As schools face public demands for increased student performance, the daunting task is particularly problematic for schools with high poverty levels. Traditionally, achievement is associated with high parental education and high income, while children in lower socio-economic status, often termed at-risk, show lower test scores (Payne). While the decline in achievement gains has been documented in many different studies, schools face the additional developmental issues associated with the well-being and learning of all students. In poor communities today, constraints from both within and outside schooling are affecting the quality of education students receive. As a consequence, not only is the overall achievement of students who live in poverty low, it is significantly lower than that of students from more economically affluent communities. Schools serving low-income communities face many challenges that are tied to those conditions of poverty with which students and their families live. For example, it is a challenge to attract and retain well-qualified teachers; transience within the student population disrupts continuity of instruction and learning; and challenges in the lives of students due to inadequate income, transportation, health, and safety often make it difficult for students to focus on an academic agenda. Nevertheless, it is also striking that many of the needs of these poverty bound schools are similar to those of schools in more affluent communities. Some example of needs shared by all include: an organized curriculum addressing significant structure with depth and clarity; appropriate instructional materials to address the curriculum goals; competitive salaries and a program of sustained and supportive professional development opportunities for teachers, including time for planning and collegial interaction; stable school conditions that are conducive to teaching and learning, including reasonable class size and administrative support; programmatic sensitivity to the culture of goals of the communities being served; in-school and out-of-school support structures for students ; appropriate assessments that can inform instructional decisions; and consistent district and school leadership in adopting and implementing educational policies and practices that support teaching and learning. Providing for these educational needs in schools serving the children in poverty is a major challenge for a nation that prides itself on educational opportunity and speaks of equity and justice for all of its citizens. In order to preserve senior teachers’ rights under collective bargaining agreements, schools are charged the same amount for each teacher no matter what her or his actual salary is. Schools in wealthier neighborhoods are free to assemble staffs made up entirely of highly paid senior teachers. Schools in poor neighborhoods have to pay as much for a teacher with weak preparation and no experience as schools in more upscale neighborhoods pay for a teacher with a doctorate and twenty years’ experience. This has disastrous consequences for the quality of schools’ serving the poorest children. Schools with the last pick of teachers must rely on brand-new college graduates and untrained staff with “emergency certificates.” Every year, one-third of new teachers leave the profession (Kozol). Among those who stay in teaching, the best depart for schools in nicer neighborhoods as soon as they can. No wonder schools in poverty neighborhoods are turbulent and parents cannot develop relationships with teachers and principals. The principals who remain in such schools are the heroes, who will fight for children whatever the odds, and the incompetent, who have no choice. Notable examples can be cited of high-poverty district schools that have succeeded, at least for a time, thorough the efforts of heroic, isolated teachers of administrators (Kozol). Yet, these examples are almost
studies have shown a relationship between obesity prevalence and socioeconomic status measured as educational level or income (3,4). This data brief presents the most recent national data on obesity in United States adults and its association with poverty income ratio (PIR) and education level. Results are presented by sex and race and ethnicity. Keywords: adults • obesity • income • education
Among men, obesity prevalence is generally similar at all income levels, with a tendency to be slightly…
The Robin Hood Foundation is a nonprofit organization that raises money through publicand private donations to combat poverty in New York City. This organization uses many publicrelations elements to communicate with its publics and raise awareness about its mission with thecommunity. Although the organization has a very specific target public in New York City, itcontinues to gain publicity and high acclaim nationally through its efforts. This nonprofitorganization utilizes a variety of public relations…
According to Susan Carbon, Director of the United States Department of Justice’s Office on Violence Against Women, “One in every four women has experienced severe physical violence by a current or former spouse/boyfriend. One in five women has been raped in their lifetimes, and nearly…
colored spray bottles to spray in the snow, playing ball and learning to catch, climbing the outdoor climber and sliding on the slides.
Self Concept: During our home visits we had the children draw a self portrait of themselves, and at the end of the school year we will have them draw another self portrait and compare them, see how far they came.
Emotional Skills/Regulation: Every morning during our morning meeting we put up pictures on our smart board that shows a picture of emotions following conscious…
What Actions the Could the Poor Take to Escape Poverty?
· Pool their money – form credit unions
Maslow’s Hierarchy of Needs:
Physiological Needs (food, water, air, sex)
Safety Needs (shelter/safe conditions)
Needs of Love, Affection and Belongingness
Needs for Esteem
Needs for Self-Actualization
Family has never owned land
Never knew anyone who benefited from education
Never knew anyone who moved up or was respected in a job
Child poverty in New Zealand is the issue being investigated in this assessment. The Social Policy of New Zealand Journal defines child poverty to be the “Exclusion from the minimum acceptable way of life in one’s own society because of inadequate resources”. Child poverty is an issue in New Zealand because over 270,000 children are said to be currently live in conditions that are below the normal standard of living in New Zealand society. Unicef released statistics stating that New Zealand ranks…
President Lyndon B. Johnson’s “Great Society” and “war on poverty” helped eliminate injustice and poverty, which made a life changing positive impact on the Mexican Americans. They established job-traiing programs (MDTA), Job Corps, Head Start, Upward Bound, and Volunteers in service to America (VISTA). In the Article “Goodbye America: The Chicano in the 1960’s, the text states “ Congress allocated $1.6 billion annually to eliminate poverty-an amount that, considering the 3-40 million poor living…
Educational Leadership School Profile
East St. John High School
St. John the Baptist Parish is a small rural town with a population of 45,221 people. St. John has a diverse racial make up of 53.6% African American, 44.0% Caucasian American, 2.9% Hispanic, 0.4% Asian, 0.4American Indian, 0.1% Native Hawaiian and Other Pacific Islander, and 1.2% two or more races (Census, 2010). This rural town is located thirty minutes west of New Orleans and forty-five minutes east…
and it will take people like you to educate them on how to break the vicious cycle of poverty. If big corporations like Walmart are genuinely in need of helping their needy staff, why can’t they partner with public or community colleges where the fees are subsidized? These institutions know very well that these cannot afford the exorbitant fees but instead of assisting them, they not only put them deeper in poverty but are also comprising the future generations by ensuring…
Across America, countless school children — particularly impoverished children of color — are being pushed out of schools and into juvenile lock-ups for minor misconduct that in an earlier era would have warranted counseling or a trip to the principal’s office rather than a court appearance.
The problem is particularly acute in the Deep South, where one in four African Americans live in poverty.
The children and teens most at risk of entering this “school-to-prison pipeline” are those who…