Education, Equity, and Accountability: A Deep Dive into Winston-Salem/Forsyth County Schools

A legacy of disenfranchisement, misappropriation, inequality, and poor accountability has long shaped education in America. From the era of Jim Crow segregation to modern-day legislative decisions, the educational system has often failed to serve all students equitably—especially those in predominantly Black and underserved communities.

A recent audit of Winston-Salem/Forsyth County Schools (WS/FCS) underscores these systemic issues. The North Carolina State Auditor’s Office revealed a $46 million budget deficit, citing years of overspending, poor budgeting practices, and a lack of internal controls.

 This financial crisis raises serious concerns about the future of educational services, including school counselors, social workers, and mental health programming—all of which are vital to student well-being.

Historical Barriers in American Education

The struggle for equitable education in the U.S. is deeply rooted in history. During the 1960s, segregation laws prevented Black and White students from attending the same schools. Black schools were often underfunded, lacked resources, and operated in substandard conditions. Despite these challenges, Black students and educators persevered.

In 1948, Silas Herbert Hunt became the first Black student to attend the University of Arkansas School of Law, breaking racial barriers in higher education. The landmark Brown v. Board of Education (1954) decision later declared school segregation unconstitutional, marking a turning point in the fight for educational equity. 

However, disparities persist. A 2024 study found that school districts serving predominantly Black students receive 13% less funding than those serving mostly White students. These inequities are not just historical—they are ongoing and deeply entrenched.

The WS/FCS Audit: A Symptom of Systemic Issues

The WS/FCS audit reviewed financial practices from 2017 to 2025 and identified multiple failures:

• Staffing levels remained unchanged despite declining student enrollment.

• COVID-era relief funds were used to pay salaries, but positions were retained after the funds expired.

• Purchase orders regularly exceeded budget limits without proper adjustments.

• Budgeted and actual revenues were not reconciled in a timely manner.

• Suspense accounts were misused as fund balances.

• Contracts were not adequately considered during budget planning. 

While no fraud or embezzlement was found, the audit paints a picture of chronic mismanagement. The district has cycled through multiple CFOs and superintendents yet failed to correct these issues. Interim Superintendent Catty Moore acknowledged the need for stronger internal processes and succession planning.

Mental Health and the Consequences of Budget Deficits

The timing of this audit is especially troubling given the national youth mental health crisis. In 2021, leading pediatric and psychiatric organizations declared a state of emergency in youth mental health.

Schools have become critical providers of mental health services, especially for students in underserved communities.

However, as pandemic-era funding expires, districts like WS/FCS may be forced to cut mental health staff and programs. This could mean fewer counselors, reduced access to behavioral health services, and increased strain on remaining staff.

Research shows that mental health support in schools is linked to:

• Improved academic performance.

• Reduced absenteeism.

• Lower rates of disciplinary action

• Better social-emotional development

In Forsyth County, the audit’s findings could jeopardize these essential services, disproportionately affecting students already facing educational and economic challenges.

Intersectionality and the Path Forward

The intersection of race, education, and mental health is undeniable. Historical underfunding of Black schools has evolved into modern budget crises that threaten the well-being of students. The WS/FCS audit is not just a financial issue—it reflects broader systemic failures.

To move forward, we must:

• Advocate for transparent and accountable leadership in school districts.

• Ensure equitable funding for schools serving marginalized communities.

• Protect and expand school-based mental health services.

• Recognize the historical context that shapes today’s educational landscape.

Education should be a pathway to opportunity, not a reflection of inequality. The students of Forsyth County—and across America—deserve better.