The Uneven Quality of Schools by: Alba Sánchez

     Why Do Some Schools Get More Than Others?

We’re back again to talk about the ongoing issue of education inequality in the U.S. It’s frustrating how, no matter how much time passes, the same problems keep coming up—some schools have everything, while others barely have the basics. If you’ve been following my blogs, you already know this isn’t the first time I’ve criticized the way schools are funded and how unfair the system is.     

                                                                                                   People say education is the key to success, but what if
where you live determines whether you even get a fair chance? After reading Part III of the book and discussing it in class, I kept thinking about how much control communities have over schools—not just in the past but right now. It’s not just about teachers or students working hard. It’s about money, policies, and the system itself deciding who gets the best resources.

One of the biggest things that stood out to me was how wealthier communities still find ways to keep their schools better funded, even if it means leaving others behind. In Separate and Unequal, people in Baton Rouge wanted to create a separate school district so their tax money would stay in wealthier, mostly white schools instead of being shared with poorer, mostly Black schools. That reminded me of how, in the past, white communities fought to keep Black students out of better schools. Segregation is illegal now, but money controls education in a way that still creates the same divide.

The Unfair Gap in Schools

One of the biggest takeaways from our discussion and group project was that education isn’t just about what happens in the classroom. Wealthier schools have advanced science labs, music programs, sports teams, and clubs that help students explore their interests. Meanwhile, underfunded schools barely have enough money for textbooks and basic supplies. That doesn’t just affect learning—it affects opportunities.

Think about college applications. It’s not just about grades anymore. Schools look at extracurricular activities, leadership experience, and access to AP classes or specialized programs. But what happens when a school can’t afford those things? Students in poorer schools are already working harder just to keep up with outdated resources, larger class sizes, and fewer teachers, but then they also miss out on experiences that could help them stand out. That’s not a level playing field.

Who Decides Who Gets a Good Education?

Reading this section made me wonder: Why is public school funding based on local wealth? If education is supposed to be a right, why does a student’s ZIP code decide whether their school has enough teachers, working computers, or even basic after-school programs?

It’s frustrating because we talk about education as a way to get ahead in life, but not everyone starts from the same place. If a school in a wealthy area has better funding, better teachers, and better opportunities, while a school in a poorer area has none of that, how is that fair? It’s not about who works harder—it’s about who was given the tools to succeed in the first place.

What really hit me during our class discussion is that this isn’t just history—it’s happening now. Communities still have power over school funding, and wealthier areas use that power to benefit their own students. But does that mean students in less privileged areas deserve less?

What Needs to Change?

If we want education to truly be fair, public school funding needs to change. As long as schools rely on local taxes, wealthier neighborhoods will always have better schools, and poorer communities will struggle. One solution is for the government to distribute funding more equally, making sure every school has the resources students need, no matter where they live.

But it’s not just up to lawmakers. Communities need to demand change. Parents, students, and teachers have to push for better funding policies and vote for leaders who care about fixing this system. If nothing changes, the same cycle will continue—wealthy schools getting better, poor schools falling behind, and students being left without the same chances in life.

This book and our discussions made it clear that while schools may look different from the past, inequality still exists in a big way. Schools reflect the communities around them, and as long as funding is unfair, education will be too.

If education is supposed to be the key to success, then why are we making it harder for some students to even get through the door?

By: Alba Sánchez 

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