Executive Summary

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Everyone should have equal opportunities for quality education. This brief will cover what leads to inequality in the American school system and how policy can reform school funding models to ensure all students have access to the resources they need to learn.

Overview

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Education inequity in the United States is an issue that represents and perpetuates the systemic barriers marginalized students often face. Inequalities within the education system often manifest in barriers such as school funding disparities and opportunity gaps. An opportunity gap refers to the unequal distribution of resources due to factors like race and socioeconomic status, manifesting in areas such as access to well-funded schools, experienced teachers, and advanced coursework. Unlike the "achievement gap," which focuses on differences in outcomes (like test scores or graduation rates), the opportunity gap emphasizes the underlying disparities that lead to those differences. Students from low-income communities and historically disadvantaged backgrounds often remain trapped by structural inequities.

School resources, teacher quality, and academic outcomes are factors of any good school, but these all depend on the socioeconomic status of people living within a school district. This is because funding models rely on local property taxes, leading to stark differences in school quality between affluent and underprivileged areas. This policy brief investigates the impact of school funding disparities and opportunity gaps across public education systems and why these issues occur, in order to understand how all American children can have proper access to the education they deserve.

Relevance

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Brown v. Board of Education (1954) ruled segregation in public schools unconstitutional, yet segregation and funding inequalities continue to shape educational outcomes today. The reliance on local property taxes for school funding has created a system where wealthier districts thrive while underprivileged communities struggle with inadequate resources, outdated materials, and underpaid teachers. According to the National Center for Education Statistics, students in high-poverty schools consistently score lower on standardized tests and have lower graduation rates. These disparities and systemic barriers disproportionately affect students of color and play into a theme of racial inequality in the education system. Black students represent 15% of high schoolers nationwide but only 9% of students enrolled in at least one AP course. Beyond a school's ability to provide AP classes, the AP tests are also expensive, dissuading many students and creating a socioeconomic barrier. This highlights the disparities in education for different socio-economic and racial groups.

History

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Current Stances

‍Education inequity in the United States has deep historical roots, shaped by laws and policies that reinforced racial disparities across schools and unequal access to educational opportunities. Landmark cases like Plessy v. Ferguson (1896) established the "separate but equal" doctrine, which allowed racial segregation in public schools, perpetuating vast disparities between white and Black students. Even after the Brown v. Board of Education decision in 1954, which declared state-sponsored segregation in public schools unconstitutional, systemic inequalities persisted, with schools in predominantly Black and Hispanic communities remaining underfunded and overcrowded. The 1973 case San Antonio Independent School District v. Rodriguez further highlighted the impact of funding disparities, as the U.S. Supreme Court ruled that education was not a fundamental right under the Constitution, allowing the continued reliance on local property taxes to fund public schools. This ruling entrenched inequalities, as wealthier, predominantly white districts were able to generate more revenue for their schools compared to poorer districts. The legacy of these decisions continues to affect Black and Hispanic students, limiting their access to quality education and contributing to lower graduation rates, fewer opportunities for advanced coursework, and harsher disciplinary practices. Thus, education inequity is not just a current policy issue but a historical injustice that requires significant legal and social reform to address its roots.

Policy Problem

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A. Stakeholders

‍Students are the main stakeholders, especially those from marginalized communities—low-income families, students of color, and those attending schools in underfunded districts. These students are directly affected by disparities in school funding, limited access to advanced coursework, and unequal educational resources. Without policy reform, these students continue to face systemic barriers that hinder their academic success and future opportunities. Since they are the primary benefactors of the education system, their voice should be taken into account in shaping policy that would provide them with the same opportunities as their more affluent peers.

Teachers are another critical stakeholder group. Teachers in underfunded schools often face the challenge of working with limited resources, large class sizes, and lower salaries, which can impact their ability to provide quality education. The quality of classes in a school primarily relies on those who teach them, and ensuring funding, better salaries, and support systems for teachers has a direct impact on the quality of education for students. Teachers should be involved in policy through involvement on boards, and voting for key issues, to ensure that their needs (working conditions) are taken into account in reforms addressed to students.

School districts and local governments are also stakeholders, as they are responsible for creating and implementing policies that address funding disparities. These groups are responsible for investing in underfunded districts to level the playing field for all students. By adopting more equitable funding practices, school districts can create an environment where every student has access to the resources they need to succeed. Their commitment to these reforms is essential for lasting change.

B. Risks of Indifference

‍Failing to address education inequity perpetuates existing disparities and places disadvantaged populations in a cycle of poverty. If policymakers and stakeholders remain passive, underfunded schools will continue to struggle with inadequate resources, and overburdened teachers. This neglect would widen achievement gaps for students across the country, exacerbating the struggles marginalized communities face. Furthermore, indifference to school funding disparities can have long-term economic consequences. A poorly educated workforce leads to higher unemployment rates, increased reliance on social welfare programs, and lower national economic growth. An equitable education system is essential for innovation and economic progress. Education inequity also threatens to widen socioeconomic gaps and perpetuate systemic inequalities. Additionally, higher crime rates and diminished civic engagement are proven results of a lack of education. Therefore, addressing education inequity is not just a moral obligation but a necessary step toward building a more just and prosperous society.

C. Nonpartisan Reasoning

Education inequality isn’t simply an individual issue. It is a challenge that affects the economy and the stability of American societies, who will go on to make up the workforce. This issue shouldn’t be polarizing—the livelihood of American children is at stake, and nonpartisan intervention must take place to ensure every student has equal opportunity for a successful future.

Workforce Development and Economic Flourishment: A well-educated population contributes to a stronger economy by creating a more driven and skilled workforce. If all students receive equitable educational opportunities, more will be likely to pursue higher education, secure stable employment, and contribute to long-term economic growth. Reducing funding disparities ensures that all students can compete on a level playing field, regardless of their zip code, and have the tools they need to succeed, leading to a more overall prosperous nation.

National Competitiveness and Innovation: An investment in equitable education is also necessary for the U.S. to remain competitive in an increasingly global economy. Countries with strong public education systems consistently outperform the U.S., highlighting the need for reform. Ensuring all students have access to high-quality education, including advanced coursework and STEM programs, motivates and enables gifted kids who might be at a disadvantage because of predisposed circumstances, to succeed. Additionally, a level playing field encourages naturally gifted students to flourish— in a society that prioritizes hard work and talent over socioeconomic status.

Social Stability and Civic Engagement: Education plays a key role in promoting social mobility and economic equality. When students from all backgrounds have access to quality schools, teachers, and overall education, they are more likely to become engaged citizens, having an overall beneficial effect on their respective communities. Equitable education fosters a well-informed electorate, ensuring that democratic institutions remain consistently representative of diverse perspectives.

Tried Policy

Title I of the Elementary and Secondary Education Act (ESEA), first enacted in 1965, is quite an old act aimed at funding schools nationwide. Title I provides federal funding to schools with high percentages of low-income students to help close achievement gaps. However, while this policy has succeeded in funding underfunded schools, the distribution of funding has been inconsistent across various states and schools. A more recent policy that has aimed to provide increased support to schools which lack funding is the Every Student Succeeds Act (ESSA) of 2015, which replaced No Child Left Behind (NCLB). ESSA aimed to create more autonomous states in terms of the funding they allocate to certain schools/school zones to ensure disadvantaged students receive support, while still maintaining consistent federal education support. However, this act had the effect of reducing federal enforcement, which some argue has led to states failing to effectively allocate resources where they are needed most, resulting in the perpetuation of inequity. While these policies aimed to reduce funding inequalities across the United States, they increasingly relied on state implementation, and states often fell short—perhaps due to structural challenges, like the continued reliance on local property taxes for school funding or a lack of advocacy behind underfunded schools.

Policy Options

1. Income-based Student Funding Model
   The current reliance on local property taxes for school funding creates disparities between wealthy and low-income districts. To address this, a revised funding model could distribute state and federal education funds based on student needs rather than local wealth. A weighted funding model, where funds are allocated to districts based on the amount of low-income students, or students requiring additional educational services like ESL, would address these disparities.
2. Universal Access to Advanced Coursework and College Readiness Programs
   Disparities in access to advanced coursework and college-prep resources disproportionately affect students in underfunded schools. A policy mandating universal access to advanced coursework and test preparation resources would help bridge the gap between schools in terms of the opportunities they offer.
3. Standardized Teacher Salary Policy
   Underfunded schools often struggle to retain qualified teachers because they can't compensate them as much or provide as many professional development opportunities. A nationwide teacher salary structure, adjusted for the cost of living, and loan forgiveness programs for educators in high-need schools would directly address this issue.

Conclusions

‍In this paper, I have explored the many facets of the education system in America which lead to disparities in the funding of various schools and the quality of education for students. I have analyzed existing DOE policy and potential policies that could address the root causes of education inequity, such as creating better support systems for teachers and standardizing access to advanced coursework for students. I realized that without teachers, schools cannot provide a proper education, because they lack the ability to teach advanced coursework. The most necessary and implementable policy solution would be an act by Congress to standardize teacher salaries, adjusted for living costs, ensuring that teachers' compensation does not rely on the school or the district of the school. Teachers are vital to the American economy, and it is essential to address their economic plight in order to create equitable schools across the nation.

References

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