The document discusses the issue of unequal funding between schools in wealthy versus impoverished areas in the United States. It notes that schools in low-income areas often receive less funding than schools in wealthier districts, due to reliance on local property taxes for school funding. This creates inequities where low-income students have fewer resources and opportunities compared to their wealthier peers, perpetuating the cycle of poverty. The document proposes implementing a policy of equal distribution of excess funds between all schools to create more equitable access to education resources.

3. The social justice issue I have chosen to analyze in the issue of
unequal funding in schools. This unequal distribution of
resources is a huge problem in the United States and has
created many gaps in student achievement. Impoverished
schools are economically disadvantaged and have less funding
available to them leading to less opportunities for some of the
neediest students and subsequently perpetuating the cycle of
poverty in the United States. “The analysis of new data on 2008-
09 school-level expenditures shows that many high-poverty
schools receive less than their fair share of state and local
funding, leaving students in high-poverty schools with fewer
resources than schools attended by their wealthier peers.”
(More Than 40% of Low-Income Schools Don't Get a Fair Share
of State and Local Funds, Department of Education Research
Finds | U.S. Department of Education. (2011, November))

4. “Public school funding in the United States comes from federal, state,
and local sources, but because nearly half of those funds come from
local property taxes, the system generates large funding differences
between wealthy and impoverished communities. Such differences
exist among states, among school districts within each state, and even
among schools within specific districts.” (Biddler, Berliner, 2002) The
fact that school funding is primarily based on local property taxes
makes it very hard for low income schools to compete with middle-
upper class schools due to the funding inequalities that are present.
These funding inequalities present many problems for the students of
these schools. With NCLB and the school choice vouchers that are
now available to parents, NCLB hopes to close the gap somewhat
when it comes to funding inequalities. This solves the problem of
children being required to attend certain schools but it does not solve
the fundamental problem of unequal funding for low income
neighborhood schools.

6. C) This issue is affecting education because it
creates an unequal playing field for students
due to no fault of their own and reinforces the
cycle of poverty that is already a problem in this
country. Inequities in funding mean children
who are required to learn the same material and
excel at the same pace as their middle-upper
class peers when given fewer resources leading
to less opportunity and more difficulties for
these students who are already disadvantaged
and living in poverty.

7. D) In order to address the issue of unequal funding for
schools I would create a 100% equal distribution policy
for excess funds. First of all I would suggest that once
all funding has been in place and is equal that
remaining funds, from middle-upper income schools be
distributed equally amongst ALL SCHOOLS. This
solves the problem of the lower income schools not
receiving enough funds, but it also means that upper
class schools are not penalized just for their parents
being in a higher income bracket. This allows for an
even playing field and a fair distribution of resources
amongst ALL Schools. Parents would understand that
this would create a more equal playing field for all
students and would also give all students a chance to
succeed regardless of the amount of money their
parents make. This should be something that all
community members should be on board with because
it is about creating a more level society and playing
field and allow all children to be successful and have
access to the same opportunities as children whose
parents make more money. Administrative and
leadership policies would remain the same and this
solution means that teacher and leadership salaries
are not cut or altered. Teachers in all schools should
receive similar salaries and be required to have the
same qualifications to ensure teacher quality is equal
across the board as well. Considering that testing is
standardized across the board with NCLB it is my
belief that funding should also be equal across the
board as well to give ALL students the best possible
chance for success.

8. “To my knowledge, the U.S. is the
only nation to fund elementary and
secondary education based on
local wealth. Other developed
countries either equalize funding or
provide extra funding for individuals
or groups felt to need it. In the
Netherlands, for example, national
funding is provided to all schools
based on the number of pupils
enrolled, but for every guilder
allocated to a middle-class Dutch
child, 1.25 guilders are allocated for
a lower-class child and 1.9 guilders
for a minority child, exactly the
opposite of the situation in the U.S.,
where lower-class and minority
children typically receive less than
middle-class white children. (p.
520)” (Biddle, Berliner, 2002)
Other data show that
communities where student
poverty is rare tend to have
well-funded schools, whereas
schools in communities where
student poverty is rampant tend
to receive much less funding.
Figure 3 on page 57 shows the
relationship between funding
and student poverty rates for
school districts with enrollments
of more than 1,000. Districts
reporting higher levels of
funding are more likely to be
located in communities where
student poverty is minimal,
whereas those reporting lower
levels of funding are more often
located in communities where
student poverty is sizable
(National Center for Education
Statistics, 2000b). (Biddle,
Berliner, 2002)

9. Barriers and solutions- I foresee some barriers from parents who feel
“Their Money” should go to “their children's schools” this would be the
hardest barrier to overcome but perhaps explaining that this is meant
to help BREAK the cycle of poverty by giving all children a chance at
being successful. In the long run, the idea is, that this helps all children
to be successful and get out of poverty leading to more children
graduating high school, going on to college, establishing well paying
jobs and NOT BEING ON WELFARE. Breaking the cycle of poverty,
that has been perpetuated by the classist society we live in, is
something that is everyone’s responsibility because it something that
everyone has perpetuated (even without know it) for a very long time.
We have to look at the long-term benefits to our NATION if we can
start breaking the cycle and closing the gap NOW. I do not really see
teachers and administrators objecting to this policy because it would
not be making any changes to their salaries or anything like that. I see
only positive thoughts about his from educators, administrators and
leadership.

11. As a nation it is easier to look away but Its time to open our
eyes; if you are not are a part of the solution you are a part of
the problem. If you see a school that is still operating and yet it
looks like it is falling apart, its probably because it is. Be aware
of what is going on in the schools in your city and state. If we
want to surpass other nations we have got to lead the way in
breaking the cycle of poverty for our children. We all know there
are going to be gaps and people are going to make more or less
than others but forcing our children to succumb to poverty
because it is “easier” than making a change is not fair to the
children of tomorrow; these are our future leaders. We will only
hurt ourselves and the future of our country if we do not make
the necessary changes now to give all children the opportunity
to succeed in school and beyond.

12. In conclusion, it is my belief that we, as Americans, have a
social responsibility to help all children in this nation to be
successful not just the ones who come from middle class
homes. All children deserve equal opportunity and do not
deserve to have fewer resources and less opportunity just
because of the amount of money their parents make. We must
start to realize that our system is fundamentally flawed and will
never allow our impoverished children to grow or be successful.
We must approach this as any other social issue and it begins
with one small change. There should not be unequal funding
just because a school is in a low income neighborhood; all
children should be give equal opportunity to be successful and it
all begins with one simple change we can do to help close the
achievement gap.

14. Luebchow, 2009
Luebchow, L. (2009, June). Retrieved from
http://www.newamerica.net/files/Equitable_Resources_in_Low_Income_Schools.pdf
More Than 40% of Low-Income Schools Don't Get a Fair Share of State and Local Funds,
Department of Education Research Finds | U.S. Department of Education. (2011, November).
Retrieved from http://www.ed.gov/news/press-releases/more-40-low-income-schools-dont-get-
fair-share-state-and-local-funds-department-
Biddle, B., & Berliner, D. (n.d.).(2002, May) Educational Leadership:Beyond Instructional
Leadership:Unequal School Funding in the United States. Retrieved from
http://www.ascd.org/publications/educational-leadership/may02/vol59/num08/Unequal-School-
Funding-in-the-United-States.aspx
Marshall, C. & Oliva, M. (2010). Leadership for social justice: Making revolutions in education (2nd
ed.). Boston, MA: Pearson.