As a firm believer in education, I strongly believe everyone deserves one that will give them tools to get where they want in life. Unfortunately, the way our public schools are funded do not give everyone a chance to have a good quality education.
NPR Ed had 20 of their members set out to find answers to why some schools receive such low funding. Below are some of their findings and my own thoughts on these issues.
In 1647, Massachusetts Bay colonists were concerned about their new neighbors’ reading abilities. If they could not read, how could they read the Bible in order stay pure?
A law was put into place that towns with 50 families or more had to hire a teacher. Children’s parents or masters had to pay teachers wages. The community was responsible for their children’s education.
369 years later and educational funding ideals are still in place: the public must pay for this public good. Funding for public schools come from three different places: 45 percent local money, 45 percent from the state and 10 percent is federal.
The bulk of our education system’s funding relies heavily on property taxes and this is a concerning problem. The value of property can vary widely from each neighborhood. Poor neighborhoods are going to have less funding for their schools.
Less funding means buildings falling apart and lack of school supplies that can be in terrible condition already. This results in students trying to learn in poor environments and having severe educational disadvantages than their middle-class/rich school counterparts.
Some states have helped out their lower income school areas. North Carolina had provided two-thirds of their schools’ funding in 2013. Rockingham County Schools received more than $5 million extra state funding to help pay for teachers, instructional supplies, and custodians to help out their disadvantaged students.
However, many states are not like this. In an Alabama school, Livingston Junior High School, most of it’s students come from low-income households. The school’s ceilings are crumbling and some of the windows are broken. The girls’ restroom has four or five stall but only one toilet that works, a room leaks when it rains, and cracked floors. Children cannot thrive academically in conditions such as these.
There is no denying that a large portion of low-income populations are made up of people of color. According to the National Center for Children in Poverty, in 2014, 31 percent of white children, 65 percent of black children, 62 percent of hispanic children, 30 percent of Asian children, and 62 percent of American Indian children live in low-income families.
This adds to systematic racism. Too many children of color are being sent to schools without the tools needed for a flourishing education. Many low-income families have difficulties providing for their family, so some kids may come to school worrying about where their next meal is coming from instead of focusing on their school work. Not giving kids the tools they need to have a great education is closing doors to their future.
There are some educational employees who are dedicated to help their students thrive, however. The superintendent of Jennings School District, located outside of St. Louis, has stretched to get money and uses it to help pay for a district homeless shelter, health clinic, and a food pantry.
As someone who feels strongly about education reform and reducing inequalities, what I question is whether or not we should be focusing on changing funding for education or helping reduce low-income populations? I don’t know exactly how to do either yet, but someday I hope to be a part of doing both.
