The provision of education in the USA is free and mandatory from kindergarten to twelfth grade. The US Department of Education notes that the Federal Government makes a contribution of 8% to all the public schools.  The local and state government contributes to the remaining balance. The state constitutions serve the role of determining the funds that are to be set aside for education purposes. The state government can raise the money either from fundraising initiatives or property tax. Despite these efforts, there is the view that there exist considerable variations in the funding levels thus derailing many activities such as feeding programs and the acquisition of the learning materials.

In recent years, there have been efforts by both the federal and the national government to support inclusive learning. The principle behind the initiative is that all persons ought to be availed with learning materials and a friendly learning environment. In schools where the program has been rolled out, there is evidence that the performance of students with special education needs has improved.   However, the problem in the funding levels indicates that many leaners still find it challenging to access basic learning materials. There appears to be a marginalization of schools from inner cities and areas inhabited by the minority groups.

Studies on both Chicago and Detroit indicates that there is a huge variation in the funding and running of the schools in the area as compared to those in areas dominated by the white race. It implies that there is institutionalized discrimination where most of the education policies tend to favor one group at the expense of the minorities.   While many people believe that adequate funding influences good performances, the funding structures imply that there are huge differences among states. There are sharp disparities between the impoverished and the wealth communities.

The National Center for Education indicates that states do not have an equal allocation to education. Focusing on the past ten years indicates that there are different allocations per student as it is evident in the case of Utah and New Jersey. While the annual funding per student in New Jersey is $ 8, 801, it is worth noting that the annual funding in Utah is $ 3, 804.  It implies that students in New Jersey had more fiscal resources as compared to their counterparts in Utah.  Some of the states that have the highest funding level include New Jersey($, 8, 801), New York ($7, 853), Connecticut ($7, 635) and Wisconsin ($7, 448).

On the other hand, states with the lowest funding levels include Utah ($, 3, 804), Arizona ($4, 629), California($4, 939) and Mississippi($4, 924).  The varying figures point out of possible income inequality in the areas.  States such as Arizona and California has a high population of persons from minority groups. Unlike the dominant white race, these groups are economically disadvantaged thus lowering the revenues from taxes. However, supporters of equality in funding levels argue that the federal government can vary the funding level as opposed to having a fixed 8% rate for all states.

A study on the USA education landscapes indicates that children from needy families account for the highest portion of students in public schools.  Unlike students from wealthy families who attend private schools with adequate learning materials, many public schools are poorly funded and lack basic learning materials.  Research further indicates that in communities where poverty is rare, there is the tendency to have better funding levels. The argument can be used to explain the difference between public schools in inner cities and other affluent areas.

While education inequality is not restricted to funding, the allocation of resources determines the smooth running of the institutions and the attainment of the set educational objectives. The case is compounded by the fact that persons from marginalized communities are often deprived of the chances of joining public schools with adequate funding levels.  It is imperative to note that funding inequalities lead to difference sin educational efficiencies and success thus suppressing both the economic and social mobility of the affected groups.

GPA scores, dropout rates, test scores, and college entrance rates reveal the damaging effect of inequality in public school funding. Other than the academic factors, there are significant impacts on the acquisition of the desired skills, attaining the learning goals, post-college performance, persistence, satisfaction, and ability to shape the students’ behaviors. Nevertheless, different scholars explain that funding differences are linked to economic equity which is also tied to racial lines.

There is the argument that education equity in American public schools is inseparable from both language and residential location. Although there have been efforts to reform the education system and register improved collaboration, the lack of adequate funding is a significant setback to these milestones. Equality calls for access to equal education opportunities in term of funding and access to learning materials. There is thus the need to focus on schools and districts that have had a history of economic inequality.

Work Cited

Baker, Eva L., and Harold F. O’Neil. “The United States: The intersection of international achievement testing and educational policy development.” The Intersection of International Achievement Testing and Educational Policy.Routledge, 2016.136-153.

Cahalan, Margaret, and Laura Perna. “Indicators of Higher Education Equity in the United States: 45 Year Trend Report.” Pell Institute for the Study of Opportunity in Higher Education (2015).

Darling-Hammond, Linda. The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press, 2015.

Krueger, Alan B. “Inequality, too much of a good thing.”The Inequality Reader.Routledge, 2018.25-33.

Marginson, Simon. “Higher education and inequality in Anglo-American societies.”Student equity in Australian higher education.Springer, Singapore, 2016. 165-182.asdasd

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