Too many students aren't getting their fair share of funding because school districts with the highest rates of poverty receive less funding per student.
Schools and school districts that serve large proportions of poor students have historically been shortchanged when it comes to things like access to high-quality teachers, advanced course offerings, early education programs and school counselors – resources that are directly linked to the amount of funding available.
ACE awareness is growing in schools around the
Teachers, school administrators, parents, and others within and beyond the education sector are teaming up to create healthy and supportive school environments that promote the academic success of all students.
States With the Best and Worst Schools
24/7 Wall St. created an index, inspired by the Quality Counts ranking of state education created by independent news journal Education Week, to identify the states with the best and worst schools. States were ranked from best performing down to worst on a variety of measures covering school funding, academic achievement, and enrollment.
Inner City Public Schools Problems: Are They
Failing & Bad?
Inner city public schools – just by mere mentioning it already brings a sense of gloom for some. After all, these schools are stereotyped as problematic and not an ideal place for students who want to obtain quality education.
It is a sad fact of life that educational inequality is present, and those schools found in the inner cities bear the brunt. If parents and students alike want top-notch education, they should look elsewhere. But for those living in inner cities, that is out of the question; either they send their children to inner city public schools or not at all, even if there is no guarantee of proper education for children.
By The EducationTrust.
An Analysis of School Funding Equity Across the U.S. and Within Each State.
School districts that serve large populations of students of color and students from low-income families receive far less funding than those serving White and more affluent students. And despite widespread attention to inequitable school funding formulas — and courts that have declared them unlawful for shortchanging school districts serving large percentages of low-income students — too many states continue this unfair practice.
The prevalence of adverse childhood experiences, nationally, by state, and by race or ethnicity
Economic hardship and divorce or separation of a parent or guardian are the most common ACEs reported nationally, and in all states.
Just under half (45 percent) of children in the United States have experienced at least one ACE, which is similar to the rate of exposure found in a 2011/2012 survey.* In Arkansas, the state with the highest prevalence, 56 percent of children have experienced at least one ACE.
One in ten children nationally has experienced three or more ACEs, placing them in a category of especially high risk. In five states—Arizona, Arkansas, Montana, New Mexico, and Ohio—as many as one in seven children had experienced three or more ACEs.
Children of different races and ethnicities do not experience ACEs equally. Nationally, 61 percent of black non-Hispanic children and 51 percent of Hispanic children have experienced at least one ACE, compared with 40 percent of white non-Hispanic children and only 23 percent of Asian non-Hispanic children. In every region, the prevalence of ACEs is lowest among Asian non-Hispanic children and, in most regions, is highest among black non-Hispanic children.