Poorly Funded Public Schools

I believe that what may be happening with schools today is that they are protecting the wealthy by providing lesser education to the poor. One way they do this is by having some schools spend less money per student. At some poor rank schools, the average spending rate on a student ranges between 8.5k and 10.5k where as for richer schools they go from 11k to even 12k per student. This is pretty much saying that not every student is receiving the same amount of books, materials, and resources. Like in the book, these students in better schools have the resources that other schools lack. Many of these cities that have poorly funded schools also tend to have a higher drop out rate. Tennyson High School has a 5% drop out rate, whereas a school like Mills High School has it in the decimals. When a school has more dunding, the student is more likely to want to attend. When they see things that are broken, torn or don't work, they a sense of respect for it.

Another thing I have noticed in doing research about the "bad" schools is that the majority tend to be either Black or Hispanic. Willbrook Middle School in Compton has a majority of 97% of the students being Hispanic, and a 13% drop out rate. I also noticed that over half of the students need to take some type of ESL(English Second Language) class. What this is saying is that these students might be first generation immigrants and struggle in learning the English language. They probably don't feel any type of motivation in learning it if they see everyone doesn't want to either. The schools probably don't provide enough materials, teachers, or even time and effort into teaching these kids how to read and write in English. Though a Hispanic majority tends to be common in schools that do poorly, that isnt nessicarily a factor. In Sequioa High, of Redwood City, they have a 61% Hispanic majority. In this school, they exceed the state average in most subject, especially mathematics, and come from one of the state's better districts. The main difference I noticed between these two schools were that Compton is far below the State average in income, and Redwood City exceeds it by plenty. In other words, ethnicity does not play a part in the stability of the students, but rather social class does. When these kids come from poor, they are likely to stay poor, and when they come from richer, they are likely to stay richer.

The main thing I think I noticed when looking at the test scores for all the schools of my research(both rich and poor) are the test scores. Be it, the schools exceeds or lacks their ability in higher materials, the students in lower level subjects never do well in them. Mills High School in Milbrae has some the best math scores in the state for their high school mathematics, however, the students in basic or low level math are doing so poorly, it doesn't look like the same schools scores any more. What I'm suggesting is that the teachers that can teach well, aren't teaching every type of student. A teacher can't just prove to be an excellent teacher and gain appraisal from teaching students that, theoritically, might not need them. The teacher needs to use their talents in teaching students of all types, especially the ones falling behind. There is a separation there. Either the separation is from the teachers preference, or its from their fear of experimenting a different teaching method to approach a different type pf audience, the division is still there. I, personally, remember going to Tennyson High School hearing students, that had higher level classes, talk about their teachers and having any of those names allign with my lower level classes. The division is there. They have it so that good students get good teachers and so bad students get the bad teachers. That's how they maintain that whole rich stay rich poor stay poor philosophy.