Analysis Of The Article 'Hartford, Conn' By Samuels

Savage Inequalities by Jonathan Kozol explains the inequalities of school systems in different poor neighborhoods. Kozol was originally a teacher in a public school in Boston. This school didn’t have very many resources and was unable to keep teachers for very long. After pursuing other interests, Kozol took the time from 1988-1990 to meet with children and teachers in several different neighborhoods to better understand issues relating to the inequality and segregation in the school systems. Kozol writes from his own perspective as he visits six different cities and the poorest schools in those cities. These cities consist of East St. Louis in Illinois, the South Side of Chicago in Illinois, New York City, Camden in New Jersey, Washington

In this detailed and shocking book, Jonathan Kozol describes the horrific and unjust conditions in which many children in today’s society are forced to get their education. Kozol discusses three major reasons for the discrepancies in America’s schools today: disparities of property taxes, racism, and the conflict between state and local control. The first of these reasons is that of the differences of available property tax revenues. Kozol discusses the inconsistencies in property tax revenues and the problem that the poorer districts aren’t getting the same opportunities for education as the more affluent neighborhoods. He says the reason for this is that the

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

In the article entitled, A Tale of Two Schools: How Poor Children Are Lost to the World, by Jonathan Kozol, the writer is comparing the differences between New Trier High School, a school in Illinois that’s nestled in an affluent neighborhood against Du Sable High School, a school situated in an impoverished neighborhood that has 100% African American student in attendance. The article sadden and confirms things that myself and many others are already aware of, but has not been able to change. Schools located within the poor communities are

Mike Stenhouse’s article on educational choice for students and their families, brings up many marks about providing the choice of education for all families, not solely based on the zip code they reside in or the family's income. Generally speaking, providing choice education for all families no matter their income, zip code, family size, or any other attributes, sounds great. However, doing so would simply not work. The reason providing the same level of education for students wouldn’t work is simply because of money. Money may not seem major while discussing the topic on education for everyone, however it is. The reason some schools have exceptional education above others is because of the teachers, professors, and other staff members. The

And why should concerned parents support public schools over vouchers? The answer, according to Chase, is simple, as public schools over the past thirty years have halved the performance imbalance between white and African American students and, within the last five years, have raised the achievement level of the nation’s poorest children by an entire grade (Chase 1). Chase maintains that, instead of “throwing money” at poorly managed schools, a “genuine commitment be made to giving all children, regardless of zip code, adequate educational resources,” as is the desire of taxpayers and the tradition of education in America (Chase 2).

According to a March 12th, 2014 news article in the Washington Post, “In 23 states, richer schools districts get more local funding than poor districts, by Emma Brown, discussed how government spending differ in different community. In the article, the author-Emma Brown, examined 23 states with poorer districts schools, which receives lower local spending from both state and federal compared to the richer school districts which are fully funded by the government. For Instance, in the beginning of the article, the author stated that “children who live in poverty come to school at a disadvantage, arriving at their classroom with far more intensive needs than their middle-class and affluent counterparts”. Base on this quote, she mention how poorer

Scott High School is located in a lower social class area and the school lacks in proper equipment, friendly environment, and adequate AP courses. Bowsher High School is located in a high social class area and the school provides a very positive experience for students, including state of the art faculties and additional amenities. To analyze these findings using Robert Terry's White Male Club framework, I determined that the people who are able to go to school at Bowsher High School have better access to societal resources than those who shop at Scoot High. The resources are not equitably distributed, as the quality and conditions of each store varied greatly. Bowsher High School most definitely had a higher quality education and design than Scott High School. Government and sponsors who choose where to locate their stores based on demographic data hold power. They may look at demographic data and choose to open the great schools in a higher social class area to attract what they deem to be a higher quality of clientele. The people in each social class area have no true influence on where school maybe placed. Additionally, those who can marshal resources to accomplish a goal are often those with money and access to resources. According the (Martin In Class Hand Out 2017) The Foundation Plan, demonstrates that Ohio’s School Funding negatively affect the schools by “…establishing a minimal level or foundation to be spent by each school district on each student and requires that each local community establish a certain tax rate then spend a set amount per student.” The Plan also ensure that “regardless of wealth or poverty of a community, the state will provide funds for minimal educational services and each jurisdiction pays minimal tax rate with state providing the difference.” In addition it is very telling that the area around Scott is primarily made up of African Americans,

The tax dollars are at work, but for whom, when it comes to education. Some can say, they do not think that their child is getting the best education, they can get from their school district. There is inequity in education because we are still divided, we have various advisory boards for the different races at school such as ELA (English learner Advisory) AAPA (African American Parent Advisory). It should be just a parent advisory in order for everybody to have the same learning achievement. As for inequality in education that is depending on the area, the school is located, I do not see the schools in the upper-class neighborhood complaining that their kids are not getting the best education. The negative consequences of this social problem are that there are children being left behind, retention in grades, suspension, and expulsion (Musu-Gillette, Robinson, McFarland, KewalRamani, Zhang, & Wilkinson-Flicker, 2016). The importance of changing this problem is so we can make sure our children are ready to lead the country when the time comes and make the best decision for us all as it relates our nation and politics. The equity in education is a problem and it needs to be changed through prevention measures, society, and reform.

People say that opportunity is still equal, but public school funding says otherwise: schools in

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.

It’s without a doubt that school districts want to see their students succeed, but some school districts have greater means to provide them with educational resources. Students who live in wealthy communities have an educational advantage because the system is rigged in their favor. They have more experienced teachers and a significantly less student-teacher ratio. They have more modern facilities, more up-to-date computer and science equipment, and more current textbooks. They have more elective courses, more music and art offerings, and more extracurricular activities. They have better libraries, more guidance counselors and superior athletic facilities. Well funded schools with a high percentage of experienced teachers are most often located in the most

Funding for schools is crucial, whether they are high-income or low-income schools. These funds can help buy supplies, books, and other tools necessary for a quality education. However, higher income schools are getting more money annually than the lower income schools. Studies and research have proved that increased funding to poorer districts can raise educational quality, success rates after high school, and student performance within school. The problems can be detrimental to students, teachers, and communities; unfortunately, not much is being done about these issues. Though the problems can be resolved by a few easy changes to ensure the fairness in education for all students around the United States.

Earlier this year, the state of Michigan has decided to close 37 schools at the end of the twenty-seventeen to twenty-eighteen year due to poor standardized test scores, 16 of these schools are a part of the Detroit Public Schools District, a district known for its poverty. Unfortunately, this is not true for only one state. Several public schools across the United States are facing the threat of closure. Education is highly expensive, costing nearly eleven-thousand dollars per student for one year of public education. Many blame school choice, several more blame Betsy DeVos. Their anger isn’t completely unjust. After all, public schools are losing well trained teachers, after school extracurriculars and summer programs are shut down and most importantly, public schools are closing their doors to the public entirely.

Also fully aware of its privileged position in society. The educational inequality of the rich and the poor leads to the high social status of the family, and the students with wealthy economic background can choose "elite school", and families with low social status and poor economic conditions can only send their children to "lower working class school". This caused by the gap between rich and poor in the various economic strata. Many rich children can afford high accommodation and so on, and can enjoy superior educational service. But for more children of poor families, they do not have the same resources as them since lack of the funding. We all know that Public education in the United States is borne by the federal, state, and local governments. The state government 's spending on public education is the largest, and the poorer states get more state fundings. However, the local government has played a vital role in the gap between rich and poor. The more wealthy community, the more money that the school can get. Because the money is from the taxpayer, the rich people certainly reported a higher tax. In fact, the gap between the rich and the poor has created inequality in their children 's basic education. According to the chapter, “While the same arithmetic book was used in all five schools, the teacher in one working-class school commented that she skipped pages dealing with mathematical reasoning and inference because they were too hard. The teacher in