IDL - International Digital Library Of Education & Research Volume 1, Issue 4,April 2017
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A Reflection of Minimally Adequate Education In South Carolina More Than Fifty Years Later Frederick M. G. Evans, Ed. D. Dean, College of Graduate & Professional Studies Chair, Department of Educational Leadership South Carolina State University
Abstract
conclusions of personal thought or may
This academic professional reflection is
embrace the author’s points of view.
primarily focused on inadequate funding of
Keywords: minimum adequate education,
public education in selected school districts
equal education.
in the State of South Carolina, USA. It examines, in summary, several Supreme Court cases from a historical prospective and
Introduction The 1896 Plessey v. Ferguson (separate
its present day implications. The
but equal doctrine) Supreme Court case was
research based reflection focuses on the
overturned by the Brown v. The Board of
inequality of minimum adequate education
Education Supreme Court case in the 1954
and funding in public education. The
ruling
analysis of Supreme Court cases shall
unconstitutional.”
demonstrate how inadequate funding of
included the Briggs case and four other
public education impacts the lives of
cases, stemmed from a 1949 petition by the
innocent children.
The reader will find
parents of African American children
themselves questioning the educational and
attending schools in Clarendon County,
financial disparities within the arena of
South Carolina, seeking adequate funding.
public education and resting upon multiple
A few years later, Lyndon Johnson signed
“separate
but The
equal
was
Brown’s
case
the Civil Rights Act of 1964. The State of
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IDL - International Digital Library Of Education & Research Volume 1, Issue 4,April 2017
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International e -Journal For Education And Research-2017
South Carolina struggled with the Civil
Rights Act and adequate education in the
Rights Act of 1964, as did many southern
State of South Carolina is addressed with a
states.
to
specific focus on “the parallel of little
integration, forced integration, busing, and
change fifty years later and many variables
“white flight.” Opposition quickly led to
in the Abbeville Supreme Court case.”
The
federal legislation
led
demonstrations and violence among blacks and whites. The State of South Carolina is located on the eastern seaboard of the
Abbeville Court Case in Context In 2004, the State of South Carolina still
Atlantic coast in North America with an
failed
to provide adequate and
equal
ethnic profile of approximately 29.80%
education to all children in the state. As a
Black, 69.10% White, and 2.60% other. The
direct result, thirty-six (36) school districts
student ethnicity profile consists of 42 %
filed a lawsuit against the State of South
Black, 54.80% White, and 3.10% Other
Carolina, which became known as the
(South Carolina Education Profiles, 2001).
Abbeville case. Eight (8) of the thirty-six
While the ethnic profile data are derived
(36) school districts were identified as
from 2001 for the purpose of this personal
plaintiffs during the trail. The trail was held
reflection, the percentages may vary slightly
in the Clarendon County Courthouse, which
+/- 0.9% in 2017.
is the same county of the Briggs case. The
The “footprints” and evidence of the
site of the trail was only forty- five minutes
slave trade are still visible in Beaufort, SC
away from many colleges and universities
and Charleston, SC. The old slave market in
and approximately one hour away from the
Charleston, SC is open to the public, as well
State Capitol of South Carolina.
as, the Penn Center in Beaufort, SC. The
The Abbeville case focused primarily on
relevance of the “footprints” is parallel to
“minimally adequate education,” which the
Interstate 95 (known as the Corridor of
Supreme Court outlined as (1) the ability to
shame) with respect to public schools that
read, write, and speak the English language,
are still operating in the same areas that have
and knowledge of mathematics and physical
not received equal funding from the State of
science; (2) a fundamental knowledge of
South Carolina. This reflection of the Civil
economic, social, and political systems, and
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IDL - International Digital Library Of Education & Research Volume 1, Issue 4,April 2017
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International e -Journal For Education And Research-2017
of history and governmental processes; and
school districts have low fiscal capacity to
(3)
include low per capita incomes and low tax
academic
and
vocational
skills.
However, the Court had to determine
bases,
whether the State of South Carolina was
populations than the State averages. The
offering
to
demographics are in concert with very high
children in the plaintiff districts. The Court
percentages of impoverished, disadvantaged
then examined both State inputs and student
students, and unsatisfactory achievement
outcomes. The “inputs” were defined as an
levels across all performance measures.
educational opportunity. The “outcomes”
Regardless
were measured as student achievement. The
considerations, the State of South Carolina
plaintiffs augured that the State failed to
is mandated through the Education Finance
fund their school districts equally to ensure
Act of 1977 (EFA) “to guarantee to each
adequate education. The state augured that
student in the public schools of South
the children in the Plaintiff districts choose
Carolina the availability of at least minimum
not to learn and 40% of the students in the
education programs and services appropriate
plaintiff’s district are minimally qualified to
to his needs, and which are substantially
advance to the next grade level proves that
equal to those available to other students
opportunity exists for all. The State further
with
augured that 60% of 9-13 year old children
comparable from a program standpoint to
refuse to learn. Many of the same schools
those students with similar needs and
were considered failing schools in 2014. In
reasonably comparable from a program
this regard, the debate continues and
standpoint
financial issues must be addressed.
classifications,
educational
opportunities
as
well
as,
of
similar
to
the
needs
those
higher
minority
geographical
and
reasonably
students
of
all
notwithstanding
geographical differences and varying local economic factors” (Education Finance Act
Funding Issues All of the available, accessible research
of 1977, 59-20-10, et seq.).
Just one
data revealed the fact that schools in the
example of this flawed Act (EFA) required
Plaintiff
financial
the State to pay all school transportation
resources and high student needs. The said
cost, but school districts pay approximately
districts
have
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sixty percent of the cost. To this regard, the
received
base student cost of the EFA has been fully
targeted programs as a “stop gap measure”
funded for only eight years of the twenty-six
and to adhere to the mandates, temporarily.
years since its passage. The poorer school
The augments today still
districts must redirect funding to cover such
assumption that South Carolina has never
expenses thus shifting costs from possible
attempted to determine what it costs to
instructional
support
educate children and fund adequate facilities
transportation. These practices are still being
in South Carolina, including the children in
implemented in 2017 as school districts
the Abbeville districts (I 95 corridor).
services
to
limited funding to
implement
reflect
the
continue to struggle with inadequate funding issues. In other words, when EFA funds are
Inadequate Facilities
cut, the budget reductions disproportionately
The school facilities in the school
affect poorer districts because of this
districts represented in the Abbeville case
dependence on EFA funds. The State of
showed through studies distressingly high
South Carolina funded 70.9 percent of
facilities’ deficiencies with an estimated cost
education in 1960, 41.89 percent in 2002,
of approximately over four billion dollars
and the percentage continues to decrease
for capital needs improvements. It is so
year after year. The State of South Carolina,
unfortunate that the same issues remain fifty
contrary to other states, has required districts
years later facing the same disparities. The
to assume more of the cost of education over
relationship between facilities and student
time.
performance is an expected understanding.
The school districts represented in the
The South Carolina Education Oversight
Abbeville case lacked funds to meet their
Committee (EOC) reported in its 2001
students’
Report to the South Carolina General
remedial
and
compensatory
programs. No local or state money was
Assembly the following:
available for after-hour programs or summer
“One out of every five schools in this
school leading to reliance on federal grants
state is rated by the principal as
in order to serve a portion of the students
having a direct negative impact on
who needed such programs. This practice
school productivity. Among facilities
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International e -Journal For Education And Research-2017
factors
adversely
affecting
the
little change has occurred regarding special
are
allocated funding for new school facilities
physical
equipped with modern technology, top rated
condition of the structure, portables,
teachers, and after school remedial programs
lack
supported with bus transportation to ensure
educational
process
overcrowding,
poor
of
storage,
inadequate
laboratory space. Because (1) this study
affirms
previous
that children are able to participate in such.
research
indicating that school facilities affect
Conclusion
student outcomes; (2) one of every
The Legislature in the State of South
five schools in this state is rated as
Carolina does a good job of enacting laws
making a negative impact on the
intended to promote education, but does a
educational process; and (3) the
poor job of supporting the laws financially,
average school facilities is 70%
respectfully. Fifty years later, some school
through its expected life cycle, it is
districts in South Carolina still lack qualified
recommended that a comprehensive
teachers,
and adequate system of funding
technology, effective leaders, labs, bus
school
transportation
Carolina
construction be
in
developed
South and
implemented” (EOC, 2001).
programs,
instructional
to
materials,
support
compensatory
after and
usable
school remedial
programs, professional development for all teachers, and sufficient library and media
Citizens within and out of the school
centers. Other concerns and issues that rests
districts represented in the Abbeville case
on the” backdrop” of the Civil Rights Act
verbalized their opinions through local
through this academic reflection include but
media stating, “the State is not providing
are not limited to (1) recruiting and retaining
adequate facilities to students in South
effective teachers for every classroom; (2)
Carolina.” The referenced South Carolina
need for services for all students to reach
Education Oversight Committee Report to
high expectations and performance criteria;
the South Carolina General Assembly in
(3) services for disable, migrant, low-
2001 is extremely important because very
performing students; (4) instructional needs
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International e -Journal For Education And Research-2017
to reflect equal and adequate education; (5)
References
resources to meet federal requirements; (7)
Education Finance Act of 1977, 59-20-10, et
lack
seq.
of
funds
for
construction
and
maintenance of School facilities. The above observations directly contribute to
the
South
Carolina
Education
Oversight
academic achievement gap in many school
Committee. The South Carolina General
districts in the State of South Carolina.
Assembly Report. March 1, 2001.
Many
school
districts
have
“self
segregated by personal income bracket�
South
through real estate developments; thus,
Education.
establishing higher tax brackets for school
Demographics Data Report. 2001.
Carolina
State
Education
Department Profiles
of and
zones. Education in the State of South Carolina is adequate in some school districts but not in others. Other self-segregated measures include, but not limited to, charter schools and home schooling. Parents that can financially afford to daily transport their children to charter and private schools are academically removed, but still are taxed for the basic
financial support of public
education. The Landmark Abbeville case is still pending in 2017 and as a result is becoming parallel with the Brown v. The Board of Education decision, which many believe that justice, has been denied to many generations of predominantly black and impoverished children and the effects are still being felt more than fifty years later.
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