The purpose of this phenomenological study was to understand the effect of lack of resources, less qualified teachers, and bias discipline for students and administrators in urban public schools. This study also explored the perceptions educators had on inequalities in urban education. Specifically, the three guiding research questions are as follows: 1) How do urban school educators perceive the distribution of resources in their districts as compared to their suburban counterparts? 2) How do urban school educators describe the qualifications of teaching staff in their schools as compared to that of their suburban school counterparts? 3) How do urban educators describe the methods of student discipline in their schools as compared to that of their suburban school counterparts? The data collected concluded that educators who have had experience in both urban and suburban settings notice a lack of resources in urban schools. Additionally, the researcher discovered a lack of qualified teachers because educators are unprepared for the challenges they will face in an urban setting. Lastly, A participant identified the turnover rate of teachers in an urban school was higher than the turnover rate in a suburban school. Data was collected through interviews which took place at an elementary school in the Northeast region of Massachusetts. The researcher interviewed a special educator, classroom teachers, and a principal. Based on the data collected, results illustrate that urban school districts are facing inequalities compared to their suburban counterparts.

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