54). Federal subsidies are tied to the tax rate, meaning that, while poor schools do get government funding, they get less than their richer neighbors. This results in lower per-student spending, schools that cannot afford to upgrade their physical facilities or textbooks as often as their wealthier counterparts or pay their teachers equitably. Poorer schools have older than average teachers, rely more on substitute teachers, and have a greater teacher-student ratio.
He notes that some researchers have attempted to define this situation as a racial issue. He (1991) observes, "It has recently become a matter of some interest to the press and to some academic experts to determine whether it is race or class that is the major factor in denial of these children. The question always strikes me as a scholar's luxury" (p. 165). Kozol contends that fixing the problem requires focusing not on such determinations but on completely revising the way that education is funded, making distribution of wealth as equitable as possible. He argues that academic monies should be given out without regard to anything but the number of students served, regardless of their race, class, economic condition, or geographic location.
Eisner suggests that curriculum is as much about what is implied as it is about specific course content. Kozol is in complete agreement with this perspective. He cites an example of an inner-city classroom that defies the usually miserab
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