Equity in Education
In 2023, the Pennsylvania Commonwealth Court unequivocally ruled the state school's funding system was UNCONSTITUTIONAL
Education is a fundamental right guaranteed by the Pennsylvania Constitution; every student must have a meaningful opportunity to succeed.
We envision a community where every student, regardless of gender or any other identified, is empowered to thrive through equitable access to resources, opportunities, and support — including fair funding, high-quality instruction, inclusive materials, mentorship, meaningful representation, and a learning environment that removes barriers and uplifts each student’s full potential.
FAIR SCHOOL FUNDING
Despite Pennsylvania’s constitutional commitment to public education, the Commonwealth ranks 42nd in the amount of funding the state provides for our public schools, leaving poorer school districts severely underfunded.
On February 7, 2023, the Pennsylvania Commonwealth Court unequivocally ruled that the
state’s school funding system was unconstitutional.
It recognized that education is a fundamental right guaranteed by the Pennsylvania Constitution to all children – and that this right has been denied to students in low-wealth districts. While the state is working to increase funding for underfunded rural, suburban, and urban schools, we have a long way to go to reach the additional $4 billion required to provide students in low-wealth districts access to a quality education on par with other school districts.
The Fund’s 2025 Focus Group Report personalizes this reality of school districts with limited resources. Participants shared various barriers to thriving academically and noting the lack of support for special needs such as speech therapy.
One person reflected on relocating to a Chester County school district, stating “the school system didn’t offer much support. It felt like I was repeating what I already knew."
“The school system didn’t offer much support. It felt like I was repeating what I already knew." - Student
DIVERSITY & BIAS IN EDUCATION
The Fund’s 2025 Focus Group Report gathered input from women and girls of color from communities across Chester County. In addition to issues around mental health and economic stability, the focus group participants identified pervasive discrimination in education as well as a lack of support such as mentoring and leadership opportunities.
Lack of representation among faculty and staff, especially those who share similar backgrounds and identities, was mentioned as a challenge for navigating the academic environment. Many students expressed difficulty finding role models who shared their racial or cultural backgrounds, especially in professional and academic settings. This lack of representation contributes to feelings of uncertainty about their ability to succeed in life and future careers.
Quotes from the participants included:
"I don’t see people who look like me in leadership or in jobs I want to do. It makes me wonder if I’ll ever make it." &
"It’s hard to imagine myself succeeding in certain careers when I’ve never seen anyone who looks like me doing it."
Several respondents described experiencing racial or ethnic bias in their academic environments, particularly based on their Black or ethnic identities. These biases were expressed through assumptions about academic ability or behavior, often manifesting in condescending comments or unjustified challenges.
"I’m the only black person in my class, and I had to deal with racial comments from my lab partner."
Many students noted a perceived difference in the way their contributions were treated compared to their white peers. Black students felt that their input was not as valued or affirmed, which led to feelings of being "dismissed" or "ignored." Hispanic students reported discrimination, including assumptions about language proficiency.
Biases were also reported in relation to gender, particularly for Black women, who felt pressured to assert themselves more strongly due to stereotypes about aggressiveness.
"I’m almost invisible in my classes. I have to assert my dominance, but I hate that I have to do that because of the stereotypes of black women being aggressive."
Related to the stereotypes around aggressiveness, some students felt discipline was inconsistently applied, often harsher for Black or Hispanic students. This experience is also reflected in school discipline data available, to read more responses from our focus group participants and review suggestions for improvement you can view report here: The Fund’s 2022 Blueprint Report.
Student Quotes:
"I don’t see people who look like me in leadership or in jobs I want to do. It makes me wonder if I’ll ever make it."
"It’s hard to imagine myself succeeding in certain careers when I’ve never seen anyone who looks like me doing it."
"I’m the only black person in my class, and I had to deal with racial comments from my lab partner."
"I’m almost invisible in my classes. I have to assert my dominance, but I hate that I have to do that because of the stereotypes of black women being aggressive."
