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Another factor is the assessment value of property. Resort areas, retirement communities, and expensive second homes sit on land assessed at a higher value than agricultural land. In Vermont, for example, schools in districts with a large tax base, such as in a wealthy suburb or near a ski resort, may invest $ 11, 000 of state and local funds in each student every year and still have a relatively low tax levy. Residents in a poorer, neighboring urban or small-town district could tax themselves more heavily (set a higher mill rate) but have as little as $ 2, 500 invested per student. This is because their property valuations are lower. Variations among regions and states can be even more dramatic, a result of long-standing public policies.
In the West, much of the land is public and generates very small payments to support schools. In much of the South, the land is planted in timber and traditionally assessed at a trifling rate. In New York City, the value of land is quite high, but not everywhere good business infrastructure is present, especially in low-income areas, which makes it hard to assign adequate financial support. If to look from the ethical point of view, it absolutely should make no difference where the child lives. Each child definitely deserves high quality education, because for many education can be the single key to success. Therefore, community leaders should be aware of the importance of education for each member of the society.
Equal opportunities should be provided for every student, who desires to acquire knowledge. The researches had shown that small schools actually provide better education, which actually cause good returns on education investments. Evaluations based on the cost per graduate rather than cost per student prove that small schools are being more efficient. So why then there is still tendency towards closing small schools and building new and big ones? It is the responsibility of legislators to change this policy. However, the legislation can be the last option.
Of the 22 cases in which small schools had sued states funding formulas, half have been decided for the plaintiffs and half for the defendants. In 11 cases that plaintiffs had won, only four resulted into actual increases in funding. All institutions that take care of proper budgeting are looking for new opportunities to save funds. Besides, in some cases it might be possible for community members to do volunteer work at schools.
For instance, it could be hall monitoring, test grading, library maintenance etc. In order to make volunteer work effective, schools need to acknowledge volunteers contributions in meaningful and personal ways. Encourage retiring teachers to volunteer to mentor new teachers. Retired teachers can offer wisdom, perspective, and time that practicing teachers may not have (Parsons C. Mentors strengthen community service. Ser Vermont, Chester, VT, 1999).
The first strategy for gaining new resources could be seeking for an outside grants. However, small schools capture these grants last. In order to secure grants and use them for short-term strategy, a lot of effort should be made, but it is unlikely that these grants will have a big impact in improving the situation. These grants can provide quick infusions of fund and will accelerate action. Unfortunately, they can distract schools from their prime assignment to provide education and will not result into long-term significant improvements.
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Research essay sample on Small Schools Volunteer Work
