Let me drop some numbers that might or might not surprise you. They should, however, ignite that funny little sense of responsibility inside us all that is so necessary for the nourishment of our democracy.

If you were born into the top economic quarter of the population, you have a 76 percent chance of graduating from college. If you were born in the bottom economic quarter of the population, you have a 4 percent chance of graduating from college. In 1998, the wealthiest 20 percent of public school districts spent $9,396 per child, while 55 percent of the public school districts in the nation didn't even spend $2,000 per child. In the state of Pennsylvania, the disparity in public school education is among the nation's largest and most troubling. Yet, the state is among the eight worst in utilizing its funds to remedy this glaring social ill. We have ourselves a problem.

Whether we adore Penn State or detest everything about it, I assume that we will all be grateful when the dean of our college hands us that rolled up piece of paper tied with the pretty ribbon on graduation day to symbolize the culmination of all our hard work. And why will we all be smiling as our families snap pictures and beam with pride as we stand up to accept this honor? Because that piece of paper is a precious advantage, a symbol of social ascendancy, an open door to infinite opportunity and success. There is an irrefutable and significant correlation between one's education and one's future economic and social stability. In a nation that pays for brains more than brawn, education is an invaluable asset. Americans embrace nothing with more passion than the belief in equality of opportunity. Unfortunately, the hallways and classrooms of our public schools reflect a disheartening neglect of that fundamental belief.

Educational equity is a glaring issue that screams for attention, yet the Pennsylvania government continually refuses to acknowledge its presence. Representatives often sympathize with impoverished districts that cannot buy enough books, desks, or even pencils for all its students, yet they have not channeled that sympathy into productive legislation that will divert funds into desperate school systems.

Meanwhile, wealthy communities with ample financial resources for its blue-ribbon schools are demanding personalized computers and flat screen TVs for every classroom. We cannot fault such communities for their ability to provide ideal educational facilities to its students. Yet, how can we live with the fuzzy illusion that all children are given equal opportunities to succeed when we cannot teach half of them to read and write, much the less motivate them to graduate high school and apply to college?

This problem is one that is being addressed by some of our very own students at Penn State. Recently, Good Schools Pennsylvania, a non-profit coalition created to confront the issue of educational equity, began a chapter at University Park. I became aware of this movement through a friend of mine, Randy Schulz, who is the group's president.

Good Schools Pennsylvania is a group of statewide and national organizations seeking to mobilize parents, students and concerned citizens to advocate for improved public education. The Penn State chapter is brand new and eagerly looking for student support and participation. Its activities are designed for one simple purpose: to demand that state representatives address the problem of inequality in public education and work to legislate effective solutions.

We cannot accept the gift of education passively without assuring that others can also reap the benefits that quality education bestows upon its students. You could do nothing more worthwhile than helping to give children the tools that they need to succeed.