When it comes to income inequality, there is evidence that counties with poorer neighborhoods receive less tax funds for public schools. According to the Department of Education, the richest 25% of school districts receive 15% more funds from states than poorer ones (Barshay, 2015). Federal funds have helped eliminated that gap. However, the Federal Government is not meant to be an equalizer (Barshay, 2015).
Within states, tax funds are usually distributed based on property taxes. Those districts that pay more in taxes naturally should receive more funds in return. Residents can actually be charged with a crime if they try to send their child to a better school district. Hence, public schools really are not public. The solution is to provide an economic plan than entices job creation requiring skilled labor. These will pay more, thus resulting in an increase in the tax base. An increased tax base will provide additional tax revenue that can be used for public schools.
One question often asked is does more funding lead to better results in the classroom? On the one hand, logic dictates that, with better teachers, technology, and curriculum along with smaller class sizes, it does. However, empirical evidence like the Coleman Report of 1966 (Biddle and Berliner, 2012) says otherwise. In addition, the United States spends more on education than most countries, yet it only ranks 35th in math and 27th in science (Desilver, 2015). This suggests that performance is mostly based on socioeconomic conditions. A parent in a wealthier district is more likely to be involved in the child’s education where in the poorer districts’, parents are more likely to accept the status quo. If a wealthier child does not put in the effort of study, they will not be successful.
Poverty is cause by two things: lack of skills or education and living above your means, usually having a kid you cannot support. People are not destined to remain in the economic conditions they were born into. If they work hard and acquire a skill that adds value to an employer, they will succeed. It has been done in the past. Poor people have moved up the economic chain. The opposite is true as well. There have been many cases where inheritances have been lost over a generation or two, mostly by living above ones means.
Progressive tax systems were designed to reduce income inequality. However, the opposite has happened. The rich are still rich, and the poor are still poor. Taxes should only be a means to fund the federal budget. The rate should be the same for everyone and be based on deposits (wealth), not income. They should not be used to try and level the playing field through redistribution of wealth or alter behavior. If taxes are increased on the rich, they will simply pass the cost down to everyone else by reducing investment, which is essential for job creation, and lowering salaries and benefits for workers. Income inequality will ultimately be reduced through the opportunity for upward mobility, which comes from jobs created by competition. It is up to individuals to obtain the skills necessary to fill those jobs once the opportunity arises.
The allocation of resources is neither fair nor efficient. Annual budget deficits and a national debt of $19 trillion prove that. Those who pay more do not necessarily receive proportional benefits in return. 50% of people pay no income taxes yet receive tax benefits. Capital gains are earned on income that has already been taxed. If they were taxed as income, there would be no investment, thus no job growth. The role of the government is to protect our rights, not dictate outcomes as they see fit.
Income inequality is ultimately the result of choices. All wealth was created by someone, somewhere down the line. As a result, some people will have a better starting point than others. But it is individuals who are responsible for their outcomes, both good and bad. Government should not interfere in the pursuit of these outcomes. A person should be allowed to earn as much money as they want as long as they do not interfere with the rights of another.
Works Cited
Barshay, Jill. “The Gap Between Rich and Poor Schools” The Hechinger Report 06 Apr. 2015:
Web
Biddle, Bruce and Berliner, David “Unequal School Funding in the United States” Educational
Leadership 06 May. 2012: Web
Desilver, Drew. “US Students Improving in Math and Science” Pew Research Center 02 Feb.
2015: Web
