aff+wiki -+jack+and+jack

=__1AC - Title I - Primary__=

The Every Student Succeeds Act devolved education funding decisions almost entirely to the states. The result will be rapidly escalating inequality
Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN) On December 10, 2015, the Elementary and Secondary Education Act underwent drastic changes AND -income students require more resources than their peers—not less.28

ESSA weakened Title I’s comparability, maintenance of effort and supplement not supplant standards – that makes the vast majority of school financing exempt from equity requirements
Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH The randomized guarantee of output equality might be mitigated or cured if instead the ESSA’s AND block this eventuality through regulation but faced congressional rebuke for doing so.271

Title I funding formulas favor wealthier districts
Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH The ESSA, however, did almost nothing to ensure adequacy moving forward. First AND , with the wealthiest states receiving the largest per-pupil grants.290

Unequal funding denies __millions__ access to an excellent education
Robinson 15 - Professor, University of Richmond School of Law (Kimberly, “Disrupting Education Federalism” WASHINGTON UNIVERSITY LAW REVIEW [VOL. 92:959, [] The U nited S tates continues to tolerate a longstanding educational opportunity gap . Today, it AND  in low-income and high-income families also has widened. n7

The consequences are devastating and fuel school-to-prison pipelines
Meanes 16 – Partner @Thompson Coburn, LLP; President @ National Bar Association 2014-15. J.D., University of Iowa; M.A., Clark Atlanta University; B.A., Monmouth College (Pamela J., “SCHOOL INEQUALITY: CHALLENGES AND SOLUTIONS: Allen Chair Issue 2016: SCHOOL DISCIPLINE POLICIES: EQUITY IN AMERICAN EDUCATION: THE INTERSECTION OF RACE, CLASS, AND EDUCATION,” University of Richmond Law Review, 3/16, Lexis, 50 U. Rich. L. Rev. 1075)//JLE III. Inequitable School Funding "We must recognize the full human equality of all AND  adults //who are an expense to society//, rather than becoming contributing taxpayers.

Inequality kills hundreds of thousands each year
Bezruchka 14 — Senior Lecturer in Health Services and Global Health at the School of Public Health at the University of Washington, holds a Master of Public Health from Johns Hopkins University and an M.D. from Stanford University (“Inequality Kills,” Divided: The Perils of Our Growing Inequality, Edited by David Cay Johnston, p.194-195) Everyone in a society gains when children grow up to be healthy adults. The AND // simply produces a lethally large social and economic gap between rich and poor. //

Reducing social inequality begins within K-12 schools – overwhelming evidence supports
Ireland 16, [Corydon Ireland Contributor- staff writer for the Harvard Gazette. Harvard Gazette staff writer Christina Pazzanese contributed to this report, which is t hird in a series on what Harvard scholars are doing to identify and understand inequality "The Costs of Inequality: Education Is the Key to It All", US News &amp; World Report, 2-16-2016, https://www.usnews.com/news/articles/2016-02-16/the-costs-of-inequality-education-is-the-key-to-it-all] Valiaveedu If inequality starts anywhere, many scholars agree, it's //with faulty education//. Conversely AND educator Horace Mann's vision of public education as society's "balance-wheel."

====Reject big-stick impacts which push minority bodies to the back of the triage- give a new sense of urgency to these bodies as a radical critique of the waiting politics of the negative which serve to make suffering infinite by continually delaying the aff==== Elizabeth Olson 2015 (Associate Professor of Geography and Global Studies at UNC-Chapel Hill, Geography and ethics I: Waiting and urgency, Progress in Human Geography, DOI: 10.1177/0309132515595758) 6/26/17 Though toileting might be thought of as a special case of bodily urgency, geographic AND __as fertile ground for radical critique, a truly fierce urgency for now.__

A __confluence of factors__ makes great power war __obsolete__ – __nuclear deterrence__, __interdependence__, __democracy__ and __international norms__ – assign __minimal risk__ to war impacts
Fettweis 17 (Christopher J, *Associate Professor of Political Science at Tulane University, Ph.D. from the University of Maryland, College Park, “Unipolarity, Hegemony, and the New Peace,” Security Studies 26:3, 423-451)//cmr Competing Explanations The publication of Pinker’s The Better Angels of Our Nature in 2011 brought AND order it created, is the subject of the rest of this paper.

Thus the Plan: The United States federal government should substantially increase its funding of elementary and secondary education in the United States through Title I, Part A, of the Elementary and Secondary Education Act, and should create a new replacement formula for distribution of funding that targets concentrated poverty, rewards progressive state funding, and rewards state fiscal effort.

Solvency
====The plan __incrementally__ scales up Title I funding to an annual investment of $45 Billion – anything short can’t account for the __scale__ of __concentrated poverty__ – linking this to progressive state funding efforts is __critical__==== Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN) Congress can then realign the Elementary and Secondary Education Act with its historic mission of AND Graduate School of Education. The data are on file with the author.

Federal action is key to address the __scale__ of inequality-- the plan’s coupling of progressive formulas and funding is key to reach the $4,000-per-pupil-mark necessary to solve
Districts and __schools that are recipients of Title I dollars are being asked to tackle__ __AND__ way forward that fits within the current fiscal realities of the federal budget.
 * Dynarski 15 **- Mark Dynarski, Nonresident Senior Fellow - Economic Studies, Center on Children and Families at Brookings AND Kirsten Kainz (“Why federal spending on disadvantaged students (Title I) doesn’t work” 11/20, []

Funding is the major determinant of adequate outcomes
Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH Third, the ESSA’s willingness to largely ignore input equality and adequacy assumes that inputs AND //the gap in outcomes// between low- and middle-income students. 299

====Critics of funding are based upon __outdated__ evidence with __flawed methodologies__. Funding is the __necessary enabler__ for all education reform and is supported by an __overwhelming consensus__ of studies==== Baker 17 (Bruce D. Baker, Professor in the Department of Educational Theory, Policy, and Administration in the Graduate School of Education at Rutgers, The State University of New Jersey, former Associate Professor of Teaching and Leadership at the University of Kansas, holds an Ed.D. in Organization and Leadership from the Teachers College of Columbia University, 2017 (“Does Money Matter in Education? Second Edition,” Albert Shanker Institute, [|http://www.shankerinstitute.org/sites/shanker/files/moneymatters_edition2.pdf//SR]) Main sources of doubt The primary source of doubt to this day remains the above AND  that appropriate combinations of more funding with more accountability may be most promising.

====Federal action is key to address the __scale__ of inequality – local resistance undermines state reform, the regressivity of state funding systems lock-in economic inequities, and states lack effective signaling to spark reformative coalitions==== Kleven 10 —Professor of Law, Thurgood Marshall School of Law (Thomas, “Federalizing Public Education,” Villanova Law Review, 9/4/10, Lexis, 55 Vill. L. Rev. 369)//JLE Some aspects of today’s unequal education could be addressed on the state level. If AND //as with the federal promotion of equal educational opportunity// in other respects today.

A federal __statutory duty__ to increase Title I funding is the only __sustainable__ way to guarantee funding over time. The __federal signal__ is vital to overcoming __shifting state and local political coalitions__ that will undermine funding over time Hinson 15 – lawyer; JD at the University of Michigan; former researcher for the Southern Poverty Law Center (Elizabeth, “Mainstreaming Equality in Federal Budgeting: Addressing Educational Inequities With Regard to the States” v20 issue 2, [] **italics in original** __The next challenge for the U__ nited __S__ tates __federal government is to commit funds__ where fiscal AND  public schools in the United States may at last be countered and corrected.

Strong federal support to reduce inequality in public education is vital to create a bulwark against the privatization of education that re-entrenches inequalities
Sundquist 17 - Professor of Law and Director of Faculty Research and Scholarship, Albany Law School (Christian, “Positive Education Federalism: The Promise of Equality after the Every Student Succeeds Act” 68 Mercer L. Rev. 351, Winter, lexis) IV. Positive Federalism and Public Education Policy The divining of the appropriate federal role AND again on the path towards achieving equality of educational outcome for all students.

=__**1AC - Title I - Secondary**__=

Plan
The United States federal government should substantially increase its funding of elementary and secondary education in the United States through Title I, Part A, of the Elementary and Secondary Education Act, and should create a new replacement formula for distribution of funding that targets concentrated poverty, rewards progressive state funding, and rewards state fiscal effort.

ESSA devolved education funding decisions almost entirely to the states. The result will be rapidly escalating inequality.
Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN) On December 10, 2015, the Elementary and Secondary Education Act underwent drastic changes AND -income students require more resources than their peers—not less.28

ESSA weakened Title I’s comparability, maintenance of effort and supplement not supplant standards – that makes the vast majority of school financing exempt from equity requirements
Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN)//DH The randomized guarantee of output equality might be mitigated or cured if instead the ESSA’s AND block this eventuality through regulation but faced congressional rebuke for doing so.271

====The plan __incrementally__ scales up Title I funding to an annual investment of $45 Billion – anything short can’t account for the __scale__ of __concentrated poverty__ – linking this to progressive state funding efforts is __critical__.==== Black 17 - Professor of Law, University of South Carolina School of Law (Derek, “Abandoning the Federal Role in Education: The Every Student Succeeds Act”, 102 CALIFORNIA LAW REVIEW [Vol. 105:101, SSRN) Congress can then realign the Elementary and Secondary Education Act with its historic mission of AND Graduate School of Education. The data are on file with the author.

Scenario One is __Competitiveness__. There are two internal links---

First is __growth__---Inequality in educational opportunity is causing US growth to stagnate and will devastate competitiveness.
Robinson 15 - Professor, University of Richmond School of Law (Kimberly, “Disrupting Education Federalism” WASHINGTON UNIVERSITY LAW REVIEW [VOL. 92:959, [] Primary state and local control over education essentially //invite inequality// in educational opportunity because of AND  for the U.S. economy in the years to come.141

Robust studies confirm reducing educational inequality is the __vital__ internal link to sustainable growth.
Lynch 15 [Robert G. Lynch, Ph.D., State University of New York at Stony Brook, Professor of Economics at Washington College, January 2015, "The Economic and Fiscal Consequences of Improving U.S. Educational Outcomes," Washington Center for Equitable Growth, http://equitablegrowth.org/wp-content/uploads/2015/02/10153405/0115-ach-gap-report.pdf]//Rank __This study addresses a key challenge confronting the U__ nited __S__ tates— __how to promote__ both AND of the most advantaged children as well as temper reductions in income inequality.

Second is __debt__---growing US debt will collapse the dollar and the foundations of US power.
Haass 17 [Richard Haass is president of the Council on Foreign Relations He received the 2013 Tipperary International Peace Award for peace works in Northern Ireland. Dr. Haass was director of policy planning for the Department of State, U.S. coordinator for policy toward the future of Afghanistan and U.S. envoy to the Northern Ireland peace process, special assistant to President George H.W. Bush and senior director for Near East and South Asian affairs on the staff of the National Security Council, vice president and director of foreign policy studies at the Brookings Institution, 01-10-2017, "A World in Disarray: American Foreign Policy and the Crisis of the Old Order," Part III, Section 12, Penguin Press]//Rank __All of which brings me to the debt problem__. What makes this issue particularly AND the United States, would be a good investment in the country’s future.

Reducing inequity in K-12 education will eliminate the US debt crisis.
Edley et. Cuéllar 13 [Christopher Edley, Jr. and Mariano-Florentino Cuéllar- part of the The Equity and Excellence Commission (the Commission) which is a federal advisory committee chartered by Congress, operating under the Federal Advisory Committee Act (FACA); 5 U.S.C., App.2. , For Each and Every Child, February 2, 2013, []] Valiaveedu __While some young Americans__ —most of them white and affluent— __are getting a__ __AND__
 * __age of global competition—this practice is not only unjust but also unwise__**

Third is the __workforce__---educational inequities undermine America’s ability to compete in the 21st Century international workforce.
Klein and Rice 12 **–** Joel I. Klein is CEO of the education division and executive vice president in the office of the chairman at News Corporation, where he also serves on the board of directors. Condoleezza Rice is a professor of political economy in the Graduate School of Business, the Thomas and Barbara Stephenson senior fellow on public policy at the Hoover Institution, and a professor of political science at Stanford University. (__U.S. Education Reform and National Security__, Independent Task Force Report of the Council on Foreign Relations, [] The U.S. education system is not adequately preparing Americans to meet the AND  U.S. talent pool, and limits innovation and economic competitiveness.

Research shows that the achievement gap undermines workforce productivity.
McKinsey 9 – globally recognized consulting firm (McKinsey on Society, “The Economic Impact of the Achievement Gap in America’s Schools”, McKinsey & Company, April 2009, http://mckinseyonsociety.com/downloads/reports/Education/achievement_gap_report.pdf)//JSL The achievement gaps described above raise moral questions for a society committed to the ideal AND in terms of the gap between actual and potential output in the economy.

Economic power projection solves existential threats and locks-in liberal norms.
Haass ’13 (Richard; 4/30/13; Ph.D. and M.A. from Oxford University, B.A. from Oberlin College, president of the Council on Foreign Relations, former vice president and director of foreign policy studies at the Brookings Institution, the Sol M. Linowitz visiting professor of international studies at Hamilton College, a senior associate at the Carnegie Endowment for International Peace, a lecturer in public policy at the Harvard Kennedy School, research associate at the International Institute for Strategic Studies, and State Department aide; Project Syndicate, “The World Without America,” http://www.project-syndicate.org/commentary/repairing-the-roots-of-american-power-by-richard-n--haass) Let me posit a radical idea: __The **most critical threat** facing the U__ nited __S__ tates AND just for Americans, but __for the **vast majority** of the planet’s inhabitants__.

First is __dollar hegemony__---declining confidence in the dollar will erode US international leadership.
Trabanco 14 [José Miguel Alonso Trabanco is an independent writer specializing in geopolitical and military affairs. He has a degree in International Relations from the Monterrey Institute of Technology and Higher Studies, 1-20-2014, "Dollar Hegemony,“Monetary Geopolitics” and the IMF: The Symbiosis between Global Finance and Power Politics," No Publication, http://www.globalresearch.ca/dollar-hegemony-and-monetary-geopolitics-the-symbiosis-between-global-finance-and-power-politics-2/5362357]//Rank This study is incomprehensible unless one acknowledges that “the management of money is always AND the PRC can play a more influential role” (Lee, 2010).

Second is __readiness__---educational inequities are undermining US military power.
Klein and Rice 12 **–** Joel I. Klein is CEO of the education division and executive vice president in the office of the chairman at News Corporation, where he also serves on the board of directors. Condoleezza Rice is a professor of political economy in the Graduate School of Business, the Thomas and Barbara Stephenson senior fellow on public policy at the Hoover Institution, and a professor of political science at Stanford University. (__U.S. Education Reform and National Security__, Independent Task Force Report of the Council on Foreign Relations, [] Education has historically given all Americans—rich and poor, black and white— AND  country’s cohesion, confidence, and ability to serve as a global leader.

Hegemony is empirically the most stable system and deters all conflict – decline causes transition wars.
Kagan ’17 (Robert; 2/6/17; Ph.D. in American History from American University, M.P.P. in Government from Harvard University, B.A. in History from Yale University, Senior Fellow with the Project on International Order and Strategy in the Foreign Policy program at the Brookings Institution, former State Department Policy Planner; Foreign Policy, “Backing Into World War III,” [] __Think of two__ significant __trend lines__ in the world today. __One is the increasing__ __AND__ and the Pacific — has also had to remain relatively healthy and confident.

Pursuit is inevitable and sustainable under Trump.
Tengjun ‘6/11 (Zhang; 6/11/17; Ph.D. in Diplomacy from Renmin University, M.A. in International Politics from Zhejiang University, assistant research fellow at the China Institute of International Studies; Global Times, “Will Washington abandon world leadership under Trump?” [] __America under the rule of the__ business __tycoon__ -turned politico __has triggered worldwide concern__ __AND__ world; __they merely differ on__ policy and __how to best exert leadership__.

Fill-in is impossible – retrenchment escalates every flashpoint and takes the liberal order with it.
Brands & Edelman ’17 (Hal & Eric; Winter 2017; Ph.D. from Yale University, B.A. from Stanford University, Distinguished Professor of Global Affairs at the John Hopkins University School of Advanced International Studies, former Professor at Duke University’s Sanford School of Public Policy, Council on Foreign Relations International Affairs Fellow, and researcher at the Institute for Defense Analyses; Ph.D. in US Diplomatic History from Yale University, B.A. in History and Government from Cornell University, visiting scholar at the Philip Merrill Center for Strategic Studies at the Paul H. Nitze School of Advanced International Studies, Distinguished Fellow at the Center for Strategic and Budgetary Assessments, former US Under Secretary of Defense for Policy and ambassador to multiple nations; Parameters, Vol. 46 “The Crisis of American Military Primacy and the Search for Strategic Solvency,” [] Since the Cold War, __America has been committed to maintaining **overwhelming military primacy**.__ __AND__ the short run, __but only by inviting **greater global dangers** and **instability**__.

Federal action is key to address the __scale__ of inequality – local resistance undermines state reform.
Kleven 10 —Professor of Law, Thurgood Marshall School of Law (Thomas, “Federalizing Public Education,” Villanova Law Review, 9/4/10, Lexis, 55 Vill. L. Rev. 369)//JLE Some aspects of today’s unequal education could be addressed on the state level. If AND //as with the federal promotion of equal educational opportunity// in other respects today.

Hinson 15 – lawyer; JD at the University of Michigan; former researcher for the Southern Poverty Law Center (Elizabeth, “Mainstreaming Equality in Federal Budgeting: Addressing Educational Inequities With Regard to the States” v20 issue 2, [] **italics in original** __The next challenge for the U__ nited __S__ tates __federal government is to commit funds__ where fiscal AND  public schools in the United States may at last be countered and corrected.
 * A federal __statutory duty__---__federal signal__ is vital to overcoming __shifting state and local politics__ that will undermine funding over time. **