Equity Is Not Excess: Defending Newark’s School Investment
by John M. Abeigon, President, Newark Teachers Union
In recent weeks, several politicians have taken to social media to try to score easy points by suggesting that Newark Public Schools is somehow to blame for the financial challenges facing other districts. These claims are not only misleading, they risk pitting communities against one another by playing on fear, framing suburban students and Newark’s students as if their interests are in conflict.
The reality tells a very different story.
Newark serves one of the most diverse and high-need student populations in the state. A significant percentage of students are multilingual learners, come from economically disadvantaged households, or require additional academic and social-emotional supports. These factors are not incidental. They directly shape what it costs to provide a truly equitable education. Smaller class sizes, specialized staff, counseling services, and wraparound supports are not luxuries; they are essential components of a system designed to give every student a meaningful opportunity to succeed.
Another critical, and often overlooked, factor is the condition of Newark’s facilities. Many Newark school buildings are decades old and require ongoing maintenance, repairs, and upgrades to remain safe, functional, and conducive to learning. This includes outdated heating systems, limited classroom space, and the need for continual investment just to meet basic standards. Newark must dedicate a significant portion of its budget simply to ensure that students learn and staff work in environments that are safe.
Comparisons between Newark and many suburban districts often ignore how schools are funded. Communities with stronger property tax bases can generate local revenue that eases pressure on school budgets in ways that are not always visible in headline comparisons. Urban districts like Newark must navigate these structural inequities while also addressing a broader and more complex range of student needs.
Public education funding should never be framed as a zero-sum game. One district’s stability should not come at the expense of another’s. Instead, we should be united in a shared commitment to ensuring that all students have access to the resources they need to learn, grow, and thrive.
As educators and union members, we know that budgets are moral documents. They reflect what we value. Newark’s higher level of investment is not about excess spending; it is about equity. It acknowledges that students begin from different starting points and ensures they are supported in reaching the same high standards.
The real question is not why Newark invests more. The real question is how we, as a state, can ensure that every district has the resources necessary to meet the needs of its students. Equity requires commitment. It requires honesty. And yes, it requires investment. Newark’s students are worth it.
John M. Abeigon
President/Director or Organization