Interfamilial Education In The United States

Unfortunately, these children cannot complete their education because they have to travel with their family and learn to manage at a young age a life of hard labor. This however does not diminish their dreams of completing high school and some day attending a university so that they will not have to live the life of struggle their parents did to sustain the household. In cities like Detroit, MI there is a large population of low income Hispanic and African American families. The public school system unfortunately cannot potentially promote a high-quality education. The majority of these students do not receive an entrance level education simply because of living standards. Income plays an important role in education opportunities regarding the quality education each student can pertain. Since the minorities in that area are low-income they cannot afford to attend a private high school that can better prepare them for college. According to a research done at the University of Texas-Pan American, “certain racial or ethnicity factors should play a role in the admissions decision.” (Marklein)

Throughout history, public schools have suffered and still continue to fail while the rest of the world is moving ahead. There are various barriers that have prevented low-income student from succeeding with the rest of the world. Parent involvement plays a role because if they lack higher levels of education, most likely this will cause the student to have a disadvantage. Also, because of families with

If the education system relies most of their funding from taxes, where do they end up getting the rest of the money. The government and administration grant more money to wealthier areas than low -income areas. Wealthier communities are granted more money because they have a higher percentage of funding coming from property taxes. This leaves the low-income students at a disadvantage. People living in low income areas mainly rent and don’t own their own property. As a result of not having a house or owning property, they have little property taxes. If low -income students are not given enough money for funding a school, the students are suffering. With the lack of money causes students to miss out on college prep classes such as AP classes and Honors classes. These classes are pivotal to the students that want to pursue higher education and a road to success. For example students in the low-income areas are given a poor education. They are not given the resources, or quality teachers in order to achieve success. According to George Miller House Education and the Workforce committee, many students are not educationally ready to graduate and attend higher education (Minority 1). This is another reason why low income students should be provided the same classes as a middle class or a wealthier community. In a study, 2 million students in 7,300 schools had no access to all calculus classes, a staple in many high – achieving high schools (Minority 2). Low-income

“Education is a major driver of development and is a strong instrument for reducing poverty, improving health, gender equality, peace, and stability” (The World Bank) - so why is it that students are often deprived from an extensive education? In Illinois, education funding has been an ongoing problem. Funding for schools is based on the property taxes where the schools are located, causing those who live in lower socioeconomic areas to receive less educational funding. This is unfair because children who live in lower socioeconomic areas are not able to receive the same opportunities and benefits that are acquired when a quality education is obtained. This is why educational funding in Illinois should be distributed evenly so that every

Research in the past decade on the widening gap of educational opportunities between lower and higher income families has shown that children enrolled schools that predominantly serve lower income families tend to have lower pedagogical success and more negative associations regarding the American education system.

This means that the good schools can only take in a few students, the proverbial tip of the ice berg. The rest of the students are relegated to schools in which their parents have no faith at all. This is tantamount to dooming these students to failure and being completely unable to do anything about it. The decline in the level of education in the public school system has prompted a lot of parents to opt for private schooling for their children. The problem with this is, of course, finances. Another problem facing the schooling system is the lack of streamlining of services. A comparison is drawn between the schools in the poor neighborhoods and their equivalents in the rich neighborhoods. The difference is astronomical. There is absolutely no coherency between the levels of services being provided in these institutions. Thus, the education system appears to be skewed. This is a worst case scenario situation for a system that is supposed to provide children with equal opportunities at a better life in the

Jonathan Kozol, in the chapter entitled “Other People’s Children, discusses and justifies the kinds of limitations placed on children who must attend poorly funded, educationally inferior school. Kozol argues that children in the inner-city schools are not fit to go to college and that they should be trained in schools for the jobs they will eventually hold, even though these jobs are less prestigious, lowest-level jobs in society. Kozol’s argument is based on the fact that students from the inner-city or rather from the societies that do not have enough job opportunities are not supposed to learn much because their society cannot accommodate most of the courses that are often found in the urban settings. For example, there is a point where Kozol cites one of the businessman’s statement which says, ‘It doesn’t make sense to offer something that most of these urban kids will never use.’ The businessman continues to argue, ‘no one expects these ghetto kids to go to college. Most of them are lucky if they are literate. If we can teach some useful skills, get them to stay in school and graduate, and maybe into jobs, we’re giving them the most that they can hope for’ (Kozol 376). This statement clearly indicate that the society should accept the inequalities and exercise the same inequalities even in education.

The educational system of the united states is not capitalizing on the full potential of its people. Jonathan Kozol in his article “Still Separate, Still Unequal: America’s Educational Apartheid”, discusses the drastic difference in the quality of education based on a family’s income. Kozol discusses how economic disparities usually coincide with race, but focuses on the economic gap of education. Malcolm Gladwell’s podcast “Carlos doesn’t remember”, gives a story and a personal touch, to the issues low income students face. Kozol writing and Gladwell’s podcast, both show that the quality of a child’s education is pure chance. A lottery of being born into a high or low income family dictates the outcome and capitalization of a child’s future.

Kozol (1991) explained in his book how one would think that because they live in a free nation and they are entitled to a free education, that they would receive the same as everyone else. Unfortunately, our country was set up with a tax-based formula for school funding. It’s a complicated formula and most people never think to scrutinize it. Basically, taxes based on the values of homes are levied. It is an equal tax in all districts so it is equitable. Ironically, because the properties in poor areas are worth far less than in affluent areas, there is always a shortage. The Shortage in funding creates a significant difference in teacher quality, curriculum and resources Former Secretary John King (2016) explained how schools with highly concentrated Blacks and Latinos are less likely to offer advanced

. In the article “Public College Boosting Aid to Wealthy as Poor Are Left Behind,” by Marian Wand, the author shares a story of little girl, Shauniqua Epps, she is 19 years old. Epps family lives in subsidized housing in South Philadelphia. Epps’ father died when she was in the third grade, her mother lives on social security which provides $698 a month. She has a good GPA and is also good in sports. She applied for three colleges for higher education, but none of the colleges provided financial aid to her. She did not go to any of the colleges because she could not afford the tuition. No one in family can support her because Epps’ mother does not have enough knowledge to encourage her. This proves that the students from low socio-economic background were not encouraged by their

While all these possibilities from providing increased educational funding to inner city schools seem to provide a solution to the educational difficulties, the underclass is a multifaceted problem with several contributing factors. For example, the issue of students dropping out of school is not only affected by simply the quality of their education and resources. The appealing allure of drug dealing and belonging to a gang, both behaviors that involve criminal actions that could lead to incarceration, severely entice students from finishing their education. Furthermore, many children lack familial support to complete school. Their families tend to consist of numerous high school dropouts, and, therefore, lack the knowledge that comes from past experience leaving the student at a severe disadvantage. Plus, some family members will even remove the students out of school themselves, because they view the school as a waste of time. Even more detrimental to the underclass are the longstanding problems of unplanned pregnancies, single parent families, racial discrimination, and welfare dependency. With all these contributing obstacles that build upon one another in mind, it may seem pointless to fix the educational issues, so why should society and the government still pursue this option?

Education should not be denied because of financial reasons. Children shouldn’t be denied an education because of their “wealth status”; they should be guaranteed an equal, fair education.

“ Historically, low-income students as a group have performed less well than high-income students on most measures of academic success” (Reardon, 2013). Typically low-income families come from low-income parts of the state making a school that does not have as much funding as a higher economic schools does lack in resources for their students. The school then has lower paid teachers and administrators, with lower quality supplies. This results in a school which typically has faculty who do not perform as well as the well-funded schools. “The law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children” (Hammond, 2007). Students from low and high income families will not be able to achieve the same education because their education simply is not the same.

Department of Education, “documents that schools serving low-income students are being shortchanged because school districts across the country are inequitably distributing their state and local funds”. (Education, 2011). Students that come from low income families are not given the equal chance to get the education that students from high income families get. If students are not given the tools they need to be educated, then they will have a poor chance of succeeding in the world.

It is especially important to children as it is a primary socialisation is education at home which is very essential for a child’s educational growth, parents must provide this form of socialisation to their child. A child accepts and learns a set of norms and values based on their culture, these are established by the parents in the process of socialization.