That’s the question Carson explores in 3 posts on the subject:

Post 1

Post 2

Post 3

Quote (from post 2):

I find it interesting that states and the federal government attempt to create a system of educational egalitarianism, but fail to realize the improbability of such a construct in a society of such class differentiation. I think about the day school I teach at: it is a campus of great beauty; we have top notch facilities – - recently spending a great deal of money on newly erected buildings, relatively small classes, a dynamic faculty, and status that comes with independent school teaching. But, I cannot help but think about the advantages my students have in comparison to those who live in urban or rural areas that fail or simply cannot attract elite caliber teachers.  This point holds true for property tax rich public schools that do not have a difficult time attracting top notch teachers and who also have the means and resources to help students get to the next level. Moreover, I often wonder if students of wealth on my campus or on the campuses of other fairly affluent campuses realize the academic opportunities they have compared to others who lack the wealth.

I went to a “poor boy” high school.  It was big, lots of students, but little money.  Every year programs were cut.  Now, I think they have even fewer.  Public schools get the shaft.  My Dad and his Wife both teach for public schools and are constantly talking about how much of a struggle it can be.

Education is a big factor in the discussion about equal opportunity.  Other countries seem to be making it work.  What is our problem?