Fees in Public Schools: Overview
Fees in public schools have emerged as a response to financial challenges faced by school districts across the United States, particularly since the late twentieth century. As local, state, and federal funding has declined, many schools have been compelled to charge fees for various programs and activities, including classroom supplies, athletics, and academic clubs. Proponents argue that these fees help sustain essential programs and prevent budget cuts that could eliminate valuable educational opportunities. Conversely, critics contend that imposing fees contradicts the foundational principles of public education and exacerbates inequities among students, particularly affecting those from lower-income families.
Historically, public education in America has evolved significantly, with government support becoming crucial in establishing accessible schooling for children. However, funding disparities persist; affluent communities often benefit from higher local tax revenues, while poorer areas rely heavily on fluctuating state and federal appropriations. As costs continue to rise and support dwindles, the practice of charging fees has become increasingly common, raising important discussions about equity and access within the public school system. Understanding the implications of these fees is vital for stakeholders invested in maintaining a fair and effective educational landscape.
Fees in Public Schools: Overview.
Introduction
Since the late twentieth century, public schools in the United States have come under enormous financial stress. Even the most affluent communities have seen a decline in local, state, and federal financial support for public school systems. Meanwhile, the cost of operating schools has steadily risen in recent decades, in part because of teacher salary obligations. In many states, teacher salaries are guaranteed and nonnegotiable because of union agreements. In light of these concurrent trends, most school districts in the United States have been forced to implement budgets that cut programs, reduce staff, and close schools.
In a growing number of cases, school administrators have begun charging fees for classroom supplies, school athletic programs, academic clubs, and other activities. Advocates argue that fees help keep programs running while maintaining necessary budget constraints. Supporters of school fees also suggest that they are the only way to prevent the elimination of school programs. Opponents argue that the imposition of public school fees undermines the principles and values of the public school model and creates inequities among students.
Understanding the Discussion
Austerity: Economic term used to describe government policies aimed at reducing budget deficits by cutting spending.
Level funding: Refers to budget appropriations, such as for public school programs, remaining the same from one fiscal year to the next.
Public school: A school that is supported by public revenue.
Stimulus: In economics, monetary and/or fiscal policy aimed at spurring growth.
Tax revenue: Income generated from the collection of state or federal taxes.
History
Public schools have existed in America since the mid-1600s, more than a century before the United States became independent. The Massachusetts Bay Colony passed a law requiring that every parent and guardian ensure that their children learn to read and understand the religious and legal principles upon which the colony was founded. The first public school in America--the Boston Latin School in Boston, Massachusetts--was founded in April 1635. The administration and curriculum of Boston Latin followed English models and served only the city’s elite. The Hartford Public High School opened in Hartford, Connecticut in 1638, serving a similar cohort of the population. For the majority of the colonial settlers, schooling was conducted at home, sometimes with the help of a tutor. Home schooling remained widespread in America throughout the late seventeenth century, although other institutions of public education were founded in Massachusetts. These included the Cambridge Rindge and Latin School in Cambridge (1648) and Hopkins Academy in Hadley (1664).
The Constitution of the Commonwealth of Massachusetts, ratified in 1780, established the importance of education and encouraged the growth and support of private and public schools. By 1818, Boston had established a government-financed school system that provided primary to secondary education.
The English High School, one of America’s first public high schools, was founded in Boston in 1821. In 1826, the commonwealth passed a law that required every community to establish a school committee to oversee education policy and its implementation. Other states soon followed this model. Influenced by reformers like Horace Mann in Massachusetts, state governments increasingly provided public funds to support the education of children. Nevertheless, there were no laws establishing compulsory education in the country.
The compulsory era in public education began in the mid-1800s. In 1851, an article published in Massachusetts Teacher argued that children with “unfit guardians” should be “gathered up and forced into school.” By 1900, every American state had passed compulsory public education laws. Two other paradigm shifts occurred during this period. First, parents--who were previously seen as a child’s primary educator--were replaced in that capacity by schoolteachers, officials, and administrators. Secondly, the primary source of education funding shifted from the private sphere to the public sphere, helping to establish public high schools and other public educational institutions nationwide. State constitutions were amended with clauses establishing free public education for all young people. By the turn of the twentieth century, the majority of school-age children in the United States received at least an elementary education at a government-owned, publicly funded school.
Although government-owned public schools have become available to every community in the United States, these systems are not always funded to the degree that is necessary. While education systems in affluent municipalities are able to utilize ample local tax revenues to support their schools, poorer communities rely heavily on state and federal budget appropriations. These appropriations are subject to change based on economic conditions. In some years, funding is increased, while in others, it is level-funded (kept at the same level as in the previous year) or decreased. The recessions of 2001 and 2008 forced a number of states to offset dramatic losses in annual revenue by passing budgets that cut or level-funded a wide range of programs, including those covering public education.
While government support for public schools has been negatively affected by a sluggish economy, the cost of operating schools has continued to rise. School systems nationwide have struggled to meet increases in the cost of utilities, teacher salaries, books, and other educational supplies. With government support on the decline, school administrators have been forced to explore ways to generate revenues or else cut programs and staff in order to maintain their fiscal sustainability. In 2010, administrators in Kansas City, Missouri, opted to close twenty-eight of sixty-one schools in the city’s school system. Over 20 percent of the city’s teachers were laid off in the attempt to bridge a $50-million budget deficit. Such cases underscore the severity of budget issues that face public schools in the United States.
Fees in Public Schools Today
With austere budgets and few cost saving options available, school administrators nationwide have turned to other fundraising methods to keep athletics, academic programs, and clubs active. Many have opted to charge students who participate in extracurricular programs additional fees. These fees are applied to expenses for such items as athletic equipment, laboratory equipment, and books. Some schools have begun charging registration and instruction fees in the effort to generate more revenue. For example, in the suburban community of Medina, Ohio, families are asked to pay extra if their students wish to enroll in basic Spanish, science classes, athletics, and academic clubs. One family paid more than $4,400 in one year for their children to attend Medina’s public schools.
In 2012, annual per-pupil expenditure in the United States averaged over $11,000. Increasingly, schools nationwide are asking families to bear some of this cost. Many districts are taking into consideration the limited incomes of some residents by waiving certain fees, although to take part in advanced courses or sports, families are still expected to pay at least some relevant charges. Many parents have embraced these program-specific fees, preferring not to pay a general fee to support programs in which their children will not participate. Others would rather pay a fee than have their children’s favorite programs eliminated. Some advocates, however, express concern that the application of fees in public schools makes many aspects of the school experience cost-prohibitive to lower income families.
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