Reform or Dismantle
Public education is, in many ways, the last hope for creating equitable access to opportunity. It’s a vital system that, despite its flaws, has made strides in providing universal education and fostering social mobility. Dismantling it would strip away a critical institution that many depend on for opportunity, leaving a gaping hole that could be filled with private options that aren’t accessible to everyone.
There’s a growing conversation about the future of public education in America, and unfortunately, some voices are calling for its dismantling. They argue that the system is too broken to fix and that the public education model is beyond repair. I firmly believe that dismantling the system is not the answer, reforming it is. While the calls for dismantling the public education system may sound appealing to some, particularly in an era where dissatisfaction with the status quo runs high, it’s crucial to understand the unintended consequences of such actions. The idea of dismantling public education underestimates the long-term damage it could do, especially for the very students who need it the most, those from marginalized communities, low-income backgrounds, and communities of color.
One of the arguments used by proponents of dismantling public education is that it will force states to increase funding for schools. The logic is that, by eliminating the public school monopoly, competition will force states to invest more in their schools. But the reality is much more complicated, and far more dangerous for those already most at risk of educational inequity.
In truth, many states are already failing to adequately fund public education, particularly in low-income and rural areas. The idea that dismantling the system will magically pressure states to prioritize education is, unfortunately, an oversimplification. The pressure might not lead to better funding for all students; instead, it could create an even more fragmented system in which funding gets diverted into unregulated private schools or charter schools that disproportionately serve wealthier families and students in more privileged communities.
Moreover, states that are already underfunding public schools are unlikely to prioritize equitable funding across the board, especially if public education is weakened. If public schools were to lose funding or support, the gap between well-resourced districts and those in poverty would grow even wider. Public education has the potential to serve as a common ground where all students, regardless of their socio-economic status, have an equal shot at quality education. By dismantling the public school system, we risk further entrenching disparities in educational access, particularly for students of color and those from lower-income backgrounds.
Additionally, a key component of the push to dismantle public education is the promotion of “school choice.” At first glance, the concept of allowing families to choose where their children go to school seems like a positive idea, giving folks more control over their child’s education and promoting competition among schools. But when you look closer, school choice can often be a wolf in sheep’s clothing, particularly when it comes to marginalized communities.
School choice programs, whether through charter schools, private school vouchers, or other forms of funding mechanisms—are often touted as ways to give families more options. However, the reality is that these programs frequently serve to exacerbate existing inequities in the education system. Wealthier families, who have the resources, flexibility, and time to navigate school options, benefit most from school choice. They can afford to move to neighborhoods with well-funded schools, pay for private school tuition, or utilize charter schools that offer specialized programs.
On the other hand, students from marginalized communities, particularly those in poverty, often lack the resources to take advantage of these options. Low-income families may not be able to afford transportation to charter schools, nor can they navigate the complex application processes for private schools. For these families, the idea of “choice” is often illusory. Instead, they are left with schools that are underfunded, overcrowded, and lacking the resources to meet their children's needs.
Rather than creating more equitable opportunities for all students, school choice programs can perpetuate a system in which wealthier families have access to the best education options, while low-income and marginalized students are left behind. This is particularly troubling in a system where poverty already intersects with race, meaning that students who are most likely to be excluded from "choice" programs are often children of color.
For students who are experiencing poverty or who come from marginalized communities, the idea of school choice is often a cruel one. These students typically attend public schools that are underfunded and lack the resources that wealthier schools take for granted—such as well-maintained facilities, up-to-date technology, and high-quality extracurricular programs. If we dismantle the public school system and divert funds into private options, we may further entrench the divide between the haves and have-nots.
School choice programs often fail to address the root issues of why public schools in certain areas are struggling. They don’t tackle the systemic issues of underfunding, inequality in resource distribution, or the ways in which poverty impacts a student’s ability to succeed academically. What marginalized students need isn’t more choices that require additional resources to navigate but rather a robust, well-funded, and equitable public education system that gives every student, regardless of their background, the resources they need to succeed.
Instead of dismantling public education, we should be advocating for reforms that strengthen it, so that every student, regardless of their income or zip code, has access to a high-quality, inclusive, and equitable education. This means pushing for better funding for public schools, ensuring that schools in low-income areas have access to the resources they need, and creating systems that reduce disparities in educational outcomes.
To dismantle public education would mean discarding years of hard-fought progress, including the advocacy work done by countless educators, activists, and communities who have fought for educational justice. We cannot forget the efforts of those who have been working tirelessly to ensure that all students, regardless of their race, class, or background, have access to a quality education. Those who have advocated for the rights of marginalized communities and fought against systemic inequalities are the very people who have helped make public education more inclusive, equitable, and just.
We owe it to them, and to our students, to honor that work by reforming the system, not tearing it down. We must build on the strengths of public education, while addressing its flaws, to create an environment where every student is not only included but empowered. Reform means improving the structures that are already in place, ensuring equitable access to resources, advocating for policies that support underfunded schools, and continuing to uplift the voices of those who have been historically marginalized. It means addressing the gaps, eliminating the inequities, and ensuring that public education serves every student. Dismantling the system would erase those advancements, and it would ignore the hard work of those who continue to advocate for DEI in education. Instead of dismantling, we must focus on the work of transformation, reimagining public education as a truly inclusive space where every student’s needs are met and their identity is honored.
As an educator committed to progressive, holistic, and inclusive teaching practices, I believe that the future of education must be rooted in DEI principles. The work of dismantling systemic inequities, embracing diversity, and ensuring inclusion is not something we can do in isolation, it requires a systemic approach to change, from policy to classroom practice.
The truth is, we can’t afford to wait for "perfect" systems or environments to emerge. We must create them, one classroom at a time, with intentionality and care. Every day in the classroom, we have the opportunity to redefine what it means to teach and learn. By embracing diversity, equity, and inclusion as the core of our work, we can create learning spaces where all students, regardless of their background, have the tools they need to succeed, both academically and in life.
To me, DEI is not a set of practices we adopt when it’s convenient. It’s the heart of what we do. It’s not just a part of the work; it is the work. And as educators, it’s our responsibility to ensure that every student has access to an education that honors their identity and empowers them to change the world.
