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Funding Policies and Public Education

It is no secret that there is great disparity between wealthy and poor schooldistricts when it comes to funding public education. Here in Vermont, as in most states, a

significant portion of our local education budgets are derived from local property taxes.

Consequently, townships with higher property values, and reasonably correspondenttaxes, have in fact, more money to pump into their local schools. As great as that may

seem, it is the impoverished communities that, in fact, see the short end of the stick.

The Tenth Amendment to the US Constitution states, “The powers not delegatedto the United States by the Constitution, nor prohibited by it to the States, are reserved to

the States respectively, or to the people.” It is on the grounds of this amendment that it is

not the Federal Government, but the individual States who govern our public education

system.“Since the federal government has no direct authority for public education, its

 primary mode of action is to pass legislation often linked directly to federal funding. In

essence, national political leaders create public policy by tying initiatives to federal

dollars. States and more specifically school districts which want federal funding arerequired to meet certain federal requirements.”

-Kersten, 2008This has in fact, proven to be a very good method by which the federal

government can influence education policy. In some cases, such as the Education for All

Handicapped Children Act of 1975 and in the various Acts against discrimination in

 programs receiving federal funding, this has truly been a blessing. In states that mighthave otherwise opposed actions like desegregation and inclusion, federal funding may

have been the motivation to implement such actions. However, as we have seen recently,

some federal involvement has not been so positive. Initiatives like No Child Left Behindhave taken much of the curricular power out of the hands of the teachers, and have, in

fact, put many schools at an even greater risk for financial and academic disadvantage.But it is not only the involvement of the Federal Government that determines therisk to schools. Here in Vermont, I would assume that anyone interested in education

would be familiar with Act 60. Many states have passed similar acts to try to ensure that

all school districts receive adequate funding. However, the debate continues over justhow to achieve such equity. Potentials include vouchers and charter schools, or resource

sharing, but none have proven entirely effective and free of controversy.

I would likely have to write an intensive thesis on funding in education before I

could begin to understand it, beyond the basics. However, learning just how complex it ishas given me a renewed respect for the cost of education, and just how important it is to

invest in our children. I understand that as a future teacher, there will be times when what

I would like to do and what I can afford on the budget do not coincide. I understand that Iwill likely often find myself frustrated with inadequate materials and not enough basic

supplies. However, I can do my best to prepare for these moments, and when the time

comes, I will make do with what I have available.I have high hopes for what Obama might accomplish with our education system,

among other things. But if there is one thing that I can take from our reading this week it

is that change comes slow to our complex system of public education, and so whatever he

might accomplish, I will still need all the preparation I can get.

8/14/2019 Funding Policies and Public Education It is No Secret

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Thanks,

Katie May

 Bill of Rights Transcript . Retrieved February 8, 2009, from

http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 

Henniger, M. L. & Rose-Duckworth, R. (2007). The Teaching Experience: An

 Introduction to Reflective Practice (Second). Boston, MA: Pearson Custom

Publishing.

Kersten, T. (2008). HISTORICAL BASIS FOR PUBLIC SCHOOL FUNDING.

Retrieved February 8, 2009, from http://cnx.org/content/m18332/latest/