Socioeconomic Problems In Schools

Standardized tests are used commonly in the school systems and they do not measure the overall students’ achievement. For this reason, educators and administrators must take into account how economic elements are affecting the grades on standardized tests. Usually, this group of students averages below the acceptable grades on standardized examinations regardless of the subject. For reasons beyond their control, children from low socioeconomic level face an increased risk of failing standardized examinations. The failure of the tests could cause an overwhelming impact on students, families, the school system, and society at large because eventually, the students may be dropping out of school. In a public system using standardized examinations,

It threatens a child’s development, cognitive and motor developments. Research and data show poverty has unfavorable effects on society’s most vulnerable people. Various studies show that in the United States, comes to the world an economically disadvantaged child every 35 seconds and nearly 13 million children live in poverty (Pettigrew, 2009). I haven’t found any statistics on this topic in Mexico so far. Policymakers, society, teachers and, faculty should take further actions, in addition to the school system’s efforts, to help this generation of low-income families close the gap of academic achievement between economically disadvantaged students and affluent

Only forty percent of students could get access to a working computer, and in twenty-three percent of schools, there was no Internet access for the entire community. Almost forty-six percent of schools did not have a sports field. Locally in Juarez, the soccer fields are improved dirt fields without any maintenance, as it might be seen in Figure 3.3 for Fernando Ahuatzin Reyes School’s soccer field. Thirty percent of schools had no patio or playground and when they had one, the playground was the outside auditorium for all the school’s events held in the same space. Figure 3.2 shows Fernando Ahuatzin Reyes School’s playground. Twenty-one percent of schools did not have the resources to deal with emergencies. Hygiene conditions were another challenge, as thirty percent of schools reported that they had never been fumigated and eleven percent did not have any maintenance or cleaning of their water tanks, while only forty-two percent of schools had purified drinking water for students (Poy Solano, 2016), I have not seen purified water in any public school in