It could be reasonably argued that our country's single greatest virtue is the concept known as the American Dream-- the belief that all children deserve an equal chance in life. The public school system is supposed to help that dream come true by enabling students to translate academic success into material opportunity. But that's not the way it works in Pennsylvania.

In our state, where funding is based on local property taxes rather than need, the gap between the wealthiest and poorest districts in per student annual spending exceeds $8,500.

A child's opportunities often depend on their parents' wealth. Nowhere can this injustice be more clearly seen than in the brutal contrast between Philadelphia's failing public schools and the wealthy suburban districts that ring the city.

Philadelphians, with a median household income of around $41,000, cannot afford to pay as high taxes as those in the suburbs. And because school districts are funded directly out of locally owned property taxes and the state pays only 35% of school costs, Philadelphia students receives an insufficient $7,105 yearly for their education, far less then their suburban counterparts.

One immediate effect of this lack of funding is a shortage of materials. At my middle school it was typical for textbooks to be ripped up, outdated, incomplete, with very few copies for the class.

Of course, a good teacher is just as essential as adequate materials. But salaries are so low that most of the city's best are lured to the suburbs, where they can expect more money and better teaching conditions.

Schools often turn to "permanent subs" to head untaught classes, as my middle school did when my eighth grade Spanish teacher left midway through the year. The replacement walked into the classroom, introduced himself, took roll, wrote 'Agenda' on the blackboard, wrote '1. Be Quiet' underneath, then sat at his desk for the remainder of the period while the class talked. This recurred every day for the rest of the year. When viewed by itself, this scene has a certain cruel comedy, but once recognized as the district-wide waste of time, money, and brainpower it clearly represents, it quickly loses its humor.

Of course, the lack of adequate materials and teachers hurts Philadelphia's students academically. While suburban districts average between 1250-1450 on the state tests, schools in Philadelphia average around 1100. These scores also fail to represent the massive number of high school dropouts--each a tragedy considering the very limited opportunities our society affords one without a diploma.

At one of the best schools in the city, located in a fairly wealthy area, 40% of students will dropout. At another high school, that number jumps 65%.

Almost all of the schools are in terrible physical condition. There is no central air conditioning in any city school, and in many, the heating systems are dysfunctional. Having one functioning bathroom for several thousand students is the norm.

The physical conditions in the schools sends a clear message: "This is what you deserve; you are worth no more than your surroundings"-- a message far too many of Philadelphia's students take to heart.

One bright spot in the Philadelphia School District is the magnet school system. Central High School, which I attend, is an example. Central is virtually the only place in the city one can find a curriculum as varied and rigorous as that in the suburbs. Over 90% of graduating seniors will go on to a 4-year college--a hopeful and reassuring sign considering that the vast majority of Central students are recent immigrants and inner city children.

However, Central's wide-reaching success comes largely at the expense of other city high schools, which sorely need the funds and bright children.

Only when all Philadelphia schools are fairly funded and adequately staffed can we admire magnet school achievements without reservation or concern. The money to break this tragic cycle lies just outside the city in the wealthy suburbs. Here the schools are located on vast, beautifully maintained campuses instead of single city blocks and students can choose from a wide variety of interesting classes.

So let me say what should now be clear: the educational system in Pennsylvania is fundamentally corrupt. The system, prolonged by politicians we have elected denies all but the wealthiest and brightest students the opportunities that must be accorded to every member of a free and democratic society.

The opportunities lost, bright futures extinguished, and minds left to rot, are a scar on our state and nation, a repudiation of every democratic value this country claims to hold, and a great civil rights struggle yet to be fought.