Funding to Ensure Equity in Schools
The Election Is Over. Now the Work of Educating Every Child Begins.
Equal educational opportunity must be demonstrated through funding decisions, not simply promised in political speeches. Every child deserves access to quality teachers, safe schools, updated instructional resources, technology, and the support necessary to succeed, regardless of their ZIP code, racial or ethnic identity, or family income.
For more than four decades, I have had the privilege of working in education and observing the changing needs of students, the dedication of teachers – yet requiring professional development due to the challenges facing school leaders and districts. One consistent observation noted: To ensure a fair and excellent education for all children should never be determined by where a child lives, the income of their parents, or the financial resources of their school district. On the other hand, district funding should be equal for each school or classroom in the district.
We hope that educators, parents, and community leaders reflect on the results of the November 3, 2026, elections and strongly encourage the elected officials to prioritize public school funding for educational access and to ensure that every child receives a quality education.
Equity Requires More Than Equal Dollars
When we discuss educational equity, we must understand that equity and equality are not necessarily the same. Equality means providing everyone with the same resources. Equity means recognizing that students and schools have unique needs and ensuring that each receives the resources necessary to achieve success.
A school serving students from affluent neighborhoods may have access to technology, experienced teachers, advanced coursework, enrichment opportunities, and strong community partnerships. Meanwhile, a school serving a community experiencing economic hardship may struggle to provide basic instructional materials, maintain adequate staffing, or offer the academic interventions students need.
Can we honestly say that both schools have an equal opportunity to educate children successfully?
After more than four decades in education, my answer is no.
If we are serious about educational equity, funding formulas must account for the realities students bring into the classroom. Additional investments should support:
Teachers and instructional staff: Competitive salaries, recruitment, retention, professional development, and manageable class sizes.
Students with additional learning needs: Adequate funding for special education, English language learners, intervention programs, and students requiring additional academic support.
Technology and instructional resources: reliable internet access, updated devices, current instructional materials, and opportunities to develop 21st-century skills.
School safety and student wellness: Mental health professionals, counselors, nurses, safe facilities, and supportive learning environments.
Early childhood and literacy: Strong early learning opportunities and reading interventions that help students establish a solid academic foundation.
Schools in underserved communities: Additional resources for districts facing concentrated poverty, aging facilities, teacher shortages, and limited access to enrichment opportunities.
These are not luxuries. They are essential components of a quality public education.
What Should We Expect from Our Newly Elected Leaders?
The election results have created expectations that extend beyond campaign promises. Voters have entrusted elected officials with the responsibility of making decisions that improve the lives of families and strengthen communities.
For public education, those expectations should be clear.
First, we should expect a commitment to adequately fund public schools. Federal, state, and local leaders must work together to ensure that funding is sufficient, predictable, and distributed according to student needs. Increased funding should reach classrooms and directly benefit students rather than becoming another political talking point.
Second, we should expect transparency and accountability. Communities deserve to know how education dollars are being spent. Funding decisions should be connected to measurable improvements in student achievement, teacher effectiveness, school conditions, and access to educational opportunities.
Third, we should expect policies that strengthen public education. Public schools serve all students, including those with disabilities, students experiencing poverty, English language learners, and children who require additional academic and social support. Policymakers must recognize that public schools have a responsibility to educate every child who walks through their doors.
Finally, we should expect educators to have a meaningful voice in educational decisions. Teachers, principals, counselors, superintendents, and other school professionals understand the realities of the classroom. Their experiences and professional expertise must inform decisions about funding, curriculum, staffing, and student support.
The new political landscape creates opportunities to reconsider federal education priorities and funding protections. At the same time, state and local leaders must make their own commitments. Political control alone does not guarantee increased school funding or better educational outcomes. Those results require sustained action (National Association of Elementary School Principals, Nov 2026).