In fact, a 1993 circuit court of Cole County opined that "The existing school finance system does not provide an 'equal ... opportunity' for all school age children as is required by ... the Missouri Constitution" (Committee for Educational Equity v. Missouri, 1993, p. 29). As described in the decision, "various statistical measures confirm the degree and extent of these wide inequalities" (p. 13) and "All relevant standard measures of equity ... clearly and consistently indicate that Missouri funding for its public schools is highly disequalized and is getting worse" (p. 15)"(Wan Ko, 2006).This court decision instructs that the school must revise its financing policies. The court wants that school finances should be EQUALLY allocated to all children irregardless of race, religion, sex, etc. This new financing policy introduces a new hold harmless provision. Hold harmless schools clearly receive more than the normal monetary help than other schools receive. As a result, these hold harmless school districts give more accurate equity analysis for evaluating the state's policy impact. this study of the Missouri school finance system shows that there was an improvement in the Missouri school's finance equity under the new funding formula. However, there were times when financial help did not arrive as schedule or came only in trickles. One reason is that the monetary help had come from other sources and not from the newly approved funding schemes. Evidently, this article shows that schools need money in order to deliver high quality education to the students(Wan Ko, 2006).
II. A Helping Hand: A Federal Grant Program Gives School Districts the Financial Support The Need to Develop Updated, Comprehensive Disaster Plans.
The article mentions how tornadoes ravaged several towns in Missouri. The tornadoes literally scattered some elementary school buildings in the community. In Caulfied, MO, a tornado killed a seven year old girl named Elizabeth Croney. Likewise, a school in Derby, KS had to close down to allow police officers to corner and arrest an armed criminal in front the the school's premises. Many of the schools are not accustomed to confronting increasing threats from many quarters. The dangers include natural disasters, street gangs and terrorists. Many of the schools' administrators and responsible personnel underwent emergency disaster training to counter the effects of any emergency. The Department of Education's office of safe and drug -free schools spearheaded this campaign to help schools be more prepared to alleviate any emergency. In turn, the schools would be given REMS funds that would be used for the schools' disaster awareness and readiness program.
The United States government has focused on school disaster preparedness programs in response to the infamous September eleven twin tower airline hijacking incidents as well as the ramming of a commandeered passenger plane onto the Pentagon. For, "If you think back to 9/11, there were a lot of lessons learned from that incident," according to Sara Strizzi, who is a program analyst for the DoE in Washington, DC. One of those lessons was the vulnerability of K-12 campuses. "We realized that within the ground zero vicinity, there were a lot of schools close by."(Bowles, 2007). Here, the government of