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The Role Of Poverty In Education

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In the early 2000’s the US Congress passed a bill named ”No Child Left Behind Act” (NCLB), this act sets further parameters to evaluate education, making school systems to be accountable for educating at the same level to all subgroups in the population, including students coming from low socioeconomic backgrounds and minorities (Marter, 2009). According to the NCLB act, all students must be performing at a proficient level in mathematics, language, arts, and science which are the main subjects in the school system. In an educational system so strongly focused on standards based on accountability for students in all subgroups, systems must be aware of the problems presented when students grow up in low socioeconomic conditions, systems must …show more content…

Children who live in low socioeconomic conditions often need additional resources from schools and teachers to overcome the special challenges they face (Pettigrew, 2009). It seems the schools that educate this subgroup are the schools receiving the least amount of funds, thus, they are at an economic disadvantage when in fact more resources are needed. Although the task may seem discouraging, there are practical ways to transform underperforming schools that teach children from low socioeconomic backgrounds. They have a problem that demands special attention, but the solution is not far-fetched.
For the most part, children are dependent beings. Children require assistance to live and prosper. Most children live with their parents or other family members and depend on them for their economic well-being and caring. Therefore, to understand childhood poverty, we need to understand the reasons for parents and caregivers living in poverty. Many persons continue to live in low socioeconomic conditions because of race, place of residence, and family …show more content…

For this reason, educators and administrators must take into account how economic factors influence a student’s performance on standardized tests. Usually, economically disadvantaged students average lower scores on standardized examinations regardless of the subject matter. For reasons beyond their control, children from low socioeconomic levels face an increased risk of failing standardized tests. Such failure could have devastating effects for 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 tests, it is imperative to acknowledge that socioeconomic status affects grades and take action to ensure the success of all students regardless of economic

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Introduction The book I will be reviewing is Teaching with Poverty in Mind written by Eric Jensen. The book was originally published in 1950 while our copy was printed in 2009 through the ASCD publication company. This book is used in our EDUC 200 Developmental Sciences and the Context of Poverty class to give us insight to challenges that could be present with poverty and schools. Jensen’s book illustrates the story of Mr. Hawkins a teacher’s experiences and growth working with children living in poverty.

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While, on paper, lower class schools can look similar to upper class schools in terms of their state funding, demographics, and other factors, the educational outcomes of their respective students are wildly divergent. At the heart of these trends is the geographic sorting of the classes into separate residential areas. Because of the difference in environment that results, a school’s location can have tremendous effects on performance. In fact, the correlation between high school achievement and community median income is even stronger than the correlation between achievement and parental income (Putnam 165). In high-income schools, the number of AP courses, the variety and number of extracurriculars, and the availability of formal assistance available far outstrip that of lower-income schools, partly due to parental involvement and financial support.

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Carnoy, Loeb, and Smith (2003) found a weakness in the relationships between TAKS scores and other outcomes such as high school graduation rates and scores on college entrance exams. Other researchers (Klein, Hamilton, McCaffrey, & Steecher, 2000) analyzed increases in scores in Texas on the NAEP, increases that they state political leaders attributed to the accountability system, and found that Texas score improvements in mathematics at grade 8 are not significantly different from those of other states that did not have strong accountability systems in place. In fact their data show evidence that the achievement gap between white students and underrepresented minorities actually increased. Some argue that the data show that the accountability program actually negatively impacts schools that were already academically behind before the implementation of the accountability system (Fassold,

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“No Child Left Behind: A Failing Attempt at Reform,” written by Sarah E Holmes in 2010, examines the intended goals of the No Child Left Behind Act (NCLB) versus the actual results the act has produced. The NCLB was implemented in 2001 under the George W. Bush administration. The goal of the act was to reach “100% proficiency of all groups of students in America by the year 2014.” Although ESEA and IASA were already developed the No Child Left Behind Act was intended to be a mash of the two and solve all the problems and weakness that both acts displayed. The NCLB act “ laid out consequences for schools that could not

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Since 2006, overall SAT scores have dropped by 21 points. It is safe to say that the increase in standardized testing has done more bad than good. When standardized testing became more prominent, the National Assessment of Educational Progress (NAEP) saw a plateau in reading and math scores. Additionally, the NAEP saw no further closure in the test score gap. The test score gap affects all minorities.

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Socioeconomic obstacles impede the academic achievement of students. “Hispanics have poverty rates that are two to nearly three times higher than whites; and 40 percent of their population is foreign born” (“Hispanics: Special Education and English Language Learners”). Living in poverty affects educational attainment. There is a gap in the educational outcomes because of socioeconomic status (SES). Moreover, the American Psychological Association (APA) states, “large gaps remain when minority education attainment is compared to that of Caucasian Americans”.

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Students that get advanced scores on tests are able to move ahead and have better opportunities in their schools, but students that don’t score well are left behind, sometimes barely moving from grade to grade. When making changes to the schooling system, Thomas Jefferson said “twenty of the best geniuses will be raked from the rubbish annually” (Congressional Research Service, 269). The president of the United States of America, when setting up a part of the education system, said that only some of the extra-intelligent students would be taken and given amazing opportunities. He himself said that they would be taken from the rubbish,

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According to Poverties.org, Ever since the 1960s, the share of children affected by poverty has only got bigger and bigger. Children are those who have the least choice and ability to change what happens to them. There isn’t much they can do to help their families, nor should they have to. Until they can stand firmly on their two legs, usually by the age of 6, then they can be enrolled willy-nilly in child labor.

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Introduction In 2001, when the No Child Left Behind Act (NCLB) was created, the goal of NCLB was to increase the accountability of schools for the educational outcomes of their students and to bridge the gap between poor and high-performing students and districts. To accomplish this, NCLB placed considerable importance on standardized testing, which I will be examining the effectiveness of relative to the goals that NCLB sought to accomplish by 2014, within this paper. NCLB brought attention to the achievement gap and spurred efforts to improve educational outcomes for all students, particularly disadvantaged populations, through its accountability measures and reporting requirements, but its reliance on standardized testing and punitive consequences

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Over half the public schools in the south are poor and are overwhelmed by the consequences of poverty. While the program itself can deem quite expensive, the long-term effects make it worth the investment. Education in Mississippi is suffering due to the lack of government support and community

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Although the common belief is that certain aspects of school are important for an ideal education for all students, the main problems that need to be rectified as soon as possible include the lettered grading system and test scores as the main measure of achievement as well as a lack of disciplined and motivated in teachers who do their jobs correctly in order for their students to reach their full potential and excel in life. Out of all the issues with American education today, one of the most overvalued yet problematic for students is the grades and scores that represent their classroom proficiency and content knowledge. It is true that today, in the United States, the easiest and seemingly most reliable way to track student performance and rank schools by quality of education is by simply marking students based on their scores on assignments and assessments done in school or on standardized exams designed to measure mastery of content, and by comparing and analyzing the

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The injustices in inner city schools push the achievement gap farther apart. The community must act to help narrow the achievement gap, and provide the kids attending these schools to a fair opportunity to succeed. Current education in inner city schools lacks resources needed to push children to achieve at their

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I. Introduction A. Thesis statement: A child’s early development is greatly impacted by living in poverty which leads to poor cognitive outcomes, school achievement, and severe emotional, and behavioral problems. II. Body Paragraph 1. Claim: According to (Short, 2016) poverty consists of two parts: a measure of need and resources available to meet those needs.

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2/28/18 Poverty and Education For this literature review, I conducted an analysis of poverty and how poverty affects children and their education. For my internship I work in a low-income school system, I really wanted to dive into what and how this has a role to play in brain and education. The major question that I feel needs to be answered in order to continue this research project is: has been shown to negatively influence child brain development, thus interfering with their success in the academic setting? There are many environmental factors that influence how a child’s brain develops before the age of six. These effects include prenatal care, health conditions, and poor school readiness skills in their language. Children raised in poverty are adversely affected both indirectly and directly through their family’s lack of resources and education.

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