Students of color within public schools’ systems have faced discrimination in the institutions for a long time. Institutional racism has become rampant in American society, denying students of color equal opportunity to succeed in studies similar to Whites students. Charter inappropriately impact low students of color since the schools’ face decades of inequality in funding and resources, which have left public school in marginalized communities poorly managed to serve the students fully. Leaders usually provide a solution to supporting communities of color through chartered schools. However, looking at how these schools are managed and how funds and resources are distributed, it is evident that the school these institutions promote institutional racism and worsens the conditions of the student of color. The schools are growing at a high pace, yet there are no adequate facilities to cater to the needs, only a few dollars reach these schools due to exploitation by private companies and cartels. The achievement gap for students of color in public schools continues to widen.
In the 21 st century, students of color have embraced the need to acquire good education similar to students of color. Chartered schools are created to serve the underserved population of students of color and other students from low-economic backgrounds ( Frankenberg et al., 2010) . The charter serves the disproportionate low-income students across the country to skew the high ratio of high-to-low income students in public schools. As students increases in these schools, more funds are required in these institutions to cater to the growing needs of resources like more classrooms, teachers, books, and other resources (“ US Commission on Civil Rights," 2018) . However, in the past 20 years, the conditions in these charted schools have been worsening. Taking an example of the state of California, many public schools are overwhelming students of color. The schools are currently reporting an upward growth of 200%, yet there are no adequate facilities to cater to the needs. As charter school explodes in the communities of color, the solutions offered by leaders have led to severe negative consequences which overwhelm most of the students in public schools. The average millions of dollars set aside for these schools are diverted from public funds, and the majority are given to private schools, which are exclusively for the whites and those from high-social economic backgrounds ( Frankenberg et al., 2010) . Also, students from charter schools are not exposed to diversity since the school serves mainly students of color. Inadequate exposure makes it difficult to compete for the same places in higher education and employment.
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Funding for public schools under current charters is inadequate and inequitable. Public schools across the country, especially those in minority racial communities, lack adequate financial resources to deliver quality education for every student. Funding for the public school under the k-12 education system increases inequitable since minimal amount reaches these marginalized public schools ( Frankenberg et al., 2010) . Funding of public schools under charter relies on local property taxes and shortchanging students from low-income areas. The communities are condemned in the spiral of decreasing schools and property level, yet the whole problem arises from the inequitable distribution of resources. Although the nation expects public schools to show more progress, they still lag due to continuous racial segregation during funding (“ US Commission on Civil Rights," 2018) . Professionals working in public schools face similar discrimination to students. Teachers in public schools are not treated like professionals in matters related to payments, listening, and offering support. The charter system has imposed extreme accountability measures meant to punish teachers through diverting public dollars from schools that need them, and schools are left to exploitative companies that prey on them ( Furfaro, 2019) . In the state of Washington, the nine chartered schools have been pitched to level the playing ground for most disadvantaged people in the states, not to exacerbate inequality. Although the schools are funded by public money, they are run privately by corrupt cartels. Schools are issued with limited resources; professionals and corruption are rampant, which undermines the quality of education.
Diversion of funds from public schools has contributed to the widening achievement gap for students of color in the United States. Students from both private and public schools are exposed to the same curriculum and national exams, which they are required to compete for better positions in high school, universities, colleges, and jobs. While students from wealthy families enjoy the privilege of adequate teachers, books, good classrooms, and other resources, students from public school’s struggle to satisfy their education need with few available resources ( Furfaro, 2019) . One class might hold up to eighty students who rely on one teacher. Due to financial and economic struggle, the academic achievements of these students are significantly affected. According to Ritter et al. (2010), funding of schools impacts substantially the academic performance of students from low-income backgrounds where the majority are people of color. However, the current charter approach at the state, local and federal levels leads to the underfunding of schools; thus, many students from low-income backgrounds receive fewer funds than those in private schools who are from high-income families. The little funds received by these students of color are not adequate to cater to all their academic needs. There is a high demand for effective chartered schools across all states to provide for the needs of needy students of color ( Walters, 2018). Therefore, they tend to perform poorly compared to students from private schools hence the widening academic gap.
In summary, diversion of funds from public schools’ charters disproportionately impact low-income students of color. Inadequate resources like profession, classrooms characterize charter schools, and study materials since funding are insufficient and inequitably distributed on these needy students. Due to these challenges, there is a widening education gap between students from public schools and those from private schools. Instead of offering a solution for socio-economic inequality experienced in the US schools, the charters system has intensified the disparity leading to the rose of economic and racial segregation in schools. There is a need to rethink the whole system of chartered schools. The state and federal governments need to increase funding and invest in the development of well-coordinated sustainable community schools to benefit the entire community economically.
References
Frankenberg, E., Siegel-Hawley, G., & Wang, J. (2010). Choice without Equity: Charter School Segregation and the Need for Civil Rights Standards. Civil Rights Project/Proyecto Derechos Civiles .
Furfaro, H. (2019). https://www.seattletimes.com/education-lab/do-charter-schools-increase-socioeconomic-segregation? . seattletimes. Retrieved 17 April 2020, from https://www.seattletimes.com/education-lab/do-charter-schools-increase-socioeconomic-segregation/.
Ritter, G., Jensen, N., Kisida, B., & McGee, J. (2010). A closer look at charter schools and segregation: Flawed comparisons lead to overstated conclusions. Education Next , 10 (3), 69-74.
US Commission on Civil Rights. (2018). Public education funding inequity: In an era of increasing concentration of poverty and resegregation.
Walters, C. R. (2018). The demand for effective charter schools. Journal of Political Economy , 126 (6), 2179-2223.
