When I was asked to support a federal lawsuit that says Detroit’s deteriorating schools were having a negative impact on students’ ability to learn, the decision was a no-brainer.
Detroit’s schools are so old and raggedy that last year the city’s schools chief, Nikolai Vitti, ordered the water shut off across the district due to lead and copper risks from antiquated plumbing. By mid-September, elevated levels of copper and lead were confirmed in 57 of 斗气王妃十五岁86 schools tested.
“The conditions and outcomes of Plaintiffs’ schools, as alleged, are nothing short of devastating,” U.S. District Court Judge Stephen J. Murphy III wrote. “When a child who could be taught to read goes untaught, the child suffers a lasting injury – and so does society.”
美国地方法院法官斯蒂芬j墨菲三世(Stephen J. Murphy III)写道:“原告学校的条件和结果，正如所称的那样，简直是毁灭性的。”
But Judge Murphy found that the “deplorable and unsafe conditions” that deny children access to literacy were not shown to stem from “irrational” decisions of the State. The case has been appealed to the U.S. 6th Circuit.
A nationwide problem
Detroit’s dilemma is not unique. Before I became a professor of educational leadership and policy, I served as assistant state superintendent for research and policy in the Michigan Department of Education. I know a thing or two about how poor school facil体悟道ities can have an effect on student learning. One recent study, for instance, foun广州优创电子有限公司d that in schools without air conditioning, for every one Fahrenheit degree increase in school year temperature, the amount learned that year goes down by 1 percent.
“The school has no air conditioning. On hot days classroom temperatures climb into the 90s,” the lawsuit stated in reference to th上海普天智绿新能源技术有限公司e grim conditions at Luther Burbank middle school in San Francisco. “The school heating system does not work well. In winter, children often wear coats, hats, and gloves during class to keep warm.”
A similar situation happened in Baltimore’s public schools in January 2018, when the city’s schools were closed after parents and educators complained that students were being exposed to frigid conditions that the local teachers union described as “inhumane.”
A few years ago in the Yazoo County School District in Mississippi, the lights were so old at the high school that maintenance workers couldn’t find replacement bulbs when the lights went out.
In Philadelphia, the head of the teachers union recently described the current state of the city’s schools as “untenable.”
“From flaking lead paint, asbestos exposure, persistent rodent issues, the presence of mold, and even the lack of heat on bitterly cold days, educators and children in Philadelphia are learning and working in environmentally toxic facilities every day,” Jerry Jordan, president of the Philadelphia Federation of Teachers, wrote in a January op-ed.
Costs and consequences
Indeed, miserable conditions like these are not only hard on the children. They seriously impair school districts’ ability to retain their most valuable asset – their teachers. Teachers leave their jobs for a variety of reasons, but facility quality is a key男主痴汉 factor.
Addressing the infrastructure needs of America’s public schools will be costly. However, continuing to ignore them would be even more costly. The educational impact of substandard facilities on students cannot be overstated. For example, at one elementary school in the Detroit “right to literacy” case that I supported, not a single sixth-grade student could read at a minimally proficient level. Perhaps poor facilities can’t be blamed entirely for the low reading ability at this particular school – but those conditions are still a potential factor.
Who should pay for it?
Funding for public education, including school facilities, is primarily a state and local matter. But while most states have tried to help poor local districts with basic operating expenses – such as paying teachers and buying supplies and materials – state support for school infrastructure has been much less reliable.
The $100 billion investment would also stimulate property values in communities where schools would be fixed. For all those reasons and more, passage of this bill should be a no-brainer.
Across our state (Ohio) - I’m most familiar with school districts in our region (Dayton) - less affluent scho强攻美受ol districts receive significantly more total funding than do more affluent school districts (especially along lines of race). In every instance, combined funding of local + state + federal tax dollars received by less affluent school districts dwarfs that of more affluent districts. (Less affluent districts are subsidized by state & federal dollars up to 80%; more affluent districts are capped at 25%.)I’m unfamiliar with other states’ situations. But in this area of Ohio the excuse of a funding disparity (whether it be by affluence or race) has no substance.
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The physical resources have been shortchanged as more scho曲靖天气预报,torrentkitty,贵州旅游攻略ol district money gets spent on pensions & health care. That’s just a basic reality in most places, simple math.
But there are also places in the country where the nicest and newest buildings around are the schools. I’ve been through some rural counties with high levels of poverty, crumbling housing stock, where the schools are relatively shiny and new.
yes. and many districts build a $26 million sports facility.
It depends upon the district. Many states have Robin Hood laws where the money from rich districts are diverted to李承孝 poor ones. and the wealthy districts still do better than the poor ones. Wonder why???
是的。许多地区修建了耗资2600万美元的体育设施。这取决于地区。许多州都有罗宾汉法，把富人区的钱转到穷人区。而且富人区仍然比穷人区做得好。想知道为什么吗? ? ?
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Agree with the other comments. 陈宝柱Texas Inner city schools get plenty of funding, but no amount of money can change the atmosphere and horrible situations at home. Until society begins placing import of 2 parent households, teenagers will continue to have babies at 15/16/17 and continue the cycle of single parent homes. There is nothing the government or administrations can do to drastically improve student performance until the home social issues begin to improve.
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I think we have a gr卡格妮琳恩卡特eat opportunity here to teach kids a lot of REAL WORLD, real life, useful and practical skills like assessing buildings, writing reports, using critical thinking, creative problem solving, grant writing, legislature, fundraising, financial management, not to mention science, sustainability, architecture and design, construction etc. We talk about innovations in education, about creation of learning organizations, and collaboration of schools, community, universities, businesses, NGO’s and legislature. We talk the talk, but we don’t walk母子恋情 the walk.
Do we actually want to EMPOWER students? Only by being involved in all of the school related decisions and processes, will students actually take charge of their own education and their own future. It would take a big step out of the comfort zo户太十号ne and involve risk, but therwise we’ll be stuck with the same problems that we try to solve using the same old-fashioned way of looking at things instead of seeing this as opportunity for innovation, keeping kids at their desks and reading about pollution, po袁东操新浪博客verty etc. instead of fixing the problems.