#6: Save the Vulnerable, Preserve the Strong

              Our nation places massive amounts of emphasis on the importance of education and strives to eliminate educational failure across the board. However, we fail to acknowledge a serious roadblock that hinders such a goal. We as a nation fail to see that there is an unequal balance in the educational arena of American society. If our nation's goal is truly to ensure the success of each student, then a system of equal federal funding to each and every school needs to be established to ensure that the resources and ability of each school is one and the same.

                Back in 2009, Wyoming spent approximately $18,068 per student, the highest level of pupil funding in the nation. On the other side of the spectrum, Utah, with the lowest allocation, only spent $7,217 per student. Assuming these trends continue, by the time a student makes it from kindergarten to their senior year in high school, Wyoming would've spent $140,000 more on each child than Utah will have. The reason behind such disparities is the difference in poverty levels of different regions. Wealthier schools are given more funds than poorer schools. This action, however, severely damages the very goal our nation is trying to reach. Thus, stressing the importance of education and learning has little value if the resources needed to obtain such success are scarce. Furthermore, by limiting the amount of funds given to districts in poorer conditions only hobbles their determination as it makes such schools feel unwanted and unimportant. Therefore, it is our duty as a nation to inspire lagging schools instead of dampening their abilities to succeed. Giving all schools equal amounts of funding would allow each school to obtain the same quality of resources needed to promote student growth, with no schools given an upper hand in technology or educational material. With all schools supplied with the same funds, students will not be able to blame their educational incompetence on the lack of up-to-date resources as seen in neighboring schools. This action would also dispel any discouraging thoughts of students in poorer districts as they see they have the same educational opportunity and resources as those of richer districts, thereby inspiring poorer districts to strive for success after seeing that they are being cared for the same way as surrounding schools.

                That is not to say, however,  that I am advocating for the quality of high-end schools be severely downplayed as the quality of low-end schools be boosted. I understand that private and magnet schools are known for their higher quality of education and should, by all means, retain that same amount of prestige. What I am saying is that it is imperative for schools to be federally funded with the same amounts of money so that all schools may essentially be supplied with the same quality of education. After this money is supplied, the quality of education can then be entirely up to the school--whether they decide to spend such funds on new textbooks, new computers, improved cafeteria food, or the hiring of skilled faculty members.  If educational success is so important to our nation, then it is time for the federal government to start defending the educational rights of each and every student, from the strongest to the most vulnerable.

Work Cited

Bowman, Lee. "Federal Funding for School Security?" Abilene Reporter-News. N.p., 21 Dec. 2012. Web. 27 Feb. 2013. <http://www.reporternews.com/news/2012/dec/21/federal-funding-school-security/>.

"Federal, State, and Local K-12 School Finance Overview." Background & Analysis. N.p., 13 Dec. 2012. Web. 27 Feb. 2013. <http://febp.newamerica.net/background-analysis/school-finance>.

Lehmann, Chris. "What Good Are Standards, If Funding Varies?" The New York Times. N.p., 21 Dec. 2012. Web. 27 Feb. 2013. <http://www.nytimes.com/roomfordebate/2012/12/10/the-american-way-of-learning/teaching-standards-are-moot-when-funding-is-so-disparate>.