How Can We Ensure An Equitable Quality Of Education Among All Students?

📌Category: Education, Social Issues
📌Words: 819
📌Pages: 3
📌Published: 22 June 2021

The United States has one of the highest rates of childhood poverty globally. 37% of those children do not finish high school. Students from poor neighborhoods are obligated to attend schools that are in poor condition and contain inexperienced teachers. There isn’t a chance for the schools in these impoverished areas to improve without outside help because of the lack of funds in the community. The education system is primarily based on money which leaves the wealthy to take dominance over the rest. Assistance from foundations is pivotal to enhance the curriculum in underprivileged schools. 

Education is likely being funded by the money obtainable within the district, which leaves some students at a disadvantage because of the low-income households they are a part of. Whereas in the circumstance when families don’t have the funds to support their schools, they become highly less qualified compared to those of wealthier areas. This results in the amount of money various districts pull in not being nearly enough for students to get the education they deserve. Statistics show that an increase of $600 spent per pupil provides an enormous difference in students' actions. The results after the money were funded “ . . . led to higher test scores and college enrollment rates (increasing from 55 to 60 percent), as well as a lower dropout rate (falling from 1 percent to 0.75 percent)” (Barnum). Lower-income schools don’t have nearly as well trained teachers or enough supplies to help a student prepare for their future. It is unethical for income to determine an adolescents' upcoming and the opportunity for students to succeed in life should not have to do with this matter. High poverty schools lack an adequate education system which is crucial to providing their students with equitable access to resources.

The problem is initially caused by discrimination against the brown and black races. Occupational segregation is still going on to this day. The people within these communities are struggling because “[w]ithout money, there is just a domino effect” (Semuls). They commonly undergo a higher unemployment rate and work in substandard jobs which have the outcome of a lower salary. Teachers in these low-income areas do not have the funds needed to give their students all they can offer. Teachers in these poor districts often quit in the middle of the year because they are getting frustrated with their little income and student participation. In addition, they aren’t nearly as trained as more privileged teachers who likely work in richer districts. 

Underprivileged minority groups aren’t being given the tools to help them flourish. In most minority schools, the number of students attending is in all likelihood more than twice the amount compared to majority-white schools. With bigger class sizes the students aren’t receiving the individual help and attention that they should. In a lot of cases, teachers don’t know their students' names. In addition, teachers in these low-income areas are far less likely to be highly qualified to not only teach the subject but know how to work with children. According to The National Commission on Teaching and America’s Future,  “New teachers hired without meeting certification standards (25 percent of all new teachers) are usually assigned to teach the most disadvantaged students in low-income and high-minority schools, while the most highly educated new teachers are hired largely by wealthier schools” (Darling-Hammond). Teachers with minimum to no background knowledge about child development are at a considerably large drawback compared to those that do. Without the insight, these teachers are far less likely to know how to support their students with their different learning styles. 

Critics of Biden's plan to boost funding question whether the funds are going to the neediest schools. Some think that “. . . given that more than 90 percent of school districts already get at least some Title I dollars, ‘that’s not going to improve equity if we keep sending money to districts that don’t really need it,’ he added” (Carolyn Phenicie). They argue that some schools that are recipients of a portion of Title 1’s funding are spending it on unnecessary items. In addition, it is thought as though there isn’t enough effectiveness to the program as there should be for the amount of money being spent. An example of this would be that schools using the money to reduce class sizes doesn’t help the students' ability to enhance their learning. Research into smaller class sizes has shown that “[w]hen students feel more comfortable with all their peers and their teacher, they’ll likely feel more relaxed, engaging and asking questions” (Online Bethel University). When statistics are shown, it is proven that the money disbursed amongst disadvantaged schools helps the staff to be able to provide the most they can to help their students thrive. 

Education is considerably worse in impoverished areas because of the scarcity of money which leaves the students attending these schools at a drawback. Without help from individuals, indigent schools will continue to not have resources that are up to par and the children will continue to struggle. There are many ways one can take part in assisting underserved school kids such as donating school supplies or directly giving money to teachers so they can use it to improve their curriculum. Another great way to help these schools is to volunteer as they will vastly appreciate your time.

 

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