Social Ecnomsocial Economics and Its Ties to the Racial Demographics of Public School Systemic

Social Economics and its Ties to the Racial Demographics of Public School System

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with a certain unalienable right, that among these are life, liberty, and the pursuit of happiness.” (Thomas Jefferson) The United States is built on the idea that everybody should have the same opportunities to succeed in life, that we are created equally. Sadly this is far from the real educational system we have today. The amount of money that government and state contributes to public education is minimal comparing to other fields such as military and prison funding. Problems that were discussed in Kozol’s essay “the savage inequalities of public education in New York”, such as lower income families having to settle with less then qualified teachers, and major lack of funding are still main contributing factors to the racial demographics of our current public school system.

Racial demographics of the United States current public school system can be used to compare to what was discussed in Kozol’s essay. Although 20 years had passed not much has changed in the public school program. Rich areas are predominantly White and Asian, while poorer areas black and Hispanic. This racial breakdown is in direct correlation to what is wrong with the current public school system. Issues such as hiring qualified teacher are is one of the main reasons why these inequalities still exist. Rich areas can hire more qualified teachers, and due to the high salary values of these jobs, the teachers would tend to stay at the same school for a long period of time. While student in these schools has time to get to know their teachers’ personalities and teaching style; teachers spend this time find a teaching style that suits both themselves and the students. “the report by the Community Service Society cites official of the New York City Board of Education who remarks that there is...