To add context to my perspective, I believe that I should elaborate on the circumstances that color my views. Notwithstanding kindergarten and first grade, I have enrolled in a public school system my whole life.
My public school district is of a medium size, consisting of about 2,000 students, and located in rural central Michigan. Currently, my high school has about 700 students and 160 seniors. Approximately 35% of the students are considered economically disadvantaged. A few years ago, my high school was recognized as a "Michigan Blue Ribbon Exemplary School" for excellent school performance, yet only 21% of the Class of 2010 was deemed college-ready according to ACT determined standards. (I should note that far more than 21% of the graduating class is currently attending college, though I do not know how these student are performing in college.)
My high school, as well as many other high schools in Michigan, receives the majority of its funding from foundation allowances from the state of Michigan. Currently, this foundation allowance is about $7,100 per pupil, but this grant will be reduced this next next year. This grant is one of the lowest allowances in the state, but part of this discrepancy is due to low property values and low property taxes.
Some of the issues present outside the classroom, such as economically disadvantaged students, definitely alter the effect of teaching. As a result of our district's low income and low foundation allowance, state budget cuts often have a direct effect on the quality of classroom education. These cuts quickly translate to large class sizes, upwards of 40 students in a single classroom. At that point, even motivated students have difficulty seeking the help they need. Though our school is technically underperforming, according to ACT standards, these standards fail to account for the context of my school district.
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