Thread: Wanna Guarantee That The Rich Stay Rich And The Poor Stay Poor?

If you do, all we have to do is keep funding schools the way we do, with local property taxes.

When schools are funded locally with property taxes, the poorest communities will invariably have the poorest funded schools while the richest communities will have the best schools. The current system assures that economic disparities and lack of education for the poor flow from generation to generation.

That is why you hear about the awful "inner city schools" so often. They get the worst because they have the least. Meanwhile, those good suburban schools we all hear about are out of the reach of the poor who can't afford to live in thse communities.

If we are going to break the cycle of poverty and lack of education among the poor, we need equity in our schools. That takes collecting and redistributing money at the state or federal level to assure that "no child is left behind" in reality.

Of course, everyone rails against such suggestions when the arrangement benefits them. Unfortunately those with the wealth and power make the decisions. They aren't going to give any of their money to help out a failing school outside of their commnuity. Things are just great where they live. So, what's the problem?

Also it sucks that they spend money on security measures. Metal detectors and such...

So do you raise property taxes or redistribute so the high performing schools become lower performing schools to create equality?

You still need a far greater emphasis on education in the poorest communities. The overall value of education is lacking, it won't matter how much money you throw at the problem if the students don't care to learn.

Originally Posted by Dispondent

You still need a far greater emphasis on education in the poorest communities. The overall value of education is lacking, it won't matter how much money you throw at the problem if the students don't care to learn.

And don't you think that better funded and equipped schools would encourage that respect for learning?

Do you really think that going to a run down, over-crowded school lacking in the basics encourages kids to value education? Or does it just turn them off?

What's funding got to do with it? That's just a myth concocted by the teacher's unions and education goons to get more money in their pockets.

Want to guarantee the rich stay rich and poor stay poor?

Keep empowering teachers unions as the regulators of education.

Want the poor to get wealthier? Kick 'em in the ass and tell 'em the free ride is over. The Plymouth colony was saved by Captain John Smith, who told them, "You don't work, you don't eat."

If parents don't want their kids educated, too bad for them. That's where the real problem lays.

Originally Posted by freckles

So do you raise property taxes or redistribute so the high performing schools become lower performing schools to create equality?

A little from column A and a little from Column B.

More money in the system would help as would more equatible distribution. Equality creates opportunity for all. Inequality locks the disadavantaged into a no-win situation.

Originally Posted by Freedom for All

What's funding got to do with it? That's just a myth concocted by the teacher's unions and education goons to get more money in their pockets.

Want to guarantee the rich stay rich and poor stay poor?

Keep empowering teachers unions as the regulators of education.

Want the poor to get wealthier? Kick 'em in the ass and tell 'em the free ride is over. The Plymouth colony was saved by Captain John Smith, who told them, "You don't work, you don't eat."

If parents don't want their kids educated, too bad for them. That's where the real problem lays.

Nonsense. Pure propoganda and false rhetoric with little to no basis in fact. Money does matter to schools. Anyone that refuses to believe that is driven be a greed based and self-centered ideology. Not facts.

YOUR money will never go to those poor schools. Right?

Here's some actual science and facts on the subject:

State funding, student performance, school effectiveness: A Massachusetts experience


Abstract
In response to the finding in a lawsuit, McDuffy vs. Robertson, the Massachusetts legislature passed the Education Reform Act of 1993. Through funding increases designed to address inequities, student performance would improve. The Massachusetts Educational Assessment Program (MEAP), a standard measure, was used to assess student performance as a corollary of funding. This research examines the relationship among funding increases, performance on the MEAP and school effectiveness. Thus, this research examines characteristics of effective schools to consider whether increased funding in relates to increased student performance as measured by the MEAP Test.

The research of Lezotte, Levine, Ornstein, and Jacoby (1990, 1991, 1992, 1994, 1993, 1995) has indicated that there is a relationship between the existence of correlates for effective schools and improved student achievement. The Coleman report of the 1960's indicates that schools could not overcome the influence of a family or societal background on achievement, (Libler, 1992). In an attempt to improve student achievement, the Massachusetts Education Reform Act provided for increased funding for individual school districts and changes in the governance of school districts and individual schools (Public Schools M.G.L. Chapter 71). This research examines the following: (1) school districts expenditures in budget categories related to instruction; (2) the level of state and local funding; (3) demographic characteristics of the communities; (4) performance on the MEAP.

Comparison of expenditures is based on the expenditure classification system developed by the Massachusetts Department of Education for all 252 Massachusetts school districts. Data on expenditures and student performance are available from the Massachusetts Department of Education. The data is from the 1996-1997 school year.

This research examines whether increased funding has had an impact on student achievement as measured by the MEAP when the characteristics of an effective school are present. The funding plan contained in the Education Reform Act of 1993 was for a period of seven years. Therefore, statistics can be generated from available data in order to determine if reforms outlined in the law have been accomplished. This research could be helpful to Massachusetts legislature committees as well as to superintendents because the general court must within the two years consider the reauthorization of the funding contained in the Education Reform Act of 1992.

The research demonstrates that there is a link between the infusion of additional resources and student achievement. The correlation is strongest in the area of mathematics and reading in the regular day program.

It's easy to decry the wealth gap; I do it all the time. 10% of Americans have 70% of the wealth. And it is a serious matter. Men in their 30's now earn significantly less than their fathers.

What to do about it is the problem. A traditional answer is better education, but I am not so sure. Nevertheless, I would support federalizing the schools and offering free education, grades K - 16.

Meanwhile, NCLB needs to be dismantled. With up to a third of US students dropping out, we have more immediate needs. We need alternatives to one size fits all schools and we need to bolster attendance.

I personally wouldn't want to take away something from a hard working child and give it to someone else until they show me they want it. And that would have to start with them showing up, doing their work, and showing respect. Than I would consider helping them out. Until then, I would be better served to give it to someone who could really benefit from it.