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Education is regarded the foundation of modern society and democracy. Equal training opportunities provide intrinsic price to all students in a country. The US's prides itself as one of the nations that provide educational funding for elementary and secondary education. However, the distribution of instructional funding in the US has in the past evoked questions over equal educational probability enhanced achievement for all.
Being the solely country that funds training based on local wealth, the US funding for faculties is drafted from the local, state and federal taxes. The local taxes account for a greater percentage of the funds constituting of 77%. They consist of fees for the property, traffic fines among other local taxes. State taxes account for 47% of the funding (Griffin, 2014). Such charges include personal taxes and additional state taxes such as corporate taxes. The federal government makes its contribution to the education funding through annual spending with the approval of Congress.
The ideology that the child's future in the US should not be determined by her heritage of parents' income has necessitated the need for the equitable system of taxing to ensure schools get sufficient funding in all districts. Also, since not all areas receive enough taxes, the need for the minimum level of funding provides adequacy of the financing (Weishart, 2014). The recent education budget, however, has seen a cut in the federal funding by 13.5% and increased funding for the school of choice, A move that affects the concept of and adequacy of education funding.
Despite the concepts of equity and adequacy, I believe the US public school funding is not fair, hence does not offer equal chances of success to the students. Many schools in the high-poverty struggle to manage enough financial resources in equitable ways (Griffin, 2014). The federal government by distributing funding equality has led to disadvantaging schools in districts with low tax incomes. Thus, students from schools with better resources are more likely to excel and achieve success as compared to those from areas with few resources.
Griffin, L. E. (2014). K-12 PUBLIC EDUCATION TO BIG TOO FAIL: How can K-12 public school funding be directed in order to attract and retain high quality educators who will be highly successful with students?
Weishart, J. E. (2014). Transcending equality versus adequacy. Stan. L. Rev., 66, 477.
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