Why Tolerate Funding Inequity in Public Schools?
In their research review (p. 48), Bruce J. Biddle and David C. Berliner document large differences in school district funding between wealthy and impoverished communities in the United States. They summarize research evidence that funding differences affect student achievement, and they assert that the United States is alone among developed nations in maintaining such funding inequities. As a group, study Biddle and Berliner’s explanation of why U.S. citizens—who believe in equal opportunity—tolerate this level of inequity. The researchers mention several factors: • Many people are unaware of the disparities in funding. • U.S. schools have a long tradition of local funding. • Many people believe that poverty is caused by lack of effort or a toxic culture among the poor, and therefore pouring resources into attempts to lift students out of poverty through education is a wasted effort. • Some people believe reports based on studies asserting that the level of funding for schools does not
In their research review (p. 48), Bruce J. Biddle and David C. Berliner document large differences in school district funding between wealthy and impoverished communities in the United States. They summarize research evidence that funding differences affect student achievement, and they assert that the United States is alone among developed nations in maintaining such funding inequities. As a group, study Biddle and Berliner’s explanation of why U.S. citizens—who believe in equal opportunity—tolerate this level of inequity. The researchers mention several factors: • Many people are unaware of the disparities in funding. • U.S. schools have a long tradition of local funding. • Many people believe that poverty is caused by lack of effort or a toxic culture among the poor, and therefore pouring resources into attempts to lift students out of poverty through education is a wasted effort. • Some people believe reports based on studies asserting that the level of funding for schools does not
