EQUITY IN EDUCATION: Bridging the Funding Gap
EQUITY IN EDUCATION: Bridging the Funding Gap By Dr. Keith Miles Jr. ABSTRACT This article examines inequitable funding in Pennsylvania and in particular, the School District of Lancaster. It also discusses how inequitable funding affects students, teachers, and school districts and how important funding is to fully address students’ diverse needs. When school districts don’t have access to equitable funding, they sometimes need to look for alternative solutions, and this article provides a solution implemented by the School District of Lancaster to cultivate inclusive learning environments where all individuals are empowered to thrive.
In today’s rapidly evolving educational landscape, the concepts of equity and justice have emerged as indispensable pillars guiding policies and practices. Ensuring that every student, regardless of background or circumstance, has equal access to a quality education and opportunities for success lies at the heart of the pursuit of equity. Funding is an essential element in providing an equitable education; however, because funding in PA is not equitable, school districts sometimes need to look to community partners to bridge the gap. This article examines what inequity looks like in a real-world classroom, how inequitable funding affects school districts, how important funding is to fully address students’ needs, and offers a potential solution to cultivate inclusive learning environments where all individuals are empowered to thrive. Let me paint a picture for you. Imagine you are a teacher in the School District of Lancaster. You are standing in front of a class of 20 students who represent our student body—fascinating young people with amazing stories to tell. Here’s what you should know about your class: Four of your students do not speak English as their native language. Of these, two are recent immigrants, one of whom is a refugee. The refugee student has significant trauma, and his parents will not let him ride the bus, so he’s often absent. Where he’s from, buses take you to places you don’t want to go. Four of your students qualify for special education services. Seventeen of your 20 students are economically disadvantaged. One of your students does not have a place to live. At the end of this school year, these students are expected to meet the state standards for their grade in English Language Arts and Math. As their teacher, you are responsible; however, as a result of the factors mentioned above, five of your students are far behind their grade level in English Language Arts, eleven are far behind in math, nine are far behind in English Language Arts, and six in math are just behind grade level. You need to catch these students up, but at the same time, you have six students who are on grade level or advanced who can’t be allowed to fall behind. Can you do it? What do the students need? What do you need to be successful? In order to provide equitable access to the class of 20 students with diverse learning needs, you need specially trained teachers who can work individually and in small groups with the students who do not speak English to accelerate their language acquisition. English is essential to accessing the curriculum. You need cultural navigators to assist the immigrant and refugee families in understanding the education system and acclimating to life in the United States. You need specially trained teachers to provide special education services to the qualifying students. Depending on their needs, it may take more than one, and these special education teachers need aides to assist in the classroom, sometimes required by law. Because you are required to teach the curriculum for your grade level, you need help catching up the students who are behind. For some, you can work with a classroom aide to run small groups, but for others, you again need a specialized teacher to work with students individually in what is called an “academic intervention.” You need social workers, counselors, and therapists available to support families with additional challenges, especially those who are unhoused. You need strong relationships with community partners to help remove additional barriers, helping families access things like healthcare and mental health providers, after-school programs, housing, and adult literacy programs. You may also need a community school director to coordinate all these partnerships—if your district can sustain it in the budget.
SCHOOL FUNDING: THE COST
All of these strategies are costly. The School District of Lancaster invests more than $20 million annually on things like early childhood education, extended day, after school and summer programs, social work, community schools, and college and career supports, including school-to-work programs and college counseling. The District spends more on programs for English Language Learners than the state basic education funding subsidy given to two-thirds of our neighboring school districts in Lancaster County. All of this is why a Pennsylvania Commonwealth Court judge ruled that Pennsylvania’s school funding system is unconstitutional. The ruling recognized education as a fundamental right guaranteed by the Pennsylvania Constitution to all children, but this right has been denied for decades in low-wealth districts like the School District of Lancaster. E n g a g e for C h a n g e | S P R I N G 2 0 2 5
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