Injustice In The School System

The education system is a golden ticket to success--or so many have believed. Regardless of social class, many people believe in the power of education. Constantly hearing from parents and peers to "stay in school," and "you can only make a name for yourself if you go to college." It seems that with education there is an undefined promise of success, thus leaving many people blindly trusting the education system. 

What Makes a Good Education?

Many people believe in the power of education, but what entails a good education? Of course, a good education can vary depending on who is asked, however, in general, it seems many believe it begins with:

1. Patient and willing teachers that promote safe and supportive learning environments

2. A program that offers the core subjects of History, Mathematics, Science, Arts, and English

3. A program that offers a multitude of electives for their children to explore the different realms of academic nature

4. Counselors that are willing to support and guide their students on the path of higher education

5. Opportunities that help their children gain further experience in their field of interest 

In short, a good education entails a program that is well-funded enough to provide its students all of the resources necessary to explore different career paths as well as give them the option to pursue higher education. 

Public Schools vs. Affluent Schools

 Although the education system was established with the intention to provide opportunities, allowing many more people to climb the social ladder, it seems to have instead created a further divide within social classes. Instead of leveling the playing field, and providing equal opportunities to all, the education systems seem to have created a hierarchy within themselves. In other words, now there are sufficient differences in the education provided in public schools and affluent schools. 

-> What's the Difference?

The main difference between public school and affluent schools are finances. Without sufficient funding, public schools will be understaffed and therefore cannot provide a well-balanced education as many would expect their children to receive. In Diane Ravitch's "Reign of Error," more specifically "Chapter 24: The Essentials of a Good Education," many affluent families, "expect their children to study history, literature, science, and mathematics, the arts, and foreign languages," expecting "up-to-date technology...excellent athletic facilities...advanced courses [and] appropriately trained personnel" ( Ravitch 107). Families with a foothold in society would expect nothing less than the best there is to offer for their children, and they have the funding to see it through. However, on the other hand, this is not the reality for many other families. They do not have the flexibility to further fund their children's education than what the public schools have to offer. As a result, many students that attend public schools are deprived of the opportunity to expand their knowledge. 

Underfunded and Understaffed

"Education Funding Gaps" is an interactive map created by The Century Foundation 2020. https://tcf.org/app/themes/tcf/assets/embeds/gapmap/1-year.html

Given the recent COVID-19 pandemic, we are beginning to see many more public schools severely underfunded and understaffed. In The Century Foundations' "TCF Study Finds U.S. Schools Underfunded by Nearly $150 Billion Annually" they have uncovered that "The United States is underfunding its K-12 public schools by nearly $150 billion annually" and "The majority of school districts in the country--7,224 in total, serving almost two-thirds of all public school students--face a 'funding gap.'" 

And with underfunding comes understaffing. 

Of course, understaffing not only affects the school's staff but also affects its students. In Brookings' "How are staffing shortages affecting schools during the pandemic?" they asked four superintendents--Dr. Curtis Cain, Quincy Natay, Dr. Kamela Patton, and Dr. Norris Price--a few questions in regards to staffing shortages. While answering the question, "How have staffing issues taken shape in your district, and how have they impacted your students?" Superintendent Natay reveals they had "17 teaching positions that [were not filled] with appropriately and fully certified staff" and that "this disparity between the caliber of teacher [is] found in high-poverty/high minority schools and low-poverty/low-minority schools" which in turn, have a "massive impact on student achievement." Superintendent Natay continues to reveal that their "current teacher shortage means children in 1 out of 10 classrooms don't have equitable access to the highly effect teachers they need to eliminate the opportunity gap" (Brookings).

Again, it seems students that attend public schools are constantly presented with fewer resources and fewer opportunities especially when a global situation ensues, such as the COVID-19 pandemic. 

Differing Points of View

With differing education, there is also differing point of view. Consider Jean Anyon's "Social Class and the Hidden Curriculum of Work" as she discusses the hidden vast differences between education systems within the hierarchy. Throughout her article, she reveals the treatments students of varying social classes endure. She begins with working and middle-class students who are constantly "controlled" and being told to "shut up." These students are essentially trained and taught to obey, and follow the teacher blindly. On the other hand, affluent schools praise their students and help them to "foresee the consequences of their actions" instead of throwing harsh phrases such as "shut up." Instead of having their students follow them blindly, affluent schools encourage their students to explore "individual thought and expressiveness" and "produce intellectual products" with "reason" and explanation (Anyon 2-9). 

My View

Fortunately, I've experienced both sides of the spectrum. I was born into a low-income family and went to school in a disadvantaged community but then my parents began to climb the social ladder. When I transferred schools I was shocked by the difference. The schools I went to for middle school and high school were in affluent communities. I was given every aspect of a well-rounded education as aforementioned. The curriculum groomed me for higher education, it made my dreams become goals. My teachers encouraged and supported me throughout school, always telling me “If anyone can do it, you can” and “If anyone deserved this opportunity, it’s you.” They encouraged my classmates and me to ask questions, begin debates, and show individuality. At times I wonder why I was given such privilege? Why me? If my parents had not climbed the social ladder would I still lead the life I have now? Possibly, but I might have had to work twice as hard. I came from a disadvantaged community yet I was able to graduate from an affluent school because of my parents. Some may argue it has to do with work ethic and motivation but, I believe everyone can have the same work ethic but it has to do with the hand they were dealt. If the student’s parents are immigrants and never received an education it may be harder for them to find stable ground. If their parents were not one of the few with a success story their children may receive an education that only prepares them for what the system believes is in their “reach.” So, why did I receive all those opportunities while others had to find them? Why was it me?

The Golden Ticket (Or What It Was)

 

The golden ticket that education offers seems to be high in demand and short in supply. Students are competing against one another, through programs that will enhance their opportunities but, what happens to those that do not have access to such programs? There may be a multitude of factors that affect the education provided but the most common seems to be substantial funding. If these divisions continue to deepen, many more students may be deprived of the possibilities that could have been presented to them. 

Your Voice Counts

Understanding where the divide has begun and how it continues to grow is important. However, it is even more important to prevent the divide from widening. Some ways to help close the gap between public schools and affluent schools may include:

1. Becoming more involved in your local county's school education

        - asking the superintendents how they plan to create more opportunities for their students to   explore various academics endeavors if they are going to include various electives for their               students to explore different career paths, and if their funding focuses on giving back to the               student's education

2. Asking your child what they have been learning in school, questioning if their interests are being met

3. Contacting your local Office of Education through https://www.cde.ca.gov/schooldirectory/county-    offices-of-education, expressing any concerns or questions you may have

References

Cain, Dr. Curtis, et al. “How Are Staffing Shortages Affecting Schools during the Pandemic?” Brookings, Brookings, 22 Feb. 2022, https://www.brookings.edu/blog/brown-center-chalkboard/2022/02/18/how-are-staffing-shortages-affecting-schools-during-the-pandemic/.

The Century Foundation, et al. “TCF Study Finds U.S. Schools Underfunded by Nearly $150 Billion Annually.” The Century Foundation, 22 July 2020, https://tcf.org/content/about-tcf/tcf-study-finds-u-s-schools-underfunded-nearly-150-billion-annually/.

Gibson, Richard. Anyon: Social Class and the Hidden Curriculum of Work, https://www1.udel.edu/educ/whitson/897s05/files/hiddencurriculum.htm.

Ravitch, Diane. “Chapter 24: The Essentials of a Good Education.” Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools, Vintage Books, New York, 2014.