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on 9 November 2013

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Michelle Jenkins
EDGR 602

DoSomething.org (n.d.) states the following:
In 2011, nearly 46.2 million Americans were living in property.
Children living in poverty have a higher number of absenteeism or leave school all together because they are more likely to have to work or care for family members.
Forty percent of children living in poverty aren't prepared for primary schooling.
Children that live below the poverty line are 1.3 times more likely to have developmental delays or learning disabilities than those who don't live in poverty.
By the end of the 4th grade, African-American, Hispanic, and low-income students are already two years behind grade level. By the time they reach 12th grade, they are four years behind.
The nation's lowest-performing high schools produce 58% of all African-American dropouts and 50% of all Hispanic dropouts, compared to 22% of all white dropouts.
Less than 30 percent of students in the bottom quarter of incomes enroll in a four-year school; among that group--less than half graduate (p. 1).
Michelle's Top Ten
School Funding
Standardized Testing
Classroom Size
Parental Involvement
Elimination of Physical Activity from P.E.
Inequality of Education
Quality of Education for Teachers
Meaningful & Relevant Professional Development
There are little to no educational resources at home.
Students experience unstable or poor living conditions.
There is increased family violence in the home due to the lack of financial resources.
Students do not feel valued and are not motivated to succeed.
There is a lack of parental involvement and support.
Students suffer from malnutrition.
Students are often sick resulting in numerous absences.
A high number of students drop out of school due to family obligations.
Learning disabilities are often associated with students living in poverty.
A majority of educators fail to meet the needs of poverty stricken students.
Educators lack training in teaching students of poverty.
Some educators tend to believe that students in poverty cannot learn or be successful.
I believe that there are no benefits to poverty in education. Teaching at a Title I school has provided me with experiences of working with students in poverty as well as given me first-hand knowledge of what goes on in these schools. Although schools in low socioeconomic areas are supposed to receive additional funding and resources, that is not always the case. We often buy our own supplies as well as resources for our students. We could use what we have, but that is often doing a disservice to our children. Educators lack training in how to teach and approach students and fail to effectively communicate with parents. I do believe that education may be the cure to poverty, but providing students with meaningful learning experiences should be perfected at the primary and secondary levels first.
Most children live in homes where caretakers are unemployed; therefore, these caretakers find it difficult to adequately support the family.
Children living in poverty are more likely to find themselves in legal trouble.
Students experiencing poverty are more likely to succumb to academic failure.
Schools do not have the funding or resources they need to successfully educate low socioeconomic students.
A high number of students do not graduate.
Teachers are not adequately trained to teach at-risk students.
Poverty does not have to take a negative toll on students. According to the Global Partnership for education, "investing in education is the single most effective means of reducing poverty" (p. 1). Students that have access to a high quality education and that are motivated to succeed will eventually better themselves from poverty. Richard Murnane (n.d.) states, "Congress should improve accountability by amending NCLB to make performance goals more attainable. The goals should emphasize growth in children's skills rather than whether children meet specific test score targets" (p. 1). So many students become discouraged because standardized tests are difficult . Students also lack the experiences needed to successfully comprehend the information contained on those assessments. Hans Eide (2011) states, "ensuring the schools have the necessary teachers, resources and infrastructure is essential" (p. 1). Students living in poverty have to have teachers that are effectively trained and that are passionate about education. Schools must also have resources and a framework that will help these students be successful. Without these essentials, students will continue to lag behind their counterparts and drop out rates will continue to increase.
Bernstein, J. (2007). Is education the cure to poverty. Retrieved from http://prospect.org/article/education-cure-poverty

Eide, H. (2007). How to reduce poverty's impact on education. Retrieved from http://efareport.wordpress.com/2011/10/16/how-to- reduce-poverty%E2%80%99s-impact-on-education/

Global Partnership for Education. (n.d.). The value of education. Retrieved from http://www.globalpartnership.org/who-we-are/the-value-of-education/

JRF. (n.d.). Child poverty and its consequences. Retrieved from http://www.jrf.org.uk/publications/child-poverty-and-its-consequences

Murnane, R. (n.d.). Improving the education of children living in poverty. Retrieved from http://futureofchildren.org/publications/journals/article/index.xml?journalid=33&articleid=71

NCCP. (n.d.). Young children at risk. Retrieved from http://www.nccp.org/publications/pub_1073.html

Poythress, K. (2010). More childhood poverty means more education challenges. Retrieved from http://www.civilbeat.com/articles/2010/10/05/5266-more-hawaii-children-living-in-poverty-last-year/
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