I can see you are having trouble with this topic and I want you know that I am sympathetic (no, really). Most of us are filled with all sorts false, mainly unexamined assumptions, and when faced with evidence to the contrary we tend to react by oppressing women and cutting off heads, a natural human response.
It is the rare individual, indeed, who will actually change his mind. This is why I wrote, recently, that any public policy predicated on changing human nature (the "new man" of socialism, for instance) or changing corporate culture (just about any proposal for education reform coming from the Institutional Revolutionary Party of Education) must fail.
It is difficult, but not impossible, especially for some individuals in certain, narrowly defined cases. One of the great social myths of the modern age is that public education is "vastly underfunded". I, too, believed this for the longest time. And, by a hands-on, constructivist examination of the evidence, you too can discover the answers that will change your mind.
There are at least these two issues in school funding: (a) total amount of money dedicated to public education, and (b) the correlation between amount of money and quality of education.
A lot of attention is paid to (b). This is unfortunate because it is much harder to quantify---not least because we can hardly even define "quality". In our discussion, my approach has been to concentrate on (a), the total amount of money we, as a society, spend on education.
I think that in this matter, at least, you will come to agree with me. When the amount of money that any city spends on education is, by far, the single biggest line item in its budget---much, much bigger than the defining municipal responsibilities of police, fire, and sanitation, for instance---you must start to realize that, in fact, we are spending a lot of money on education.
Once you accept that we are, in fact, spending a lot of money on education, the obvious next question is: are we getting our money's worth? As I said, this is a much harder question, but here is an article I just tripped over that may help you think about this question:
Jay Greene addresses both questions: amount of spending, and bang for the buck.
I approached total spending on education by comparing it to the overall municipal budget. Green looks at spending per capita, in inflation-adjusted dollars, and comes to the same conclusion. He then tries to treat "bang for the buck".