Opinion: Children deserve a good education, no matter where they live

Alexia, a 6th grader, asked me to complete a recommendation for her to attend a public school in her home district. "My mom wants me to apply," she said, "because it’s better."

"Of course," I responded.

Alexia’s mom is right. The school has a library, computer labs and even an artificial turf soccer field. Teachers use project-based learning, and students have the resources to bring their projects to fruition. There are college trips and special programs.

My school doesn’t have any of these things. Students are bussed elsewhere for soccer practice and have been without a counselor for most of the year. The intense focus on standardized testing leaves little room for learner-centered instruction.

My school is located in East Austin. Disparities exist among schools, with most "poor" ones concentrated in low-income areas in the eastside, with a majority of students being Black and Hispanic. Children in areas of concentrated poverty with limited access to services, programs and opportunities are significantly less likely to graduate. Federal Title I funding has failed to bridge the achievement gap between students in low-income schools and their wealthier counterparts.

It takes at least 40% more to educate students in poverty, but low-income schools receive less funding than high-income schools. There are fewer program options and advanced courses. Teachers are more likely to be underqualified. Many students who are zoned, or assigned, to attend these schools apply for transfers with the hope of attending better schools within the same district. Some schools of choice use a lottery, a random selection process, to determine who gets in. State funding is based on daily attendance rates, so fewer students translates to less funding for those who must stay behind. This perpetuates the inequities.

Our situation isn’t unique. In 2019, about 12.3 million students attended low-income schools nationwide. The federal contribution to education is 8%, with local and state contributions covering the rest. Local funding is based on property taxes and can vary significantly from one district to another.

Children deserve to be healthy and well-educated, regardless of where they live or their socioeconomic status. Increased funding for students in low-income schools has positive student outcomes, such as improved test scores and higher graduation rates. We all benefit when more of us are well educated. As a society, we are healthier and wealthier, with increased social stability and a robust economy.

Equitable funding for low-income schools would help make up for disparities. To provide students in low-income schools with high-quality educational opportunities that impact their future employment, income, and quality of life, schools like mine need:

Integrated student supports

Students have access to mental health professionals, doctors, and dentists. Meals, clothing, and school supplies are available to those in need. Students without technology can check out computers and hotspots.

Opportunities for personalized learning and enrichment

Students receive the support needed to advance their learning. Tutoring, advanced courses, and self-paced online learning are available. Field trips help students make connections to new learning and develop interests and skills.

High-quality teachers and instruction

Highly effective teachers are content experts who differentiate for student needs, nurture positive relationships, and build on students’ cultural strengths. Student-centered, high-quality instruction incorporates real-world problem-solving.

Well-resourced programs and facilities

Innovative classrooms equipped with technology provide opportunities for collaboration and individual work. Students have access to computer labs, a library, and well-resourced fine arts and athletic programming and facilities.

Family engagement and support

Parents, whose involvement leads to higher student achievement, are included in the decision- making process. Families have access to food assistance, language support, and technology training.

"Do you know if you got in?" I asked Alexia. "No, I didn’t," she responded. "It’s okay," I said. "That happens with the lottery. Sometimes you aren’t chosen." I knew she was disappointed, and I am too. Alexia, like all students, deserves a high-quality education. Finding one shouldn’t be so hard.

Castañón-Hernandez teaches in Austin, and is a Teach Plus National Senior Writing Fellow.