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Tag: income
- 1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of... - 1/1/09 - Equity Alliance at ASU,, Kathleen King
Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration... - 1/10/09 - Romero, M., Lee, Y.
It has long been recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth, and ultimately, for their employability as adults. Little is known, however, about chronic school absenteeism among early elementary school students, as well as among children in preschool programs. This brief reveals a significant level of absenteeism in the early school years, especially among low-income children... - 1/1/05 - Heyneman, Stephen P.
For half a century there have been reports that children of the poor or of some ethnic minorities on average perform worse in school. Some have suggested that these findings demonstrate a failing of education to reduce gaps in adult income and differences in adult socioeconomic status. This article reviews the research internationally and concludes that the debate is outdated. School children in the United States make up only 2 percent of the world's school children. When considering this... - 1/14/09 - Southern Education Foundation,
This SEF research report reviews trends in the growth of low income children in the South’s public schools. The report finds that public schools in the region have enrolled a majority of low income students in each of the last three years (2004-2006) and today the South is the only region in the nation where low income students are 50 percent or more of public school enrollment. The report also provides some historical background on the presence of low income students in Southern states... - 1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.
Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested... - 1/14/09 - Wyner, J., Bridgeland, J., Diulio, J.
This report discusses new and original research on this extraordinary population of students. Our findings come from three federal databases that during the past 20 years have tracked students in elementary and high school, college, and graduate school. The following principal findings about high-achieving lower-income students are important for policymakers, educators, business leaders, the media, and civic leaders to understand and explore as schools, communities, states, and the nation... - 1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying
The academic achievement gap of students of color and low-income students as compared to middle and upper socioeconomic students and White students has been clearly documented. Historically the long-standing role of the school counselor has contributed to the status quo of these inequities, inadvertently maintaining educational and social disparities. This has been reflected in school counselors' training, role or job descriptions, and actual practice. This article explores the need for a... - 1/9/10 - Michael F. Petrilli, Janie Scull
"In this report, we identify public schools whose doors are effectively closed to poor children. These institutions—generally found in wealthy urban enclaves or well-heeled suburbs—educate many of the children of America’s elite while proudly waving the “public school” flag. But they hardly embody the “common school” ideal. In fact, by exclusively serving well-off children, they are arguably more private—certainly more exclusive—than many elite private schools, which, after... - 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... - 1/1/10 - Raegen T. Miller, Cynthia G. Brown
"The Center for American Progress proposes in the paper that follows a new funding formula for ESEA Title I, Part A, also known as Title I-A, the largest elementary and secondary program operated by the Department of Education. The program provides school districts serving concentrations of low-income students with funding with the aim of enhancing these students’ educational experience. The formula needs revision because there is much confusion about the four distinct formulas in current... - 1/1/08 - Yeung, W. Jean, Conley, Dalton
This article examines the extent to which family wealth affects the Black-White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3-12). This study found little evidence that wealth mediated the Black-White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a... - 1/1/08 - Yeung, W. Jean, Conley, Dalton
This article examines the extent to which family wealth affects the Black–White test score gap for young children based on data from the Panel Study of Income Dynamics (aged 3–12). This study found little evidence that wealth mediated the Black–White test scores gaps, which were eliminated when child and family demographic covariates were held constant. However, family wealth had a stronger association with cognitive achievement of school-aged children than that of preschoolers and a... - 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... - 1/23/09 - First Focus,
"First Focus published Children’s Budget 2009 to inform policymakers, advocates, and the American public about the importance our government places on programs that aim to improve the well-being of American children. Issue areas touch on child health, education, housing, income support, child welfare, nutrition, and many more. Additionally, this year we have broken down investments in children that were provided in the economic recovery package, known as the American Reinvestment and... - 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...
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