AFF+HYBRID+EL

__AFF #1__

The 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
 * this has a states cheat warrant for At states

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
Teacher salaries, teachers RC 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, https://pdfs.semanticscholar.org/2e3c/a1792fa3482b209ae0ba85ed07a05d697f74.pdf The United States 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
III. Inequitable School Funding "We must recognize the full human equality of AND adults who are an expense to society, rather than becoming contributing taxpayers.
 * 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

Reducing social inequality begins within k-12 schools
Corydon **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."

Inequality is responsible for 1/3 of all deaths in America
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.
 * 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)

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 create a replacement formula for distribution of funding that targets concentrated poverty, rewards progressive state funding, and rewards state fiscal effort.====

The plan incrementally scales up Title I funding and links it to progressive state fiscal efforts – anything short of this fails to address concentrated poverty
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.

Funding is the major determinant of adequate outcomes—criticism don't account for plans targeting
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
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 AND that appropriate combinations of more funding with more accountability may be most promising.

Only federal intervention can address the scale of inequality – states lack capacity and resources, and their funding mechanisms are regressive and magnify inequality
Robinson, 12 - Professor of Law, University of Richmond School of Law (Kimberly, "The Past, Present, and Future of Equal Educational Opportunity: A Call for a New Theory of Education Federalism" The University of Chicago Law Review [79:429, https://lawreview.uchicago.edu/sites/lawreview.uchicago.edu/files/14%20Robinson%20BKR.pdf)//DH Before examining why the federal government should lead the nation's efforts to achieve equal educational AND of government that is the most efficient and effective at accomplishing it.91

Federal action is key – bully pulpit, research, dissemination, leadership
Robinson, 16 - Professor, University of Richmond School of Law (Kimberly, "FISHER'S CAUTIONARY TALE AND THE URGENT NEED FOR EQUAL ACCESS TO AN EXCELLENT EDUCATION" 130 Harv. L. Rev. 185, November, lexis) The federal government must establish equal access to an excellent education as an urgent AND states free to adopt relatively weak academic and teacher-qualification standards. n283

A federal statutory duty to increase Title I funding is the only sustainable way to guarantee funding over time—vital to overcome shifting state politics
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, http://repository.law.umich.edu/cgi/viewcontent.cgi?article=1044&context=mjrl italics in original The next challenge for the United States federal government is to commit funds where fiscal AND public schools in the United States may at last be countered and corrected.

Overwhelming historical evidence proves the federal government is the only entity capable of overcoming local resistance
Robinson, 15 - Professor, University of Richmond School of Law (Kimberly, "Disrupting Education Federalism" WASHINGTON UNIVERSITY LAW REVIEW [VOL. 92:959, https://pdfs.semanticscholar.org/2e3c/a1792fa3482b209ae0ba85ed07a05d697f74.pdf By enacting federal legislation and initiatives that embrace each of the elements discussed above, AND establish a much closer and more effective marriage between federal influence and responsibility.

No great power war– nuclear deterrence, interdependence, democracy and international norms –
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.
 * 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