Education Futures Corp - Karlton Roberts
K-12 schools Funding
According to a 2006 study by the conservative Goldwater Institute, Arizona's public schools spend 50% more per student than Arizona's private schools. The study also says that while teachers constitute 72% of the employees at private schools, they make up less than half of the staff at public schools.
According to a 1999 article by William J. Bennett, former U.S. Secretary of Education, increased levels of spending on public education have not made the schools better. Among many other things, the article cites the following statistics:
Between 1960 and 1995, U.S. public school spending per student, adjusted for inflation, increased by 212%.
In 1994, less than half of all U.S. public school employees were teachers.
Funding for schools in the United States is complex. One current controversy stems much from the No Child Left Behind Act. The Act gives the Department of Education the right to withhold funding if it believes a school, district, or even a state is not complying with federal plans and is making no effort to comply. However, federal funding accounts for little of the overall funding schools receive. The vast majority comes from the state government and in some cases from local property taxes.Education Futures - Thomas Cobo
Struggle with funding concerns
Rural schools struggle with funding concerns. State funding sources often favor wealthier districts. The state establishes a minimum flat amount deemed "adequate" to educate a child based on equalized assessed value of property taxes. This favors wealthier districts with a much larger tax base. This, combined with the history of slow payment in the state, leaves rural districts searching for funds. Lack of funding leads to limited resources for teachers. Resources that directly relate to funding include access to high-speed internet, online learning programs and advanced course offerings. These resources can enhance a student's learning opportunities, but may not be available to everyone if a district cannot afford to offer specific programs. One study found that school districts spend less efficiently in areas in which they face little or no competition from other public schools, in large districts, and in areas in which residents are poor or less educated.
Karlton Roberts - Education Futures Corp
In the OECD's Programme for International Student Assessment 2003, which emphasizes problem solving, American 15 year olds ranked 24th of 38 in mathematics, 19th of 38 in science, 12th of 38 in reading, and 26th of 38 in problem solving. In the 2006 assessment, the U.S. ranked 35th out of 57 in mathematics and 29th out of 57 in science. Reading scores could not be reported due to printing errors in the instructions of the U.S. test booklets. U.S. scores were behind those of most other developed nations.
However, the picture changes when low achievers, Blacks and Hispanics, in the U.S. are broken out by race. White and Asian students in the United States are generally among the best-performing pupils in the world; black and Hispanic students in the U.S. are among the lowest-achieving pupils. Black and Hispanic students in the US do out perform their counterparts in all African and Hispanic countries.
US fourth and eighth graders tested above average on the Trends in International Mathematics and Science Study tests, which emphasizes traditional learning.
The United States is one of three OECD countries where the government spends more on schools in rich neighborhoods than in poor neighborhoods, with the others being Turkey and Israel.