First, Title Is formula is too complex which destroys funding allocation.

Schanzenbach, director of The Hamilton Project and a Senior Fellow at the Brookings
Institution, et al., 16 (Diane, Davis Boddy, Megan Mumford, Greg Nantz, “Fourteen Economic
Facts on Education and Economic Opportunity” 3/16,
http://www.hamiltonproject.org/assets/files/education_facts.pdf, 7-6-17, GDI-JIJD)

A) Title I’s complexity disadvantages small states, mid-sized cities, and areas
with concentrated poverty, this directly undermines education quality
Camera and Cook, education reporter at U.S. News & World Report, 16 (Lauren and
Lindsey, "Title I: Rich Schools Districts Get Millions Meant for Poor Kids" US News, June 1 2016,
https://www.usnews.com/news/articles/2016-06-01/title-i-rich-school-districts-get-millions-in-federal-
money-meant-for-poor-kids, Accessed July 4th 2017, GDI AC

A) Specifically, this most directly impacts minority students, increasing the

disparity in educational opportunities.
Boschma, senior associate editor at the Atlantic, and Brownstein, editorial director,
16 (Janie Boschma and Ronald Brownstein, “The Concentration of Poverty in American Schools”,
TheAtlantic, February 26, 2016,
https://www.theatlantic.com/education/archive/2016/02/concentration-poverty-american-
schools/471414/, July 14, 2017) GDI AC

A) Disparities in opportunities directly translate into inequality in the status quo.

Chen, PhD candidate at Saint Louis University, publishing in a peer-reviewed scholarly
journal, 15

(Amy Yun-Ping, “Educational Inequality: An Impediment to True Democracy in the United

States,” Sociology Study, Vol.5 No.5, May 2015,
http://www.davidpublisher.org/Public/uploads/Contribute/55f62bc2bf7b8.pdf, accessed 7/10/17,
GDI-JG)
 Scenario 1 is Structural Violence:
A) Inequality kills at least one in three through structural violence.
Bezruchka, Senior Lecturer in Global Health at the University of Washington, 14
(Stephen, 2014, New Press, “Inequality Kills,”
https://depts.washington.edu/eqhlth/pages/BezruchkaInequalityKillsBkPubInfo14.pdf, GDI – TM)
 Scenario 2 is Democracy:
A) Educational equality essential to U.S. democracy—persistent and long
standing inequalities undermine participation and democratic decision-
making.
Chen, PhD candidate at Saint Louis University, publishing in a peer-reviewed scholarly journal,
15
[Amy Yun-Ping, “Educational Inequality: An Impediment to True Democracy in the United
States,” Sociology Study, Vol.5 No.5, May,
http://www.davidpublisher.org/Public/uploads/Contribute/55f62bc2bf7b8.pdf accessed GDI -TM]

A) And, Democracies are less violent, more protective of human rights and less
prone to war.
Diamond, Senior Fellow at Hoover Institution, and Freeman Spogli Institute for
International Studies, Stanford University, 16
(Larry, “Democracy in Decline: How Washington Can Reverse the Tide”, Foreign Affairs, Jul/Aug
2016, Volume 95, Issue 4, pages 151-159, accessed via ProQuest, GDI-JG)
 Scenario 3 is Economic Growth:
A) Inequality hinders long term economic growth and competitiveness because
educational inequality makes it impossible to meet future high-skilled job
demand—fixing the gap is key to economic competitiveness.
Parmley and Smith, Smith is a Senior Fellow with the Carnegie Foundation for the
Advancement of Teaching, 16
[Kelli and Marshall, “Memo: Improving and equalizing high school and college graduation rates for
all students,” Brookings Institute, December 15, https://www.brookings.edu/blog/brown-center-
chalkboard/2016/12/15/memo-improving-and-equalizing-high-school-and-college-graduation-rates-
for-all-students/, GDI - TM]

A) US economic growth solves a laundry list of impacts.

Noell, Professor of Economic and Business at Westmont College and Ph.D. in
Economic from Louisiana State University and Smith, Professor of Economic and
Business at Gordon College and Ph.D. in Economic from Stanford University, 13
(Edd S. and Stephen L.S., “Want A Better World? Let's Work On Boosting Economic Growth,”
Forbes, April 23, 2014, http://www.forbes.com/sites/realspin/2013/04/23/want-a-better-world-lets-
work-on-boosting-economic-growth/, GDI – TM)
 Plan
Thus we propose the Plan which will solve all the impacts: The United States
federal government should substantially increase its funding and/or regulation of
elementary and secondary education through reform of Title I grant formulas.
 Contention Three is Solvency
Where we prove the viability
A) Formula reforms solve – multiple reforms improve resource allocation,
enhance forecasting future allocation.
Gordon, non-resident Senior Fellow at the Brookings, 2016 (Nora, “Increasing Targeting,
Flexibility, and Transparency in Title I of the Elementary and Secondary Education Act to Help
Disadvantaged Students”, Brookings, March 2016, https://www.brookings.edu/wp-
content/uploads/2016/07/Full-Paper.pdf, gdi-JM)