By Davis Nicholson

This column was conjured in the Honors Class, Philosophy in Action – an

intriguing class with a pleasantly diverse mix of perspectives. A newfound intrigue of

writing, particularly with a controversial nature, impelled me to pursue a spot in a writing

establishment. After much discussion with my two instructors, Steve Willis and Richard

Pitre, I approached Beacon – and now here we are.

The purpose of this column is to raise awareness of the inequality that exists in

the USA, provide readers with an array of perspectives on topics of a controversial

nature, and engage in feedback from the readership. As this column progresses, readers

will find a variety of profound and sincere opinions on the topic of access to equality.

Having lived and been educated in both the USA and UK, a number of factors,

recurrent in both systems, have struck me as inequitable a personal standpoint, there is no

example as stirring as privatized schooling. Not higher education, college or university,

but mandatory education – Kindergarten to High School. Why should the child of a

wealthy family have the opportunity to a private, and often superior, education, while the

child of a poor family receives no such prospect and must settle for the, frequently

inferior, public school?

This contrast is intensified in the extremes. Take, for instance, a public school

located in inner-city Memphis, and compare it to a private school located in Connecticut.

Looking at the national average wage of public school teachers in certain states,

compared to the national average, the inequality evident. Public school teachers in

Tennessee, for instance, earn wages 82.7% of the national average, compared to the

124.6% in Connecticut.

Looking closer into individual states, the disparity is shockingly evident. Sticking

with Tennessee, there’s been a notable change, since 2000, in the percentage increase of

students, teachers and administrators. Student percentage has increased 7%, teachers 17%

and administrators 35%. This change supports the apparent lack of attention to student

teacher interaction, suggesting a pursuit towards business-like growth. The wages that

accompany these administrative employees, who earn significantly more than teachers,

deter funds that could be used to raise teacher salaries, employ more teachers and provide

better, and more, material support for students. It’s unsettling to know that disparity is so

prevalent in the education system; it sends the wrong message.

Who in their right mind would deny anyone, regardless of the social, cultural, or

economic situation they are born into, the best education available.

In the following weeks, a mix of authors will voice their opinions on the matter.

Feedback and comments are invited and will be included in the closing edition of this

column. Such subjective issues are deserving of a multitude of opinions, perspectives and

beliefs.

Please email comments and thoughts to davisn19@hotmail.co.uk