Essays

This conceptual framework examines the persistent challenges faced by under-resourced schools in the United States, specifically Title I and neighborhood public schools, and explores how systemic inequities undermine their ability to provide quality education. Despite numerous educational reforms, students from low-income and minority backgrounds continue to be disproportionately affected by funding cuts, high teacher turnover, and exclusionary practices within the school choice movement. The rise of charter schools and voucher programs has exacerbated these issues by diverting resources and fostering environments prioritizing compliance over critical engagement, particularly through adopting "No Excuses" models. These practices suppress student individuality and erode community-specific social capital, further entrenching educational disparities.

Viewed through a Liberation Theory lens, this framework advocates for a fundamental shift in the educational paradigm—from viewing education solely as a means to produce workers to recognizing it as a tool for cultivating critical thinkers and active citizens.

Additionally, it emphasizes the importance of moving away from punitive disciplinary models towards social-emotional learning (SEL) and culturally relevant pedagogy, supported by improved teacher preparation programs. By addressing these systemic barriers, the framework aims to empower students, support teachers, and strengthen communities, ultimately fostering an equitable educational system that serves all members of society.