Tag » poverty

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  Living the Dream in the Promised Land: Features of Highly Successful Schools that Serve Students of Color

  1/1/07 - Nancy J. Harris-Murri, Equity Alliance at ASU

  Millions of children historically have failed in American school systems, particularly children of color from urban and rural low socioeconomic status (SES). Schools cannot change poverty or the living conditions of those children, however schools can change ways to reach and teach all children. This exemplar summarizes the High Performance All Students Success Schools Model (HiPass Model), which describes features of highly successful high-poverty elementary schools as documented by Dr. Jim...

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  A Look at Community Schools

  1/30/09 - Saba Bireda

  "Children living in poverty face many obstacles outside the classroom that can hinder their success in the classroom. Unaddressed health care needs interfere with learning and cause low attendance. Inadequate and inconsistent housing may deprive students of a safe and quiet place to study. A lack of affordable and accessible child care forces many young adults to sacrifice learning opportunities to care for younger family members. And poverty’s economic stress may cause students to be less...

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  Basic facts about low-income children: Birth to age 18

  1/5/09 - Douglas-Hall, A., Chau, M.

  Estimates in this data display are “based on the U.S. Current Population Survey, Annual Social and Economic Supplement, March 2008, representing information for calendar year 2007.” Details include (a) numbers and percentages in low-income families; (b) changes over time; (c) federal poverty level figures; (d) family characteristics; (e) variation’s by children’s age; (f) variations by race/ethnicity; (g) variations by parents’ country of birth; and (g) variations by region of...

• Beyond the poverty of theory in race relations: Nonsynchrony and social difference in education.

  1/1/93 - McCarthy, C. , L. Weis & M. Fine (Eds.),
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  Can Child Care Impact Risk for Depression?

  1/5/09 - FPG Child Development Institute,

  Almost 10 percent of American adults suffer from a depressive disorder each year; and another 11 percent experience symptoms of depression that significantly impair life functioning, according to the National Institute of Mental Health. These figures are even higher for those living in poverty. A 2004 survey published by the Centers for Disease Control reported that “poor persons were four times as likely as non-poor persons to report serious psychological distress.” Children are not...

• Childhood poverty, chronic stress, and adult working memory

  1/1/09 - Evans, Gary W., Schamberg, Michelle A.

  The income–achievement gap is a formidable societal problem, but little is known about either neurocognitive or biological mechanisms that might account for income-related deficits in academic achievement. We show that childhood poverty is inversely related to working memory in young adults. Furthermore, this prospective relationship is mediated by elevated chronic stress during childhood. Chronic stress is measured by allostatic load, a biological marker of cumulative wear and tear...

• Closing the achievement gap: Lessons from Illinois' golden spike high-poverty high-performing schools

  1/1/04 - McGee, Glenn W.

  The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools--Illinois schools that have a sustained...

• Closing the Achievement Gap: Lessons From Illinois' Golden Spike High-Poverty High-Performing Schools

  1/1/04 - McGee, Glenn W.

  The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools-Illinois schools that have a sustained...

• Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

  1/1/06 - Balfanz, Robert, Byrnes, Vaughan

  The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

• Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

  1/1/06 - Balfanz, Robert, Byrnes, Vaughan

  The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

• Confronting the Achievement Gap

  1/1/07 - Gardner, David

  The article gives an in-depth look at the achievement gap in the United States educational system in terms of racial divisions. Claims that the gap does not exist are denounced by the author, citing problems of unequal funding and inherent racial prejudices still present in the system. Sociological causes for the discrepancy are listed, such as poverty, generational ideologies and long term effects from racist historical practices. The confrontation of these issues on a national level are...

• Disentangling the racial test score gap: Probing the evidence in a large urban school district

  1/1/07 - Stiefel, Leanna, Schwartz, Amy Ellen, Ellen, Ingrid Gould

  We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences...

• Disparities in Academic Achievement and Health: The Intersection of Child Education and Health Policy

  1/1/09 - Fiscella, Kevin, Kitzman, Harriet

  Recent data suggest that that the United States is failing to make significant progress toward the Healthy People 2010 goal of eliminating health disparities. One missing element from the US strategy for achieving this goal is a focus on gaps in child development and achievement. Academic achievement and education seem to be critical determinants of health across the life span and disparities in one contribute to disparities in the other. Despite these linkages, national policy treats child...

• Do Americans really like children?

  1/1/94 - Goetting, Ann

  Argues that the US as a nation does not really like children, an argument supported by the substantial numbers of children who experience an array of preventable burdens. Statistics are offered on such topics as the high rate of infant mortality, low rankings in academic achievement, and the high rate of poverty among children. The gap between achievers and nonachievers continues to expand, producing a large number of children at high risk for never becoming productive members of society. A...

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  Early Childhood Residential Instability and School Readiness: Evidence from the Fragile Families and Child Wellbeing Study

  1/23/09 - Kathleen M. Ziol-Guest, Claire McKenna

  "This paper assesses the consequences of residential instability during the first five years of a child’s life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study, we examine the relationship between multiple moves and children’s cognitive and behavioral readiness at age five. We further test this relationship for differences among poor, near poor, and not poor children. We find that moving three or more times in a child’s first five...

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  Early Success: Closing the Achievement Gap for Our Youngest Learners

  1/5/09 - Jerry D. Weast

  The district faced an indisputable fact: increasing numbers of young children impacted by poverty and language difference were starting school lagging behind their peers in basic literacy and mathematics skills, and they often remained behind. If children were not meeting certain benchmarks by the end of first grade, there was little likelihood that they would be able to read fl uently by third grade, an important indicator of academic success in the later years.5 So, the work began in the...