Education Inequality in Rural Areas of the United States - Research Paper Example

Education Inequality in rural areas of the United s Recently, there has been a great deal of reforms in the education sector, particularly in the rural part of the society. The government has put critical effort in the public education sector with the aim of improving the existing state of affairs in the rural areas. Many critics have noted the high level of inequality, especially in the education provided in such school. The schools in these fields are providing a half backed opportunity in terms of education to its students with such backgrounds. Traditionally, the education sector has used test scores to rate the level and quality of education that is provided in a given area. With this in mind, the rural areas always exhibit low scores in tests exhibiting the poor quality of public education that is provided. The buck does not stop at the quality of education that is provided, but also on its availability. In such areas, there is little access to educational facilities more specifically tertiary education. This has been attributed to the low penetration of higher education services in these areas. This has prompted many individuals to seek tertiary education in urban areas. Notably, there has been an exodus of persons more so of individuals who leave the region in quest for knowledge but never go back to apply that knowledge to their native lands. This further puts weight on the argument on inequality in the education realm in the countryside. In this argumentative essay, we will look at either side of the coin in regard to the different points of view in the question: is there inequality in education in the rural areas of the United States? The primary thesis statement is; despite the ignorance of society towards educational inequality in the United States, pioneers such as Jane Addams and Jonathan Kozol contributed significantly by providing educational and cultural opportunities for the impoverished areas in the country. Statistics have indicated the presence of low test scores and the reduced rate graduation in specific fields. This information has prompted many taxpayers to take up arms in the expression of their dissatisfaction with the educational system. On the other side, there are also adequate individuals who still express their confidence in the education system ability to deliver the required education to the society. But both groups agree that there is a need for more efforts aimed at reducing the levels of inequality and the gap in education in both the rural and urban areas (Rothenberg, Paula & Mayhew 214). On the comparison of the test scores and graduation rates in both the rural and urban areas, it is notable that there is a significantly lower score in both the graduation rates and the test scores in rural areas. This is an avid expression of the inequalities in education. Several issues have been raised with concern to the concept of difference in the teaching strategies in the rural areas in comparison to the urban areas (Bouie 217). Some of these problems include property, gender inequity, high illiteracy levels, employment of unqualified teachers and the Inequality on opportunity. The two scholars Jane Addams and Jonathan Kozol significantly contributed in incites on educational and cultural opportunities for the both the rural and impoverished areas in the country. Inequality of Opportunity For many years, the public education system in the US has offered the promise of quality education to all, irrespective of gender, race, ethnicity and financial status. However, many have criticized the system for not living up to its promise. Several Claims have been staged against the system with some indicating that the system is not offering equal opportunity for learning and hence denying children the opportunity to enjoy a high quality education (Kozol 197). Critics have forwarded claims that the system propagates poverty and disadvantage to the less privileged in the society. This has been done via the development of rich and poor schools. These classes are characterized by a significant difference in both the physical surroundings and the learning environments. Notable are the dilapidated facilities and inadequately financed facilities within the rural neighborhoods. These schools are practically run on a deficit as the funds billed to the schools are insufficient. On the other hand, schools in the urban areas have sufficient facilities that are well financed and provide a more favorable learning environment. Hurt to the injury is the fact that most pupils from the rural area are likely to go to the lower-quality schools. Nevertheless, there have been significant strides towards sinking the gap in the value of education (Martin, Edward, & Torres 179). This is a move towards the correct path. It can be noted by how the federal government is always investing in federal programs associated with the development of education in rural areas. Jonathan Kozol in his book savage inequality notes that, Ever since the early 1950’s the federal compensatory efforts in education have, to a large extent tried to achieve education equality. This has been accomplished through the realization of several programs such as the Headstart program. The program is aimed at giving preschooler from the rural areas an opportunity to take up their kindergarten class at the same period as their fellow peers in the upper and middle classes. In addition, the federal government has made headway in the establishment of policies that are aimed at creating categorical programs. The programs under this section include the bilingual education agenda, the Title I and several special education initiatives. All these have been done with the sole aim of creating a level playing ground for children with both physical and mental disabilities, economic disadvantages and language barriers. Property Taxes in Rural Areas Effect On Education Inequality Notable is the fact that most of the educational needs are financed by property tax. According to Kozol, property taxes is one of the most unjust ways of funding basis for schools. It is because it fails to confront the prevailing status quo, especially, in racial-based inequality. Having an in-depth look at this model of funding, it is notable that, in the rural areas the local governments tend to collect much fewer property taxes. This results in the lower amount of funds available for use in the education sector. For instance, a metropolitan area like state capital has a considerable level of property development, and hence has a larger base to collect taxes. This is unlike the rural agricultural area, where there is little development to the property, and hence lower taxes collected (Martin, Edward, & Torres 329). Although the initial idea of having property taxes caters for the educational needs was notable, there are calls for adoption of a more efficient way to finance the budgets of the public education institution. The idea of having property taxes paying for education was derived from the correlation between population numbers and property development. However, over the years other factors have been noted to affect the population numbers with the continued change in the national dynamics (Addams 146). As earlier stated, finances are an essential determinant of the kind of education that is given. Having this in mind, it is prudent to say that the low levels of financing in the rural areas have contributed significantly to the inequalities in education. Gender inequity and high illiteracy effect on educational inequality According to Jane and Kozol, there is need to take note of the difference in the test scores and gender equity in education more so in tertiary education. They take note that there are fewer female enrollment in higher education. They attribute the view to chauvinistic opinions and lack of gender equity in the rural area. Notable is a startling fact that, even though the test scores and graduation rates of birth sex are relatively equal in the public schools, the progression of females is tentatively lower than that of the males (Kozol 167). Illiteracy has also been a great contributor to the inequity in education in the rural areas. Statistics indicate that, in a rural area a significant amount of parents are illiterate. This has contributed significantly to the lack of effort by the parents to encourage their children to complete or further their education. This results in lower graduation rates in these areas and hence are creating a difference in the education in the two areas. In conclusion, Jane and Kozol have significantly contributed to highlighting the concerns on the inequity levels in both education and social aspects of the American society. Through their work, clear arguments on the different factors that have contributed to the inequity have been brought to the limelight. Having analyzed the thoughts and sentiments of both scholars, it is prudent to say that there is inequity in education, especially in the rural areas and steps need to be taken to halt the slide. Work cited Bouie, Jamelle. Why American Schools Are Becoming Segregated Once Again. Slate Magazine. N.p., 2014. Web. 24 Nov. 2014. Kozol, Jonathan. Savage Inequalities. New York: Broadway Paperbacks, 2012. Print. Martin, Edward J, and Rodolfo D Torres. Savage State. Lanham, Md.: Rowman & Littlefield Publishers, 2004. Print. Addams, Jane. Spirit In Action. Newyork: W. W. Norton & Company, 2014. Print. Rothenberg, Paula S, and Kelly S Mayhew. Race, Class, And Gender In The United States. Print. Read More