Children Living in Poverty : Case Study 1 by Sara Russo Report on Children in Poverty by Lucrezia Delia Case Study 2 by Colleen Smith Standardized Test study on CAPT by Kelly Gillette. Children Living in Poverty.
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Children Living in Poverty:Case Study 1 by Sara RussoReport on Children in Poverty by Lucrezia DeliaCase Study 2 by Colleen SmithStandardized Test study on CAPTby Kelly Gillette
Approximately 20% of young children in the United States live in poverty, and children under 6 are more likely to be poor than any other age group. An additional 23% of young children live in low income households with families earning between 100% and 200% of the federal poverty level (Azzi-Lessing, 2010).
Children’s low status in school mirrors their family's status in the community.
Children tend to continue in a cycle of poverty.
Children living in poverty come to school hungry, often sick with low energy, with no motivation or confidence, and are thus ill-prepared for learning (Mahabir, 2010).
Schools that are funded by low tax revenues (such as urban areas) have relatively few resources, while more affluent areas (such as wealthy suburbs) have access to higher tax revenue and, therefore, more available resources (Mahabir, 2010).
Poverty is one of the contributing factors to illiteracy which results in few reading resources for children in poorer areas.
20 % of students have a higher dropout rate and get involved with crimes, while some become teenage parents (Azzi-Lessing, 2010).
A third-grader from the Bronx, New York, wrote in 2005:
“It is not fair that other kids have a garden and new things. But we don’t have that. I wish that this school was the most beautiful school in the whole why world” (Mahabir, 2010).
Parents should spend more time with their young ones.
Children solve problems by observing others (Mahabir, 2010).
BOOKS were the most needed item in both classrooms and in homes.
More specific needs were bilingual books, magazines, newspapers, pens, pencils, paper, current maps and globes, art supplies, educational videotapes, and computers (Mahabir, 2010).
Textbooks were scarce in inner city schools, and teachers often had to buy books using their own salaries.
Educators in this study reported that the very basic necessities, such as pencils, paper, and teaching aids, were bought using their own personal funds (Mahabir, 2010).
Overall, Children who live in poor areas may not know how to read because of probable lack of educational materials at home or in schools.
The study found very few programs or organizations that specifically supplied educational materials to children living in poverty.
Representatives from the organizations who supplied educational materials said in their interviews that the children they serve came from (a) low-income families, based on census bureau information, (b) schools in urban areas that are high-poverty and under-resourced communities, (c) schools’ at-risk urban children, (d) early intervention programs in local school districts, and (e) specifically, children living below the federal poverty level found through public clinics and hospitals (Mahabir, 2010).
Be encouraged to solicit books and other materials from local communities.
The data in this study indicated that some teachers have been successful in doing this by posting their classroom needs in heavily frequented shopping areas.
Teachers said that people are willing to donate.
Principals and teachers could build communication with other schools. At the end of each school year, school districts could host a book fair at a school or township building and invite neighboring schools to participate in the sharing of books and materials.
Teachers have no choice but to continue to depend on private citizens, businesses, networking among themselves, and connecting with programs such as America Reads Challenge for the educational materials that they need (Mahabir, 2010).
During class he would crave attention from teacher. Was interested in history and always raised his hand. He would consistently try to start conversations in the middle of class with the teacher, enough so that it was a distraction in most classes.
His attitude and his hygiene posed problems in the class. His peers would often complain about sitting next to him or working in a group with him.
His attitude and his hygiene posed problems in the class. His peers would often complain about sitting next to him or working in a group with him. ·Since his overall knowledge and interest in history was high he was able to pass the class. However he received a very low grade because he did not do any homework, projects, or study for tests.
Family was unable to pay for a tutor and may be unaware of where to get education help; for example resources and help at school. Transportation is also an issue when it comes to staying after school for help.
(A. Barber, personal communication, October 21, 2010)
(R. Nogiec, personal communication, October 14, 2010)
How impoverished children achieve in the established educational system is an integral part of the issue of poverty in the U.S. The Socio-economic status of students is often a factor that affects their academic achievement, especially in regards to standardized testing.
One of the elements that affects impoverished students that is axiomatic is the gap in performance on standardized testing across the U.S.
Kohn in his work The Case Against Standardized Testing (Kohn 2000),
State “the main thing standardized testing scores tell us is the size of a student’s house.”
In addition, Critical Pedagogist Peter McLaren advocates that the financial system as well as the educational system is set up to keep the gap between rich and poor maintained (McLaren 2007).
Instead of reporting on the gap in standardized scores experienced by lower income students, I researched ten regional Connecticut schools and compared their performances on the 2010 CAPT test using scores compared by discounted or full price lunch as well as town average incomes for each school.
The ten schools selected were:
Groton, Ledyard, Norwich, Stonington, New London, Montville, Killingly, Plainfield, Old Saybrook, and North Stonington. I researched individual scores on math and science only, as well as made district comparisons by income.
Anthony, E. (2008). Cluster Profiles of Youths Living in Urban Poverty: Factors Affecting Risk and Resilience. Social Work Research, 32(1), 6-17. Retrieved from ERIC database.
Azzi-Lessing, L. (2010). Meeting the Mental Health Needs of Poor and Vulnerable Children in Early Care and Education Programs. “Early Childhood Research & Practice”, v12. Received from ERIC EJ889716.
Mahabir , I.K. (2010). “Exploring educational material needs and resources for children living in poverty.” Paper presented at the Annual Meeting of the American Educational Research Association. Denver, Colorado. Received from ERIC ED511948.
Teenage Poverty Cartoon: Available at: http://www.greenberg-art.com/.toons/.Toons,%20Calif/qqxsgPovertyLine.gif.
Test Score Cartoon: Available at: http://t1.gstatic.com/images?q=tbn:ANd9GcRPUEm3Nw15U_6XKPSdA6Y0epyogbDUEDKAlAAJQvg196aIXHU&t=1&usg=__kBd2XcaoTAVz5fsU4rIBhSEATAM=.
Vygotsky Photo: Available at: http://t3.gstatic.com/images?q=tbn:ANd9GcSRJWMiI7PjuvNNlAFhuFW_5Djmi5mu3_NzZ51ATrcaEf7VmE&t=1&usg=__KPDQQ1vYNW_oBN21SwyPLrcWHjA=