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             To help lower income schools struggling to provide basic resources to their students, States should tax the rich. Taxing the rich by a slightly increased amount to go towards education in public schools could help substantially. For instance, this past year fifty-five percent of California voters put into effect the Yes on 30 Campaign. The campaign proposed increasing taxes on the rich. When voted into last November, Yes on 30 is set to raise six billion dollars annually for schools. This was able to be done because the California Federation of Teachers was able to come together and pull support from individual communities with the hopes to better fund and supply California schools. Other States should follow in California's foot steps and pass laws to better fund and accommodate low income schools. This would provide schools with higher funding and the ability to purchase crucial materials such as textbooks, for every student.

         State and city governments would also so of increased support towards low-income schools by offering rewards for those who do help or donate resources. Along with increasing taxes on the wealthy States should offer better rewards for those who do help poor schools. States should consider “'Pay[ing] teachers more to work in places like the Bronx...Pay college kids to tutor inner city children...You could forgive their college loans to make it worth their while'” (David,158). The student Kozol interviews attends a high income school yet understands that students in inner city schools need more resources from outside forces. As he states, the government needs to motivate the outside help and make it worth their while. Governments could help college graduates who are trying to pay off their student loans, by agreeing to pay them off if they help poor schools. If done correctly, it could create a beneficial cycle of helping citizens, and those citizens helping others under them.

             Children who do have materials feel worthy of their education because having materials sends the message that many people believe that they will make good use of those resources. Students in wealthier communities who receive better funding feel worthy of what is being given to them. An example being the kids living in Rye, New York who are able to attend the local high school that is fully stocked with materials and was able to raise $400,000 through parent support. When interviewed by Kozol, the students mention that they do not believe that the poor children would do well in their school. These students claim that their success is due more to themselves than to what has been provided for them. It is this type of confidence that students in poor communities lack because many believe they are not worthy of their education. The generous amounts of extra materials and resources the students in Rye, New York have also give them a sense of empowerment. Children quickly notice that they are getting more than many other schools and feel a sense of power. However it is a strange power these Rye kids have over other kids, such as in the Bronx, who are the same age yet are at a much greater disadvantage. As Kozol continues questioning the kids on what they could do to improve inner city schools, high school student David mentions “'It seems rather odd, that we were sitting in an AP class discussing whether poor kids in the Bronx deserve to get an AP class. We are in a powerful position.'” David is right in that the position he and his fellow classmates are in is is extremely powerful because they could determine the destinies of those inner city students. If enough of students of Rye, New York got together and volunteered to willingly give students in lower-funded schools some materials, or donations, it could change the lives of the children in the Bronx dramatically.

                Lack of materials in poorly funded public schools creates citizens with feelings of little self-worth. These feelings begin in the classroom, where students in poor schools observe they are not receiving all they can. When students in struggling communities hear the neighboring cities do not want to give them money, or that the more fortunate do not want to donate to their schools, they jump to the conclusion that they are not good enough. Kids begin to assume that the reason nobody wants to donate money to them and provide them with the resources they need is because they are not worthy of the things most other kids in America have. The lack of materials and resources sends them the message that there is no use in trying to educate them because there is no hope, because there are not expected to do well. In Jonathan Kozol's Savage Inequalities, he mentions a report by the Community Service Society in which an official of the New York Board of Education notes that message the poor funding sends “trickles down to districts, schools, and classrooms” (121). Kozol explains that “Children hear and understand this theme -they are poor investments- and behave accordingly” (121). This theme that Kozol mentions kicks in to a student's mentality to the point where they give up and stop believing in themselves because nobody else does, causing this students to grow into low-achieving citizens with low self-esteems and little faith in themselves.

                 The deficiency in resources in poorly funded public schools leads to antsy and frustrated students. Author Jonathan Kozol gives the example of the kids attending Irvington High School where students share a gym being used as seven different classes, have no lockers, and hardly ever get the change to shoot the basketball during physical education. This constant requirement of students having to share, and wait for a mere chance to do something as simple as shooting a basketball creates very impatient citizens. Seemingly, there is a correlation between the lack of textbooks and technology in Oakland schools and the city's high crime rates. Kozol best describes this as he writes, “the scarcity...creates the overheated moods that also causes trouble in the streets. The students perspire. They grow dirty and impatient. They dislike who they are and what they have become” (192). This impatience students acquire leads to outbursts and disturbances within their communities; the anger they felt for their insufficient education is redirected and expressed to an entire community.

Also when students lack enough resources to see and learn new thing they never learn things outside of their own communities. As James Paul Gee describes in his discourse theory, people who only experience small 'd' discourse only learn things from association and experience, people who learn what they are exposed to. For many of the kids in towns the author describes, such as East Harlem and Camden, small 'd' discourse is mostly the only thing the are set up to learn. When schools lack proper materials and textbooks and technology that educate students on the world and on other types of societies, it withholds a student's ability to acquire new knowledge. James Paul describes big 'D' discourse as learned experiences such as politics and speech. The likelihood for citizens in poor communities to have these experiences are slim because they are not provided the right tools to do so, and many will not try to seek it themselves. In James Paul Gee's Social Linguistics and Literacies, he explains that “Discourses are intimately related to the distribution of social power and hierarchical structure in society” (144). Gee means that the your big 'D' depends on where you are in society, and is the determining factor in dividing social classes. These lack of resources for students leads to inadequate opportunities to learn big 'D' discourses creates citizens who do not leave their communities and repeat the never ending cycle.

                  A child who attends a decent school with enough materials and resources has a better chance of acquiring more knowledge. Compared to children in Camden, New Jersey, who do not have enough textbooks, the students in cities such as Rye, New York are more certain to receive a better education. All they resources and materials they have aids their learning process where as the children in poor inner city schools struggle to learn the minimum amount. Kids in poor school are not put into a fair game compared to those in wealthier neighborhoods but rather leave the children “'as [they] are, separate, and equal, underfunded'”(Ruthie Green-Brown, 173). This inequality is what divides kids among classes for the rest of their lives; they become unequal and then uneducated. Kids in towns like Camden, New Jersey begin with an disadvantage: the mere fact that they were raised where they are. Kids in more adjusted towns have a greater advantage; they have more of an opportunity to get ahead, with the right resources, such as books and technology, they are better prepared for their future than many if not all the kids in inner city schools.

                   Children who have more resources have feelings of better self-worth and are more prepared to achieve more in the future.. They feel the reason they are being supplied with so much is because the deserve it when in reality there is nothing they have done nothing that differentiates them from kids in the poor communities; other than the detrimental fact of where each child grew up. A teacher Jonathan Kuzol interviews mentions how “'world is leaving us behind in Camden,''' (177). Children in cities like Camden, are not destined to failure but are also not give much of a change a success as the kids in Rye, New York do. Kids in poor communities are not taught the same skills as kids in suburban schools, they are trained to work they are expected to do. However, the world does not only consist of poor children, or just rich children, eventually both sides “'have got to be around each other...you'll see all kinds of different people. That's America. We have to live in the same world'” (Luis, 187). The separation and barriers that the society puts around these two groups of children eventually comes down, and they will have to face one another. Poorly-funded schools are expected to put their students in positions lower than most kids in urban areas.

                    Because nobody wants to spend money on the students, they feel unworthy. The students Kozol has spoken to all have seen what other school look like, and they all understand what they are missing.When they see these types of inequalities, most kids comes to the same assumption that they are just not good enough. Kozol notes a report by the Community Service Society explaining how children know people do not want to spend money on their education because the think it would be a waste and the children see the results of that in the classroom, “Children hear and understand this theme-they are poor investments-and behave accordingly” (120). When children know that no one believes in them they stop believing in themselves. It can be argued that the reason for the students' poor success is due to their feelings of insecurity.They are aware that they have less than kids at richer schools, but many do not understand why, so naturally they blame themselves. They lose hope because no one has ever had any for them and they stop trying.