The Impact Of Inequitable School Financial Resources On The Current Landscape Of Our Education System

The Impact Of Inequitable School Financial Resources On The Current Landscape Of Our Education System

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In order to gain perspective on the current landscape of our education system, readers are advised to recall one of the most meaningful reforms in education history. On May 17th 1954, Brown V Board of education declared that separate schools were inherently unequal, therefore making segregation based on raced illegal, and providing the potential for all American children to be educated with equity. Yet due to white flight and other forms of avoidance during that time period, school districts became re-segregated as wealthy suburban neighborhoods filled with mostly white students and city schools comprised of mainly poor and minority students. Due to the fact that school district funding is largely based on local property taxes, this form of indirect legal segregation continues to be a rampant issue across our nation. The implications of inequitable school financial resources are compounding . As Hammond said,
“add instructional costs that are concentrated in segregation high poverty schools-the need for language supports, more extensive special education services, remedial education, constant training and supervision of new teachers because of rapid turnover, social work and counseling for students from severely troubled families, health emergencies, frequent moves and school transfers in midyear, and many other problems-mean that equal dollars cannot produce equal opportunities.” (Hammond 2010)
This data on its own this presents an issue of equity, but it is also important to note that This is compounded by the fact that schools in low socioeconomic neighborhoods are funded inadequately making it nearly impossible for teachers to provide students with what they need. Due to the lack of “qualified teachers and class sizes to text...


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...wo personal characteristics which appear to be student character flaws,or individual school administration isses, are rather an additional symptom of the larger systemic issue with racial bias and inequity. In fact, Hammond called attention to a mirror of the aforementioned issue on a larger scale. She notes
“ Even when they achieve better outcomes, distinctive schools models confront long standing traditions standing operating procedures, and expectations, including, sometimes the expectation that the students who have traditionally failed should continue to do so, so that traditionally advantaged can continue in their position of privilege.” (Hammond 2010)
With these discriminatory practices infesting the school system it is evident that our policy makers and federal officials are displaying a level of troubling ignorance on Hofstede’s cultural competence matrix.

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