Roderick Hooks 4 Roderick Hooks EN 106 2/6/2020 Inequality in American Schools Puritans of Massachusetts established the first public school and decided that these schools will get funds from property-tax receipts. Initially, the system of using property tax to fund local school was performing equally. In her article, XXX argues that education is unequal in the United States because students from poor district perform at levels several grades below those from the richer district. This is because of inequality in the money supplies to schools to fund public schools. Public schools are financed by different states depending on their contribution to tax collection. Most of the poor districts contribute low property tax because properties are less valued and only poor people stay in those districts. Because of this, public utilities such as schools lack adequate resources to support learning. The standard measure for economic hardship does not present the magnitude of the learning gap between poorest and richest students. The federal government and education sector in the United States needs to formulate policies that support the implementation of equal acts. Public education became mandatory at the end of the 19th century and the responsibility for educating students was given to states rather than the national government. States gave more money for schools, even for schools that relied on property tax. However, regional disparities that arose due to increased urbanization lead to inequalities in schools. Areas with less valued properties or poor families had less money available for schools. As a result, schools in poor districts had fewer resources to support education. In the early 20th century, states started to provide grants to all districts to ensure equitable funding. Nonetheless, wealthier districts increased property values making the state subsidies to increased, hence, causing more education disparities. Advocates and activists have filed claims to push for equality in the American education system. Most of these efforts failed due to opposition in the Congress, the audience for this essay is to inform the federal government and local government that poor districts where most of the disadvantages students come from need more money to finance their education. States should design a formula that will allow districts to share revenues for education to be more equitable. My argument is that states should give poor district enough money for disadvantaged students to have the ability to perform as wealthier students. Students in wealthier district have access to school psychologists, personal laptops, up-to-date exercise books, and counsellors. High-poverty areas do not access these resources. These areas have more students who need extra help, yet they have fewer tutors, guidance counsellors, and psychologists (Semuels, p1). They also have poorly paid teachers, bigger classes size, and poor facilities. This situation is experie ...