Many obvious distress signals seen in today's American urban schools include the increasingly overloaded and under-funded schools, confusion over actual goals and purposes, and a tendency toward a separation into two unequal class divisions within the public schools. Our nation has sadly become a society where many people are concerned only for themselves with little concern for those who are less fortunate. One of the most significant issues raised in public education in recent years is the radical difference that exists in funding levels between wealth and poor school districts. “Many states have allotted educational funding related to tax revenues, and this has determined a higher level of educational spending in wealthy neighborhoods and a much lower level of spending for inner-city poor and rural poor communities” (Frady 15). A number of states have considered and implemented plans for the equalization of school funding, but this has not come without considerable opposition.
It is often evident that if the child is successful at school then the child’s social future will be much the same as the child’s parents. However on the other side of the spectrum for working class children to do well at school and in the future they need to change to become something different from their families (Thomson, 2002). The intended and hidden curriculum reflect this inequality (Ewing, 2013, p 85). The stereotype that the poor bought it upon themselves needs to be combatted by educators through their implementation of the curriculum. The formal and intended curriculum does not match the experiences needed for living in the twenty first century (Ewing, 2013, 91).
School funding is systemically unequal, partially because the majority of school funding comes from the school district’s local property taxes, positioning the poorest communities at the bottom rung of the education playing field. A student’s socioeconomic status often defines her success in a classroom for a number of reasons. Students who live below the poverty line have less motivation to succeed, and their parents are less inclined to participate in their child’s education, often because the parents cannot provide support for their children. Although it’s logical that school districts from poorer communities cannot collect as much funding as the richer communities, persons stuck in these low-income communities often pay higher taxes, and still their school dis... ... middle of paper ... ...as part of a program to help improve 5% of the nation’s lowest performing schools. This grant represents the attempt to reform and create opportunity for disadvantaged students.
Similarly, during the sixties sociologists believed that the low attainment of many working class children resulted from material deprivation. A middle class child would have access to many books, internet access, extra tuition etc which would help them to attain better grades. However working class pupils are more likely to live in poor conditions and have an unhealthy diet which could lead to tiredness and ill health. In support of this a recent study by Machin 2003 suggested that traditionally many working class students left school at an early age because they were put off by the high costs of higher education, as their parents couldn’t afford to support them. More recently even though grants are available for students from low income families they are still put off by the high costs.
In the Article, On The Anniversary Of Brown V. Board, New Evidence That U.S. Schools Are Resegregating author Emma Brown states, “High-poverty, majority-black and Hispanic schools were less likely to offer a full range of math and science courses than other schools (Brown 5). This can often result in unqualified teachers and materials that are not useful. Not having sufficient funds to have a normal running good school is the whole reason why many of those students don't succeed. Money is the number one factor in having a successful school system. If there's no money then there are no supplies, and if there are no supplies then how are they supposed to learn.
The Struggle for Impoverished College Students Over 51% of American college students live in poverty (Odland). Poverty makes attending college a much harder experience to obtain and maintain. The expense of college has proven too much for those who want to afford a higher education. Poverty can have a severe impact on students and their success. The success rate for college students in poverty is much lower than the success rate of much wealthier students, which makes it harder for them to excel and escape their impoverished situations.
If people’s mistakes and, reasons causing said mistakes in history aren’t portrayed completely for educational purposes then is history doomed to eventually repeat itself? The lower class is growing, middle class is shrinking and the upper class is making more money, which has been a pattern over the time frame the America’s existence. “Land of Opportunity” and “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong”, both written by James W. Loewen contain brilliant insight to why some textbooks may be feeding students not necessarily false information but information irrelevant to the real issues most Americans face every day like unfair living conditions and opportunities due to social class. Mistakes, such as unfair distribution of wealth somewhat due to moving jobs overseas, make it hard for one to move up in ranks regarding social class. The social class issue in America goes much deeper than a deteriorating economy because, like Loewen says “opportunity is not equal in America”, which tends to be true due to factors like race, community, pay checks, and even inherent wealth of ones’ parents.
Teachers have the ability to change lives. They will influence the students and they need to lead by example. If a teacher treats specific cultures differently than others, students will do that. But, if teachers promote diversity and inclusion, students will follow. Students living in poverty should not be targeted, bullied, or feel unsafe to come to school.
Notice that Third World countries have the largest amounts of illiterate people. It’s not a mystery that people living in poverty don’t have easy access to an education like citizens who are well-off do. This continues to be one of the most prominent reasons that certain countries aren’t successful: because a nation full of educated people will have the knowledge to develop their country. Impoverished people have many disadvantages when it comes to being formally educated. The hardships of obtaining a proficient education in poverty struck countries is caused by heavy workloads on children, oversight of education by illiterate people, and shortage of money put into school systems.
Schools that students don’t feel safe in usually house students that aren’t interested in subjects that are being taught. They should maintain a well-educated faculty who is all passionate about what they do. If there is a lazy faculty, it will influence the students to become lazy. Schools need to produce the change that this world needs- well rounded, creative, knowledgeable individuals. An effective school in today’s society would have a strong basis on the common core, but make it so that the information is fun to learn.