The Disparaged and Divided Wealth of California Public Schools

In my research and experience living in South LA, I have realized so much more about the effects on education from gentrification. Funds must be spread more equally throughout public schools in neighborhoods no matter the wealth of the area. This disparagement and separation of wealth disproportionately affect black/Latino students in the California public school system. Students who are not fluent in English are particularly affected by this as this combined with a poor education can lead them to never be able to prosper in our society. Budget restraints combined with systemic racism and gentrification are the root causes of this terrible and unfair reality. This results in low-quality teachers working at public schools, without the proper funds, environment, or training for educating these children. This and the general lack of resources some of these public schools receive is one of the main contributing factors to the disparagement of education amongst races and economic classes in the California public school system. The key to good service in assisting these public schools as I would attempt to do in working with 826la and these children is a combination of mutual respect, consideration, and acknowledgment of what I do not understand. In the effort of working with these communities as opposed to for them, working with the student as a peer instead of a superior would be my first step. The student-teacher dynamic has to play in a little bit, but I am a student same as them, just a few years ahead. I also cannot relate to the circumstances these kids are growing up in having personally gone to a private school across the country. I am also coming from the position of the white man that this society propels forward whereas most of these students are black and Latinx. Two very different realities in the United States of America. Considering all of this, entering these students’ environments I will have to respect their position and constantly remember how little I know. Working within institutions that are so different than what I came from it is vital to recognize my position as an outsider and someone who is learning just as much if not more than what I will be trying to teach the students I work with.

One being fluent in English is a necessity for success in the United States of America. For anyone to properly participate in daily life with the broader society, business, and the government, United States citizens must speak the common tongue of our country. As stated in As we tackle school segregation, don’t Forget about English Learner Students by Diana Quintero and Michael Hansen “Students arriving at public schools who are not fluent in English are considered English Learners. This is a diverse subgroup of students. Some are immigrants to America, but more commonly they are the second-generation children of immigrants to the U.S. About three-quarters of EL students are native Spanish speakers, and the remainder are native speakers of one or more other languages…ELs’ overrepresentation in high-poverty schools is worrisome. Consider that from the literature on racial segregation, the most detrimental impact on student outcomes is not from Black or Latino students’ low exposure to white students per se, but from the fact that racial segregation happens to result in attending schools with high shares of low-income students. It’s the differential exposure to concentrated poverty, according to recent results from Stanford professor Sean Reardon, that drives racial achievement gaps to widen. This result motivates our inquiry into how ELs may likewise be socio-economically segregated and academically suffer as a result.” This disproportionate number of non-fluent English speakers in United States public schools is both unacceptable and a driving force behind a far worse education for the student. The article continues, saying “The sorting of EL students into high-poverty schools likely hinders their academic success. Prior research shows that schools serving high shares of low-income students have fewer resources per student and hire less effective teachers.” The hiring of less qualified and effective teachers harms the student’s education. This in combination with their inexperience and expected difficulty with English creates and sysiphus situation within the education of these already disadvantaged children. Mind the achievement gap: California’s disparities in education, explained by Ricardo Cano and Joe Hong states “prompted in part by budget constraints in the aftermath of the recession, California has initiated sweeping reforms in an attempt to channel more resources to high-needs students and to better level the educational playing field. These and other efforts had, to some extent, improved academic outcomes — but Black, Latino and poor students still lag dramatically behind Asian American, white and wealthier students.” The racial and economic disparagement within the California public school system is extremely evident.

Although this is significantly at the root of a monetary problem, aimlessly dumping money into public education is not the solution. As Cano and Hong continue explaining “Despite years of economic growth in California and record spending toward public education, study after recent study has warned that school districts are heading for long-term financial problems. The Local Control Funding Funding formula has increased spending by about $24 billion since 2013, but student enrollment has declined in California, and fixed costs such as healthcare, special education programs, and employee pension obligations have dramatically risen.” There is a clear misuse and misplacement of funds despite the dumping of it into education. There is a necessity for clear plans and efforts as well as a dedication that has not yet been demonstrated. As I have experienced throughout my life and what I hope to partially impart to students in 826la, the first step as I see it is improved educators. UNEQUAL SCHOOLS, GENERATIONS OF POVERTY by Kathleen Kelleher lists many impairments currently affecting students through the educators and schools such as a “ comparison showed that teachers at high-poverty schools spent nearly 10 fewer days every year instructing academic classes than teachers at low-poverty schools…Teachers in high-poverty schools were more likely to report that academic instructional time was eroded by problems with school facilities, lack of access to technology and libraries, classroom lockdowns, standardized test preparation, teacher absences, and uncertified or insufficiently qualified substitute teachers. Three to four times more students at high-poverty schools than at low-poverty schools struggled with economic and social stressors, including unstable housing, hunger, and lack of medical and dental care. On any given day, students at high-poverty schools faced a 39% chance that life problems would decrease their time for academic learning — in contrast to a 13% chance for students at low-poverty schools. Teachers at high-poverty schools suffered more class-time interruptions caused by unplanned events, such as the arrival of transfer students and phone calls from the front office. For some, these disruptions consumed up to 30 minutes a day of class time. Teachers at high-poverty schools also spent more class time counseling students with emotional and social problems, advising them on colleges and careers and discussing community problems and societal inequities.” The at-risk and already disadvantaged children that Kelleher refers to do not need these problems added to their plate. As Kelleher continues to state “These findings show something important: Inequality in learning time is hurting some of California’s most vulnerable students.” Cano, Hong, and Kelleher all express the disadvantage and vulnerability of the students I plan to work with and assist with 826la face.

These disadvantages students are given with the issues with time are a direct outcome of the economic disadvantage the schools are originally given. In a study by the Public Policy Institute of California “Public Schools Serving Poor Students Are Being Shortchanged In California, Study Finds” the economic disparity between different public schools, based on the race and wealth of the areas is crystal clear. The study states “Public schools serving greater numbers of disadvantaged students receive fewer educational resources than schools with more affluent students”, according to a new study released today by the Public Policy Institute of California (PPIC). However, the study also found that these inequities do little to explain the gulf in achievement between disadvantaged schools that perform poorly and advantaged schools that perform well…Authors Julian Betts, Kim Rueben, and Anne Danenberg also found that schools serving the most disadvantaged students have fewer fully credentialed teachers, a greater number of teachers with little or no experience, fewer Advanced Placement classes, and fewer college-requirement courses than schools serving middle- and upper-middle income students.” There is a clear need for the improvement of educators in the system, but this is not the only factor. Later in the same article, it states “The study’s findings point out that the poor performance of California schools is not a problem that can be solved by simply pouring money into the system in many of the ways now proposed. “Many current reform proposals, especially those aimed at improving teacher preparation in poor schools, are important first steps and are critical to achieving social equity,” said Betts. “However, the poor performance of disadvantaged children appears to result largely from much deeper problems in society. We need to find more effective ways to spend education dollars.’” As I work with 826la and with the students of South LA I hope to further understand where this money should effectively be spent. Even without this experience, it is clear to me that there is a desperate need for the improvement of teachers in the LA public education system. This is a struggle I cannot relate to and one I will have to be mindful of when working with the students.