Study finds inequitable Pa. school funding leaves behind children living in poverty and rural areas
Study finds inequitable Pa. school funding leaves behind children ... 90.5 WESA
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Inequitable School Funding in Pennsylvania Leaves Children in Rural Areas and Poverty Behind
A recent study conducted by Ed Fuller from the College of Education at Penn State reveals that inequitable school funding in Pennsylvania has resulted in children in rural areas and children living in poverty being left behind. The study emphasizes the violation of students’ constitutional rights due to the state’s inadequate system of funding public schools.
The Impact of Underfunding on Disadvantaged Children
According to Fuller, underfunded school districts face several challenges that disproportionately affect certain children. These districts are unable to pay teachers competitive salaries, leading to higher turnover rates and a shortage of qualified educators. This situation is particularly detrimental for children living in poverty who often start school behind their peers. These children require the best teachers to help accelerate their learning and bridge the gap with their peers.
The Long-Term Impact on Pennsylvania’s Labor Force
Fuller highlights that this funding inequity has long-term consequences for Pennsylvania’s labor force. States with a highly educated workforce have a competitive advantage in attracting new companies and fostering economic growth. However, Pennsylvania’s failure to invest adequately in education throughout the state hinders its economic potential, resulting in job losses and reduced tax revenue.
Potential Solutions
Addressing this issue is not a simple task and may not be popular among the public. Fuller suggests that municipalities and the state could consider raising taxes or redistributing funds from wealthier districts to ensure a more equitable distribution of resources. Taking action is crucial because many children, particularly children of color and those living in poverty, especially in rural areas, are being denied equal opportunities to learn. Their life chances are diminished due to an education system that fails to invest in their education.
Efforts by Pennsylvania Lawmakers
Pennsylvania lawmakers have been conducting hearings across the state to address the issue of inequitable school funding. However,
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes | – Average teacher salaries in highest funded districts compared to lowest funded districts at the high school level |
| SDG 8: Decent Work and Economic Growth | 8.2 Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value added and labor-intensive sectors | – Impact of funding inequity on Pennsylvania’s labor force and economy |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | – Funding inequity’s impact on children of color, children in poverty, and children in rural areas |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
The issues highlighted in the article are connected to SDG 4: Quality Education, SDG 8: Decent Work and Economic Growth, and SDG 10: Reduced Inequalities.
2. What specific targets under those SDGs can be identified based on the article’s content?
Based on the article’s content, the specific targets that can be identified are:
– Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
– Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value added and labor-intensive sectors.
– Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
Yes, there are indicators mentioned in the article that can be used to measure progress towards the identified targets. The article mentions the following indicators:
– Average teacher salaries in highest funded districts compared to lowest funded districts at the high school level: This indicator relates to Target 4.1 of ensuring equitable education outcomes.
– Impact of funding inequity on Pennsylvania’s labor force and economy: This indicator relates to Target 8.2 of achieving higher economic productivity.
– Funding inequity’s impact on children of color, children in poverty, and children in rural areas: This indicator relates to Target 10.2 of promoting social and economic inclusion.
4. SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.1 By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes | – Average teacher salaries in highest funded districts compared to lowest funded districts at the high school level |
| SDG 8: Decent Work and Economic Growth | 8.2 Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation, including through a focus on high-value added and labor-intensive sectors | – Impact of funding inequity on Pennsylvania’s labor force and economy |
| SDG 10: Reduced Inequalities | 10.2 By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status | – Funding inequity’s impact on children of color, children in poverty, and children in rural areas |
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Source: wesa.fm
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