Equity and social status: the politics of funding schools with equity


 

I think I have explained this before, but today I want to emphasize my definition of equity. Equity is to provide access to learning for ALL students. In order to be an equity advocate, you must have a heart! My experience thus far is that not many people care about this issue. Full of frustration, I was going to close this blog, because I believe that God is the only one who changes a heart. But, as I pondered and prayed about my decision, I was reminded of my conviction that there is no victory without a struggle. So, here I am.

Illustration: Take the following scenario and let me know your thoughts. It is my understanding that for a school to receive Title I funds, 40% of their student population must be enrolled in free and reduced lunch program. However, I know of schools would not submit an application for these funds because a label of a Tittle I school would affect the community’s perception of the school and as a consequence the real estate prices. I suggest that the formula many states use to fund schools is ridiculous.  The states fund a school by the real estate taxes, if student live in poverty in a community, the state will not fund the school as well as in a wealthier community. On top of that, because of a social perception, we are not applying to Tittle I funds, who are hurting? We are definitely hurting the students that live in poverty with a double whamming! Is that how we show we care? Is that a problem of the heart?

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About drcorretjer

Doctorate in Administrator Leadership for Teaching and Learning. Vast experience working with English language Learners and their families. Has successfully implemented programs that increased parental involvement in schools and professional collaboration among teachers. Has presented at local, state, and national levels on the topics of curriculum and best teaching practices for English Language Learners. Specialized in alternative assessments for English Language Learners to include portfolios. My goal at this time is to mentor,and nurture new teachers or prospective teachers. I'd like to create a bridge between their college education and the realities of a public school classroom. I believe we can attract and retain the best and the brightest if we provide them with a real foundation and help them be successful. Our children deserve that. Publications: Listen to me: Exploring students' voices regarding homework Lambert Academic Publishing |May 11, 2011 Most of the research conducted about homework is based on adults’ perspectives. This case study explored the perspectives of 5th and 6th grade students in comparison with 10 teachers’ perceptions regarding homework completion. The author administered questionnaires and conducted in depth interviews using a stratified purposive sample and extreme case sampling; which educed the participants’ perceptions and practices about homework. The students’ represented 4 distinct groups: English Language Learners, general education, gifted and talented and special education. The teachers’ instruct 5th and 6th grade. The results of the study indicate that students do not complete their homework because they find it too hard, boring, or they do not understand it. Interestingly, students think that worksheets are hard and boring. However, they are not against homework! This book should benefit teachers, parents, school administrators and staff developers. It would also help develop homework practices that would increase homework completion and student learning. This book brings out the voices of the students to the forefront. After all, they are the ones doing the homework. Listen to them!
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