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Examining Educational Equity and Financial Gap in the US

Perkins

Examining Educational Equity and Financial Gap in the US

Educational inequities and financial gaps remain the primary disparities in the education sector in the United States. The disparities are a key contributor to educational gaps among students due to variations in the access to equal resources to support the learning process. Public education funding depends primarily on state and local resources, contributing to shortcomings of the existing funding system since the resources remain unevenly distributed (Allegretto et al., 2022). The education system’s inequities occur since schools in the high-poverty region receive less funding, including the underrepresented population, especially students of color. On the contrary, students from low-poverty areas, comprising the white population, receive relatively higher funding. An achievement gap exists between students who receive low and high funding since the funding level dictates the students’ learning environment. Uneven distribution of education funding makes students in low-poverty regions encounter challenges accessing up-to-date instructional equipment and resources, leading to increased educational gaps. The United States government should evaluate the education inequities and financial gaps to identify effective solutions that promote equal opportunities for education among all students. The education sector should promote reforms to increase funding to low-poverty areas to help narrow the achievement gap. The policymakers also enact policies and laws that provide quality education to all students by eradicating inequities in the education system. Also, the education sectors advocate for investment in developing educators’ skills and teaching competency, which positively influences students’ performance and addresses the educational gaps between vulnerable and prioritized regions. The federal government should be crucial in funding public education to narrow the funding gap and inequity between low-poverty and high-poverty regions.

Problem Statement

Educational inequity and financial gaps have significantly contributed to increased achievement gaps among students from low-poverty areas and high-poverty regions. Economic and racial inequalities are key factors that constitute educational inequities and funding variations, affecting students’ performance and future potential to generate adequate income to improve their living standards (Levine & Ritter, 2022). Economic inequalities promote educational disparities since unequal resource distribution among regions influences the quality of education and the accessibility to education opportunities for all students. The education system also promotes disparities due to low funding among students of color, while White students are privileged to access up-to-date instruction and teaching strategies, improving the student’s educational performances (Hung et al., 2019). Numerous studies depict the significance of increasing funding and promoting equal distribution of resources among all students regardless of race to address the educational gap and help the students generate higher earnings to support their future living standards. However, there is a research gap on how resolving the disparities in education influences students’ performance. Future research should investigate the impact of addressing educational inequities and reducing the financial gaps between students from different racial groups to reduce the achievement gap.

Background of the Problem

Education disparities have significantly attributed to educational inequities and financial gaps, especially between White students and students of color. Unequal distribution of finances and essential learning materials, including technology implementation, have promoted increased achievement gaps between the privileged population and the underrepresented students. Lack of adequate learning resources, including skilled and professional educators, affects students’ education quality, impeding their ability to generate income to improve their living standards. Students with low skills and academic knowledge often become incompetent in the job market, which makes them vulnerable to substandard working opportunities, which subjects them to health risks and obtain less income to sustain their living. Today, public education remains racially and economically segregated, largely influenced by poverty concentration across communities in the United States (Altavena, 2021). Statistics show that in urban areas in the United States, students of color attend low-income public schools compared to White students; research indicates that “it is difficult to separate racial exposure to poverty,” contributing to school achievement gaps (Levine & Ritter, 2022). The Black and Hispanic populations contribute a significant proportion of 73 and 77 percent of students of color attending schools across the United States (US Commission on Civil Rights, 2018). Statistics also show that students who enroll in public schools come from low-income backgrounds. A correlation exists between the racial and ethnic groups and poverty levels, following the enrollment of the most underrepresented population from high-poverty regions in public schools.

Education equity has been a critical problem in the education sector. Over 60 years ago, the United States Supreme Court ruled that education is a right of all students and recommended providing equal opportunities to all students (Center for Public Education, 2016). The ruling promoted the civil rights movement, where the local and state governments were mandated to open public schools that accommodated all students, especially students of color. All stakeholders, including the federal government, other governments, policymakers, educators, parents/guardians, and students, have often considered education inequities and financial gaps as major contributors to achievement gaps and the quality of education rendered to students. The funding differences between state and local governments in terms of education prompted the federal government to reevaluate its role in funding education to help address the financial gaps affecting some students, especially those from high-poverty areas. Also, the increased achievement gaps promoted the learning institutions and the policymakers to evaluate effective solutions, including reforms to promote equal treatment and distribution of resources among all students despite their racial and ethnic backgrounds (Verstegen, 2015).

Purpose Statement

This research study focuses on establishing the basis of the contribution of educational inequities and financial gaps to the increased achievement gaps among United States students. The study also addresses reforms and strategies incorporated into the education systems to help narrow the educational gaps between White students and students of color. The research study significantly focuses on students from high-poverty regions, consisting of students of color. Students of color are most vulnerable to educational inequities due to unequal distribution and access to resources to enhance their learning process. Evaluating education equity in the United States aims to promote equitable practices that provide equal access to learning opportunities, treatment, and resources across all communities, fostering social cohesion and belonging among the vulnerable population. Addressing the educational inequities and unfair financial distribution among the public schools will help to improve the quality of education offered, which will propel the development of skilled and professional personnel to attend and solve social problems, eradicating the poverty levels.

Central Research Questions

  1. What is the connection between socioeconomic status and educational equity among students of color?
  2. What contributes to financial gaps and funding disparities in education?
  3. What solutions and reforms help to address educational inequities and financial gaps among public schools?

Literature Review

Education equity and equality have become essential in addressing the educational gaps, where all students have equal access to quality education and essential learning resources to improve students’ learning process. Educational equity and financial factors correlate with students’ educational performance and achievement. The access and distribution of education funding influence the quality of education through the ability to obtain essential resources supplementing the learning activities. Students from high-poverty areas are more vulnerable to educational inequalities. Public school funding depends on state and local government property taxes, which promote uneven distribution of resources among the learning institutions. Also, public schools have a high enrollment of students from low socioeconomic backgrounds, making them more vulnerable to low-quality education.

Interconnection between Educational Equity and Socioeconomic Status

The socioeconomic status of a population influences the students’ academic skills and learning potential. Socioeconomic status comprises financial insecurity, the level of educational attainment among the guardians, and the population’s perceptions of social classes. Students from lower socioeconomic status have low educational achievement due to challenges in access to necessary resources that supplement the learning process, compared to students from higher socioeconomic status. Students from low socioeconomic status, consisting of students of color, have low academic development skills, including poor language, memory, and cognitive development, which may influence their future income generation ability (American Psychological Association, 2017). Students from low socioeconomic backgrounds attend public schools with less access to government funding and resources, negatively impacting the student’s learning process and leading to poor academic outcomes. The learning environment significantly affects the student’s academic development (Bergen et al., 2016). Hence, difficulties in access to learning resources and funding affect the quality of education for students from low socioeconomic backgrounds. Parents’ literacy level determines the home learning environment quality (Muijs et al., 2004). Most parents from low socioeconomic backgrounds have low literacy levels, which hamper their ability to empower and mentor their children to achieve better educational performance.

Factors Promoting Disparities in Education Funding

The education system facilitates the transfer of wealth disparities in the communities into education, especially through the United States public education. The funding system depends on property taxes, varying from one region to another (American University, 2020). Public schools in low-poverty districts receive higher education funding than those in high-poverty regions, with poor access to effective learning funds and resources. The funding systems for public schools promote financial gaps, which negatively affects students’ performance (Morgan & Amerikaner, 2018). The White population resides in low-poverty districts, making profound resources more favorable to supplement their children’s education. On the contrary, the high-poverty district comprises students of color with inadequate and unequal learning resources. The funding system makes minority students from low socioeconomic backgrounds vulnerable to inequitable resources and practices, which widens the achievement gap with students from low-poverty regions. Based on the state and local funding systems for public schools, there exists a wide difference in the funds received per student between the low-poverty and high-poverty districts. High-poverty regions have access to adequate resources, which fostered the education system in those regions to invest in education, such as implementing modern technology to complement the learning process. The funding level for the public schools directly correlates to students’ academic performance.

Funding Reforms and Solutions to Educational Inequities

The funding system is the key contributor to funding disparities in the education sector. Educational inequities can be addressed by fostering a funding system that promotes equitable distribution of resources and finances among public schools, depending on their financial needs and demands. The government should abolish the property tax strategy as the primary funding system for the public system (Sullivan et al., 2015). The state and federal governments should strategize and formulate effective budgets to promote equitable school funding. The government should enact policies promoting expanding private schools, which promote segregation by making learning unaffordable for all students. The funding system addresses educational inequalities through financing and empowering educators to increase their teaching morale and commitment. The system provides teachers with employment benefits, which attract qualified teaching personnel and encourage their retention to deliver adequate and quality education among students (Shuls & Flores, 2020). Also, the government has supported efforts to dismantle the impact of capitalism, in which the wealthier are more highly taxed than the low-income population, to collect adequate resources to fund public schools and improve the quality of education among students from high-poverty areas (Giving Compass Network, 2023).

The research study will provide effective solutions to educational inequalities through funding reforms. The study will advocate for measures to support equal distribution of resources and provide more funds to high-poverty regions. The study will further provide recommendations that promote equal opportunities to all students regardless of their racial background or socioeconomic status. The reforms and solutions to educational inequities will help to reduce the achievement gap between students from affluent areas and those from under-resourced areas.

Proposed Research Methodology

Methods

The study uses quantitative research to evaluate the implication of education equity and financial gaps toward the increasing achievement gap between White students and students of color. The researcher anticipates conducting surveys on schools in low-poverty and high-poverty districts to analyze the student’s academic performance and understand the relationship between performance and accessibility to resources and funding. The research also aims to collect the data through interviews with stakeholders, including educators, education officials, parents, students, and government agencies such as policymakers.

Research Design

The study aims to employ exploratory and descriptive research design to collect relevant information related to the levels of educational inequalities, which helps them to obtain expected outcomes. The descriptive research design will help derive in-depth insights about the study subjects to help identify the most effective solution to address the educational problem (Seidlecki, 2020).

Research Next Design

Once the research proposal is approved, the next step is to undertake the research process. The following are the steps to incorporate:

Significance of the Research

The research study examining educational equity and financial gaps in the United States aims to provide solutions to address the factors that promote funding disparities in education. The research will provide effective information that helps to eradicate educational inequities and promote equitable resource distribution among all students. The education sector is concerned with promoting educational equity and equality. Hence, the research findings will be instrumental in effectively addressing underlying education problems to benefit students and educators through improved learning processes. Addressing educational inequities and promoting equal resource distribution will help eradicate the achievement gap among students from different backgrounds. I would encourage all stakeholders to implement the research findings to help implement the research into action.

Conclusion

Education equity and equality have become a key focus for the education sector. The education system aims to provide equal opportunities to all students by providing an equitable distribution of resources and funding to support their learning process and achieve better academic performance. The federal government has an important role in funding public schools to address the funding disparities attributed to local and state funding systems. The funding system should provide more resources to high-poverty areas than low-poverty regions to provide equitable resources for minority students. Also, the government should amend effective reforms in the funding system and taxation, where the wealthier population is taxed higher to generate adequate funds to support learning in under-resourced areas. Addressing the educational inequities and financial gaps helps to reduce the achievement gaps developed due to the uneven distribution of learning resources. Subsequently, the quality of education rendered to students promotes social growth and development, which aids in poverty eradication. Students acquire effective skills and academic knowledge, which helps them to become productive in society, enhancing economic development.

References

Allegretto, S., García, E., & Weiss, E. (2022). Public education funding in the US needs an overhaul: How a larger federal role would boost equity and shield children from disinvestment during downturns. Economic Policy Institute. https://www.epi.org/publication/public-education-funding-in-the-us-needs-an-overhaul/

Altavena, L. (2021, April 6). History and background: Equity in education. Education Writers Association. https://ewa.org/issues/retraining/history-background-equity-education#:

American Psychological Association. (2017). Education and socioeconomic status. American Psychological Association. https://www.apa.org/pi/ses/resources/publications/education

American University. (2020, September 10). Inequality in public school funding: Key issues & solutions for closing the gap. American University. https://soeonline.american.edu/blog/inequality-in-public-school-funding/

Bergen, E., Zuijen, T., Bishop, D., & Jong, P. F. (2016). Why are home literacy environments and children’s reading skills associated? What parental skills reveal. Reading Research Quarterly, 52, 147-160. doi:10.1002/rrq.160

Center for Public Education. (2016, January). Educational equity. Center for Public Education, 1-10. https://www.nsba.org/-/media/NSBA/File/cpe-educational-equity-research-brief-january-2016.pdf

Giving Compass Network. (2023). Seven solutions for educational inequality. Giving Compass Network. https://givingcompass.org/article/seven-solutions-for-education-inequality#

Hung, M., Smith, W. A., Voss, M. W., Franklin, J. D., Gu, Y., & Bounsanga, J. (2020). Exploring student achievement gaps in school districts across the United States. Education and Urban Society, 52(2), 175-193. https://doi.org/10.1177/0013124519833442

Levine, P., & Ritter, D. (2022, September 27). The racial wealth gap, financial aid, and college access. Brookings. https://www.brookings.edu/articles/the-racial-wealth-gap-financial-aid-and-college-access/

Morgan, I., & Amerikaner, A. (2018, February 27). Funding gaps 2018. The Education Trust. https://edtrust.org/resource/funding-gaps-2018/

Muijs, D., Harris, A., Chapman, C., Stoll, L., & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas–A review of research evidence. School effectiveness and school improvement, 15(2), 149-175. https://doi.org/10.1076/sesi.15.2.149.30433

Shuls, J. V., & Flores, J. M. (2020). Improving teacher retention through support and development. Journal of Educational Leadership and Policy Studies, 4(1), n1. https://eric.ed.gov/?id=EJ1282763

Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12. DOI: 10.1097/NUR.0000000000000493

Sullivan, A. L., Artiles, A. J., & Hernandez-Saca, D. I. (2015). Addressing special education inequity through systemic change: Ecologically based organizational consultation contributions. Journal of Educational and Psychological Consultation, 25(2-3), 129-147. https://doi.org/10.1080/10474412.2014.929969

US Commission on Civil Rights. (2018). Public education funding inequity in an era of increasing concentration of poverty and resegregation. 1-158. https://www.usccr.gov/files/pubs/2018/2018-01-10-Education-Inequity.pdf

Verstegen, D. A. (2015). On Doing an Analysis of Equity and Closing the Opportunity Gap. Education Policy Analysis Archives, 23(41), n41. https://doi.org/10.14507/epaa.v23.1809

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Question 

Examining Educational Equity and Financial Gap

Please build on previous submitted assignments, which I am attaching in the paper details. Also, please reference the attached rubric and assignment details to follow. Pay close attention to the APA format! Add the URL for journal articles. Introduce the research question and all the required themes and subtopics in the introduction.

Literature Review:
The literature review demonstrates the student’s ability to critically analyze existing research related to the local problem. It should provide a strong foundation for understanding the problem and developing an action plan.
• Depth of Research (20 points): Has the student included sufficient relevant sources? Are these sources recent and scholarly?
• Synthesis of Literature (20 points): Does the review demonstrate the student’s ability to synthesize information from different sources and connect ideas across studies?
• Identification of Solutions (20 points): Has the student identified potential solutions or strategies from the literature to address the local problem?

Methodology/Action Plan:
The action plan outlines the steps the student will take to address the local problem. It should be well-structured and feasible, taking into consideration available resources and ethical considerations.
• Clarity and Feasibility (15 points): Is the action plan clearly outlined, with specific steps and a timeline? Is it feasible within the given context?
• Resource Consideration (10 points): Has the student considered the resources (financial, human, technological) required for implementing the action plan?
• Ethical Considerations (10 points): Has the student discussed any ethical considerations associated with the proposed action plan and how they will be addressed?

Implementation and Data Collection:
This section outlines how the action plan will be executed and how data will be collected to evaluate its effectiveness.
• Implementation Strategy (15 points): Does the student describe how the action plan will be implemented in detail? Are the strategies clear and logical?
• Data Collection Methods (15 points): Are the data collection methods appropriate for assessing the outcomes of the action plan? Are they well-defined and aligned with the research objectives?

Findings / Discussion/ Reflection and Analysis:
The student reflects on the implementation process, analyzes the collected data, and evaluates the success of the action plan.
• Reflective Analysis (20 points): Does the student critically reflect on the implementation process, discussing challenges, successes, and lessons learned?
• Data Analysis (20 points): Does the student effectively analyze the collected data to determine the impact of the action plan on addressing the local problem?
Conclusion/ Next Steps:
The conclusion summarizes the key findings of the action research project and discusses the broader implications for addressing similar problems in other contexts.
• Summary of Findings (10 points): Does the conclusion provide a concise summary of the main findings from the action research project?
• Broader Implications (10 points): Does the conclusion discuss how the insights gained from this project could inform practices in other similar contexts?

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