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Tag: poverty
- 2/1/14 - Jiang, Yang; Ekono, Mercedes; Skinner, Curtis
Children under 18 years represent 23 percent of the population, but they comprise 34 percent of all people in poverty. Among all children, 45 percent live in low-income families and approximately one in every five (22 percent) live in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children’s experience of economic insecurity. This fact sheet describes the... - 1/1/93 - McCarthy, C. , L. Weis & M. Fine (Eds.),
- 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... - 1/1/04 - 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... - 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... - 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... - 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... - 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... - 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... - 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... - 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... - 1/1/12 - Hernandez, D.J.,
Educators and researchers have long recognized the importance of mastering reading by the
end of third grade. Students who fail to reach this critical milestone often falter in the later
grades and drop out before earning a high school diploma. Now, researchers have confirmed
this link in the first national study to calculate high school graduation rates for children at
different reading skill levels and with different poverty rates. Results of a longitudinal study
of nearly 4,000 students... - 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... - 1/21/09 - Mica Pollock
A fundamental debate erupts whenever U.S. educators discuss “achievement gaps.” Do educators’ everyday actions really contribute that much to racial disparities? Or are such disparities caused by parents, by peers, by “society,” by “poverty,” by children themselves? We need to get much better at discussing this issue in education. As I have shown in my research, simplistic debate over who is “to blame” for “achievement gaps” often keeps us from adequately serving... - 1/1/07 - Hursh, David
The passage of the No Child Left Behind Act (NCLB) marks the largest intervention of the federal government into education in the history of the United States. NCLB received and continues to receive support, in part because it promises to improve student learning and to close the achievement gap between White students and students of color. However, NCLB has failed to live up to its promises and may exacerbate inequality. Furthermore, by focusing on education as the solution to social and... - 1/1/02 - Breitborde, Mary-Lou, Swiniarski, Louise Boyle
Noting that differences and inequality of education exist in the United States of America, this paper presents two model educational programs that address the iniquities in American public education. The first model is a collaborative effort of a public school in an urban northeast community, the Robert L. Ford Elementary School of Lynn, Massachusetts, USA and a public supported college of higher education, Salem State College, Salem, Massachusetts, USA, whose joint venture is known as The... (45 Results) Page: 1 2 3 |
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