written by: Sheena Nomura, Research Specialist on Project SPARC
Massachusetts is often cited as “number one” in education; however, the state has a long history of education inequality–particularly for students of color in Springfield. Even after Brown v. Board of Education, structural racism contributed to housing segregation and thereby school segregation, since children typically attend schools near their houses (Jamison, 2014). Given this, it is no wonder that the achievement gap persists and that students enrolled in “majority minority” schools receive less support and are thereby less successful than students in white schools (“Parents Hope Study,” 2019).
This disparity is especially pronounced in Springfield North End schools such as Chestnut and Gerena, since they have one of the largest achievement gaps in Massachusetts (“Springfield Studio,” 2004). Importantly, this is not because they are situated in a segregated neighborhood. People–particularly black and brown people– have every right to create communities based on similar lived experiences; in fact, such communities can be vital for personal healing and interpersonal solidarity. Rather, the achievement gap persists because of the underfunding of schools of color, which is tied to the systemic, racist belief that these schools are inherently less valuable than white ones.
This year, activists of all backgrounds have worked together to bring attention to this underfunding, directing their efforts at the $1.4 billion that is being kept from Massachusetts public schools (Najimy, 2019). Together, they have launched a grassroots campaign to pass the Student Opportunity Act, which includes the Education PROMISE Act. These pieces of legislation promise to release the $1.4 billion to Massachusetts public schools over the next seven years by distributing money to underserved school districts, effectively ending wealth hoarding in the education sector (DeCosta-Klipa, 2019).
While the Student Opportunity Act is expected to have a net positive effect, it will benefit public schools in urban areas such as Springfield more than it will public schools in rural areas. Grafton, for example, would see less than an 8% ($880,000) increase in aid; yet, it would be responsible for a growing portion of school spending–$10.4 million more to be exact (McGrane & Stout, 2019). Evidently, the Education PROMISE Act does not favor all towns equally, since poor, rural towns will be left out, which also surfaces as a trend in educational development. As a result, the problem is not only releasing the money but distributing it equitably, since educational injustice will continue so long as some communities are better served than others–a fact that the North End, Springfield, and greater Massachusetts are well-acquainted with and should keep in mind as this legislation moves forward.
Many are worried about the pace at which the government will release the $1.4 billion, since doing so over a period of seven years risks prolonging wealth hoarding; however, doing so immediately risks chaos and confusion if there is no clear plan for how this money will be used. The 1993 education reform bill, which landed Massachusetts in this state of educational disparity, is a prime example of these risks, since its “foundation budget” set the amount each school district needed to receive without adjusting for how this need would evolve, and this ultimately resulted in underfunding and ineffective funding (DeCosta-Klipa, 2019).
Thus, the Student Opportunity Act and its included Education PROMISE Act are well-intended, but it will only help educational organizations such as Project SPARC if it is designating money to specific sectors rather than releasing it without a clear plan. Funding is much more effective when it is tailored to local struggles. For example, if Springfield Public Schools are seeing an achievement gap because there is a lack of mentoring and leadership initiatives, using money to create/support these initiatives would be more meaningful than using it to buy textbooks and similar supplies.
At the end of the day, organizations such as Project SPARC are already identifying educational needs and drafting/implementing solutions such as youth mentoring/counselling/tutoring as well as bridge and financial literacy programs. All that’s missing is government funding. While the Education PROMISE Act will not make right centuries of institutional racism, it can help deliver this government funding and usher in a new age of educational equity–but only so long as it addresses the structural inequalities at play and only so long as it addresses the unique needs of every underserved school district in Massachusetts.
References
DeCosta-Klipa, N. “Here are the basics on the bill to reform how Massachusetts schools are funded.” (2019). Boston Globe Media Partners. Retrieved from https://www.boston.com/news/education/2019/01/09/massachusetts-education-bill-promise-act.
Education PROMISE Act, S.238, 116 Cong. (2019). Retrieved from https://malegislature.gov/Bills/191/SD101.
Jamison, F. “Separate Yet Unequal: The Integration of Schools in Springfield, MA, 1964-1975.” (2014). University of Massachusetts Amherst. Retrieved from https://umasshistory.wordpress.com/2014/02/12/separate-yet-unequal-the-integration-of-schools-in-springfield-ma-1964-1975/.
McGrane, V., & Stout, M. “Disputed analysis of proposed education funding formula shows big boost for some, not all.” (2019). Boston Globe Media Partners. Retrieved from https://www.bostonglobe.com/metro/2019/10/02/schoolfunding/tN6ERJbrPbxgl40Za7AcLO/story.html.
Najimy, M. “House passes historic education funding bill.” (2019). Massachusetts Teachers Association. Retrieved from https://massteacher.org/news/2019/10/soa.
“Parents hope study revealing black, Latino students in Massachusetts have fewer opportunities to succeed spurs solutions.” (2019). Urban League of Springfield, Inc. Retrieved from http://ulspringfield.org/news_article/parents-hope-study-revealing-black-latino-students-in-massachusetts-have-fewer-opportunities-to-succeed-spurs-solutions/.
“Springfield Studio: Final Report.” (2004). Massachusetts Institute of Technology. Retrieved from https://ocw.mit.edu/courses/urban-studies-and-planning/11-945-springfield-studio-spring-2004/projects/.
Student Opportunity Act, S.2348, 116 Cong. (2019). Retrieved from https://malegislature.gov/Bills/191/S2348.