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Benefits Of The TRIO Programs

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Introduction
Children in lower income areas, traditionally, do not have equitable resources, services and opportunities as the students in more affluent areas (Fram, Miller-Cribbs, & Van Horn, 2007). It is not a secret that poverty exists in America. It seems to be a common expectation that in, some schools, teachers will have extra books, supplies and snacks on hand for their students who lack these basic items. In fact, for some students, the lack of basic necessities is an everyday occurrence that extends far beyond the pencils and paper they need in the classroom. According to one article by Belfanz (2009), “in all minority inner-city schools in high-poverty neighborhoods, most entering students lack a good middle school education and …show more content…

Fortunately, many students have taken advantage of the education afforded to them by the TRIO Programs. Before the TRIO Programs colleges and universities were privatized and there were not as many financial options for families to send their children to college. Suffering from an undereducated population, many at-risk youths were forced to remain in the same poor areas and work at minimum wage jobs without benefits and resources which meant the cycle of poverty would continue. The passing of “the Higher Education Act of 1965 was arguably the most important change, as it extended need-based financial assistance to the general population for the first time” (Brock, 2010). The passage of this act was an enormous development which changed the face of the higher education system. The social and economic conditions that bolstered such a change continue to show improvement in the increased enrollment and graduation rates of non-traditional …show more content…

The comprehensive report followed higher education students for two years and was limited to those who were enrolled in postsecondary education “these students were followed up in 1992 and 1994 [sic], resulting in a wide range of information regarding their academic persistence and degree attainment five years after entering postsecondary education” (Balz and Esten, 1998). The results of the study indicated that nearly 75 percent of the students within the demographic targeted by the legislation completed their postsecondary education. The same study revealed that before the program was enacted, the graduation rate had been less than 50% of

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When it comes to poverty and education, many children face difficult situations. In the book “See you when we get there” by Gregory Michie discusses about teaching minority students who struggle with poverty, violence, and crime. He built relationships with his students, helping the urban Chicago school system. He received positive reviews. For instance, Michie described an accurate urban school experience and allowed the students to have a voice.

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Response to Lewisetta In practice, educators use many terms or labels to discuss children and families who live in poverty. Gloria Rodriguez and James Fabionar (2010) assert that the many terms we use should serve "as a reminder of how often we are called on in education to talk about -- but not necessarily to" -- our students and their families who live with low incomes (p. 64). As educators, we must be sensitive to the effects of poverty on our students' state of mind and ensure that we separate their developing sense of self from their living conditions. As a starting point, we must be extremely careful how we talk about children who live in poverty.

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In addition, the Government Accountability Office [GAO] (2016) reported: “from school years 2000-2001 to 2013-2014, the percentage of all K-12 public schools that had high percentages of poor and black or Hispanic students grew from 9 to 16 percent” (p. 2). These findings suggest that practices of racially and economically segregating students of color continue unresolved. Sadly, poverty and race are automatic disqualifiers for children of color to have equal access to quality

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Children in America’s Schools tells the public that children that live in inner city/ urban areas do not have high goals for themselves. In a scene from the documentary, Jonathan Kozol interviews children from these impoverished communities on their views of their school and education in general. Some of the children responded by saying they do not see themselves as having a future and question the importance of being in school. Children who live in impoverished communities deal with crime on a regular basis, and believe that they will not amount to much. However, Children in America’s Schools also provides the public with positive views on teachers.

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After conducting an interview, Dan W. Rea understands stereotypes from a different perspective after an interview with Pedro Noguera. Noguera, a student who experienced poverty first hand in Boston, states, “...we should not conclude that simply because a child is poor they won’t be able to learn as much or that they can’t be as smart or as intelligent. There is no evidence to support that”. Not only are the students having opportunities stripped away at home, opportunities offered at affluent schools are not available at schools in low-income neighborhoods. The country refuses to expand the budget for these areas.

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Recently, many have begun to attack and degrade higher education in the United States. In the book How College Works, authors Daniel Chambliss and Christopher Takacs claim, “As state support has eroded, and as more students attend college in an increasingly desperate attempt to find viable jobs, the price to students of attending an institution of higher education has gone up, especially at more selective institutions” (172). So is college even worth it? Caroline Bird’s excerpt from her book Case Against College “Where College Fails Us” is an adequately written article that agrees with those who question whether college is a good investment. Bird argues that although some students would benefit from college and succeed, many fall short, wasting

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The meaning of the Pell grant is to help economically disadvantaged students received a higher education by reducing the burden of the tuition and fee costs, and thereby, increase college participation. However, these good intentions of the Pell grant have caused one profound and unplanned consequence; which is the contribution to growing tuition cost for public and private colleges and universities. Supply and demand are the basic concepts of economics, so it’s no surprise that the increasing demand for higher education brought on by the Pell grant will have the consequence of rising tuition. More importantly, though, when Pell grants are used to pay for college, students are not as concerned with the cost as they would be if they were paying from their own pocket. As a result, the law of demand

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Children who grow up in poverty are faced with a series of issues which impact their education and social atmosphere. In both the school and home setting these children lack the proper resources which they need to succeed academically. Across the country, people have begun creating programs which aim to help children in poverty succeed, despite their socioeconomic status. These programs range from after-school reading, tutoring services, charter schools, and free summer programs. All of these programs provide children with extra academic help which they may not be receiving in school or at home.

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“For instance, schools, themselves,  have been spending more on faculty and different opportunities for students, so they can improve their education and future references in college” (“Today 's College”). With the different types of electives that have been offered, not only will they make students have a higher education, but will give students more experience in other courses besides English, math, science and social studies.   Back in the 1960s, there were less opportunities for students to be involved in school electives that would aid them in college. For example, computer classes were not popular until the 1980s, and even then the classes were basic coding. Thankfully,  variety in education has greatly increased  today versus in the 1960s due to the better quality, and how educational facilities are spending more on different elective courses, and more opportunities that interest students.

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When college attainment improves, the tax base increases, reliance on social welfare programs declines, and civic and political engagement increases” (White). Even though it may seem obvious, in most cases it truly is very important to have a degree to be able to become successful. Despite some arguing against this, it comes down to the basics. A degree from higher education automatically gives that person an advantage in life. Whether it helps with job applications, housing, or just relief from worrying about money, an education is not just beneficial but becoming almost a necessity.

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