This document discusses inequality in education, specifically for minority and low-income students. It notes that minority students are less likely to graduate, score lower on tests, and are less likely to attend and complete college. While community colleges aim to provide more access, their lower funding means students have fewer resources and are less likely to complete a degree. The document argues that flagship universities should provide more financial aid to low-income students and that all schools need to be adequately funded and staffed to help close the achievement gaps faced by disadvantaged students. It calls for institutional leaders and funders to make meaningful changes to create equal opportunities for students of all backgrounds.

1. Is this the America We
Want to Be?
Inequality in Education

2. What Change?
Children of color are not achieving as well as white students in the U.S. schools= big gap
in graduation rates, test scores, etc
Minority students are beginning to turn to the decision to attend college, but colleges
turn them away. They want to succeed, but are not given the opportunity!-->”Upward
Mobility”
Low-income, minority students are encouraged to attend a community college, but are not
knowledgable of the fact that this is more expensive & less beneficial in the long run!--
>the students whom were spent less on since kindergarten somehow “belong” in the
institutions that virtually guarantee we will continue to spend less on them=this is
counterproductive and UN-AMERICAN

3. Why The Difference?
Minority students, specifically African Americans, are too difficult to
teach!
These students deal with so many daily problems outside of school,
so they have a difficulty in being educated!
The students whose parents have a lower income it’s because they
are lazy and don’t work as hard as others!
Schools are forced to lower Pell Grant & amount of financial aid
provided to college students who most need it!

4. Truth Is....
The fault of the low success rate of minorities is not of the daily
issues they face everyday or their low-economic state. IT IS THE
SCHOOLS RESPONSIBILITY!
All of those Statements were FALSE-->The opposite is true!

5. The Ugly Side of These
Institutions
No Fair-share! There’s a small limit of useful teachers and resources!There are hardly any
“good” teachers provided in classrooms of schools composed of these low-income, minority
students.
There is a decrease in the financial aid provided to students who REALLY NEED it.
Students who don’t need it are receiving EXTRA funding!(EOF is experiencing this now!)
There is poor preparation for students in this socio-economic group, so they are not given
the same chance as the next student--Schools CHOOSE to do this, not forced!

6. Where Is This
Happening in The U.S.?
Elementary Schools in low-income areas & which are highly populated of minority students
Flagship Schools:
in most cases, these are the 1st public universities to be established in their states.
Flagship: term became associated with these schools after WWII
formed the core public systems of higher education in their respective states.
These schools became centers for research & graduate education, adding to size &
scope
example: RUTGERS UNIVERISITY

7. Graphs Show the Gaps

8. More Graphs:

9. “Uncommon education for
the common man”
The historic mission of Flagship universities
Students who attend these schools represent the states that they
are in less, but imitate the look of the students who attend elite
private research universities.
In 15 of the 22 states, the top-ranked private institution enrolls a
higher proportion of minority students than the public flagship(This
reverses when it comes to low-income students- 21% in Flagships
vs. 15% in private universities.)

10. A Solution!
COMMUNITY COLLEGES!!! Giving minority, low-income students a
cheaper and more accessible opportunity to receive higher
education was a GREAT idea!

11. Think About This:
A 2009 Education Trust report, “Charting a Necessary Path,” examined success rates in 24
public higher education systems:
24% of underrepresented minorities who begin 2-year colleges complete anything
within 4 yrs of entry-certificate, degree, or transfer
12 % who transfer to a 4-yr college, only 55% earn bachelor’s degrees within 6 years
of transferring
Which Means: only about 7% of minority students who begin a 2-yr colege earn a
bachelor’s degree from any institution in these large systems within 10 yrs of starting
Conclusion: This rate is far lower than among those who begin even in nonselective 4-yr
colleges
In 2006 Community College’ average in spending per degree $63,954- $14,073 more
spent than compared to a public master’s college & $7,211 more than compared to
average spending per degree at a public research college
Part of the reasoning could be from the lower amount of funding they receive, but this is
still an surprise!

12. We Need Change!! : The Real Solutions
We have to lessen the gap!
Community Colleges should be given more funding & provide
good teachers and resources just as well as 4-yr. schools
Flagship universities should provide financial aid to those who
NEED it!
There are high-achieving students from ALL backgrounds!
(explain)
We need more institutional leaders to make a choice of change,
along with those who finance these institutions
More finance=more resources, but we definitely need BETTER
Educators!

13. “Lean on ME”
“But we’re not aiming our students to go to college, we’re aiming
higher than that-we’re aiming them at graduating college” Elmont
Memorial Junior-Senior High School principal, Al Harper.
“Because a child is poor doesn’t mean he can’t learn. Because a
child lives in the projects doesn’t mean he can’t learn. If there are
gaps, we as a society must fill those gaps”