For two and a half years I worked for a large public school system in Virginia as a special education teacher. Our schools were site based managed which translates to the principals having absolute power over everything that happens at the school, with little accountability. To demonstrate this effect on student learning, let me compare two different elementary schools that I taught at. School One received a high percentage of students who did not speak English upon entering the school system and who tended to be a migratory population. Over 80% of students received free or reduced priced lunches, and it was not uncommon for entire families to live in single rooms of homes shared by multiple famillies. Special education numbers were relatively high. School Two was in an upperclass neighborhood where children entered with a high percentage of students having received a private early childhood education. A vast majority of students were fluent in English as a first language, less than 20% of students received free or reduced priced lunches, and the population tended to be stable. School One consistently performed higher than expected on standardized tests, and higher than most other elementary schools in the district including School Two. School Two had just average performance on standardized tests. School one had a culture of great teachers working together for the benefit of our children. School Two had a culture of every man for himself. School one put into place the resources the children required to learn including an ESL teacher for each grade level, a Spanish speaking assistant in each class in lower elementary, a highly accessible guidance counselor, and a school social worker who helped families access resources. School Two used resources for fancy technological resources and placed the blame for test failure on the students. At the first teacher's meeting of the year pictures were shown of students who had failed and "should have passed". The principal was an ineffective leader and an entire grade level had quit the year before I taught at that school. Teacher turnover was high and teacher collaboration was low.
In terms of poorly used resources, I can attest to the resources provided to my special education classes and purchased with school finances yet obviously given no thought. As a preschool special education teacher I had no need for the stacks of lined writing paper I received, or the scissors (heaven help me if I give a three year old standard scissors!), or the folders, or the binders, or the pencils (in fact we had our pencil sharpener removed so little fingers could not explore) or poster paints. What we needed and had to beg, borrow, and steal to get were things like construction paper, finger paint, velcro, batteries, and cleansing wipes. My classroom for children with multiple and severe disabilities had more writing paper, crayons, markers, scissors, notebooks, pencils, workbooks (!), glue, and poster paint than I could have used in three general education classrooms but we had no batteries for our battery operated toys and switch devices, no cleansing wipes, no adapted writing devices, no slant boards, no devices for the visually impaired, no construction paper, only three working push button communication devices for a class of 7 nonverbal students (so 3 at a time could communicate), no adapted computer until I brought in items I had received from a grant while teaching preschool, no velcro, etc. Each year I taught I spent an average of at least $500 of my own money to supplement the resources, or lack of resources, provided to me by the school district.
These are just some examples from just two and a half years of teaching. My teaching was interrupted by becoming disabled, but had I not I was planning on quitting with the district at the end of the third year with School Two even though I would have obtained the almighty tenure because I was so disillusioned. I was looking into private schools for children with disabilities that were less constrained by the public school attitude towards special education, where children came first regardless of perceived ability.