose of writing this report is to argue for the reliability and effectiveness of current enrolment policy. According to this report, it will help admission policy designer to solve the problems and prove the benefits of this

The OECD report wasn’t alone in highlighting these issues. The Labour Party policy document “Challenge and Change in Education” 1963, highlighted a lot of the same