Effects on Education
Poverty and Education: Mutual Dependency
Achievement in Mathematics for ALL students
The low level of mathematics performance of American students in terms of national standards and international comparisons has been a concern among educators and the general public for many years. Students from low income and minority backgrounds were found to be at a higher risk of failing in mathematics than students of higher SES. Mathematic achievement is particularly important to our efforts to promote equity because it serves as a gatekeeper to high-status occupations and can provide a powerful ladder of mobility for low – SES students (Lubienski, 2009). An increased recognition that mathematics skills will play an increasing role in life opportunities and outcomes led the National Research Council to declare:“All young Americans must learn to think mathematically, and they must think mathematically to learn” (NRC, 2001). The National Council of Teachers of Mathematics has been addressing this need for at least two decades. New curricula were developed, assessments were revised and new reforms were made and some good results were produced. However, there is still a big achievement gap among students of different SES's. Many researchers studied the factors that aggravate mathematics achievements of low SES students. According to the Lubienski (2007), it is imperative to identify and investigate those barriers and address them accordingly. She said, "To reach the goal of mathematics achievement for all, we must understand and address the obstacles faced by economically disadvantaged students" (Lubienski, 2007). Approach to learning:
Conformity vs. Intellectual Work (critical thinking) The researcher argued that low SES students are less likely to engage in intellectual work in mathematics studies than their peers of higher SES. The working class culture is more likely to promote conformity to externally imposed routines, and disregard critical thinking among its population. According to the researcher’s observations, working-class parents tend to be more direct with their children in telling them what is expected of them, while higher SES parents tend to encourage critical thinking in their offspring (Libienski, 2009). |
Literacy There is an undeniable connection between poverty and literacy. Children from poor families have less access to educational resources than children coming from higher SES families. Poor children are less likely to visit local libraries, museums, theaters or other educational events. Children in families with incomes below the poverty level are less likely to be read aloud to by their parents than are children in families with incomes at or above the poverty line. Children of high SES families are more likely to have more books in their homes than children of low SES families (Milne & Plourde, 2006).
Without appropriate literacy skills, children of low SES status are at a high risk of academic failure when they enter schools. Readingand writing skills are critical to achievement in many other curriculum areas including math and science. According to Wamba (2011), literacy education plays an important role towards overall academic success and is essential in helping families break the "circle of poverty". The researchers stated, "literacy education [...] is moving people out of poverty toward greater self-sufficiency post graduation" (Wamba, 2011). References: Milne, A., & Plourde, L. A. (2006). Factors of a Low-SES Household: What Aids Academic Achievement?. Journal Of Instructional Psychology, 33(3), 183-193. Wamba, N. (2011). Poverty and Literacy. Routledge, Taylor & Francis Group Thinking: Common Sense vs. Abstract Thinking
Low SES students are more likely to use common-sense reasoning in mathematics classes. Such reasoning may draw their attention from the mathematical points of the problem to insignificant details of the problem. As an example, a student participant was asked which of the three differently shaped containers of popcorn would be a “best buy” at a movie theater. Even though the girl was able to calculate the volume of differently shaped containers, her answer was “It depends on how much popcorn you want” (Lubienski, 2009, p.55). The researcher pointed out that in mathematics education students are often encouraged to take “real-world” problems seriously. However, low SES students are more likely to take them too seriously which distracts them from the abstract thinking essential in mathematics. |
Principals Feeling Impact of New Lunch Regulations
Photo Courtesy of: schoolfoods.org
After the Healthy, Hunger-Free Kids Act was adopted unanimously by Congress and signed into law by President Obama in 2010, new regulations to the National School Lunch Program were put into motion. Starting in September of 2012, the goals of improving the health, activity, and well-being of children came into effect through the First Lady Michele Obama's advocacy of better school meal programs. However, parents, coaches, school administrators, and lawmakers have begun to question the role and intent of such government regulations. Immediately following the implementation of the new nutrition standards and meal plans, administrators have been hearing of the repercussions caused by the new regulations. Food service staff see unprecedented amounts of wasted food, coaches complain that students are receiving adequate caloric intake, and parents complain that the food quality and quantity are not sufficient for adequate nutrition.
Rocky Brinkman, a principal and athletic director at Andes Central Jr./Sr. High School in Lake Andes, South Dakota says, "The calorie intake should be more for students out for sports. They burn a lot of calories and do require [more nutrition] than non-athletes. In addition to the lack of nutritional sustenance, the healthy meals are costing more than some schools can afford. Also, in the months ahead, schools will be required to remove vending machines that provide essential profits to support academic and athletic programs. As more regulations take effect, legislators are becoming more motivated to take intervening action.
Rep. John Kline, chair of the House Education and the Workforce Committee, sent a letter to the U.S. Secretary of Agriculture Tom Vilsack expressing such concerns. That letter was followed by a request to the Government Accountability Office to conduct a study on the new requirements. New legislation has also appeared before Congress to repeal the calorie cap and other requirements in the Hunger-Free Kids Act.
However, advocates, such as the National Education Association (NEA), have backed the original legislation. Citing examples like new interests in healthy foods experienced by kids, the development of healthy eating habits developed at younger ares, and highlighting the potential impacts this legislation can have on succeeding generations, the NEA has prompted principals to become more aware of the impacts of the new law on their schools and students.
Reference:
National Association of Secondary School Principals (2013). Principals feeling impact of new lunch regulations. NewsLeader. 60, 4, pp. 47-49.
Rocky Brinkman, a principal and athletic director at Andes Central Jr./Sr. High School in Lake Andes, South Dakota says, "The calorie intake should be more for students out for sports. They burn a lot of calories and do require [more nutrition] than non-athletes. In addition to the lack of nutritional sustenance, the healthy meals are costing more than some schools can afford. Also, in the months ahead, schools will be required to remove vending machines that provide essential profits to support academic and athletic programs. As more regulations take effect, legislators are becoming more motivated to take intervening action.
Rep. John Kline, chair of the House Education and the Workforce Committee, sent a letter to the U.S. Secretary of Agriculture Tom Vilsack expressing such concerns. That letter was followed by a request to the Government Accountability Office to conduct a study on the new requirements. New legislation has also appeared before Congress to repeal the calorie cap and other requirements in the Hunger-Free Kids Act.
However, advocates, such as the National Education Association (NEA), have backed the original legislation. Citing examples like new interests in healthy foods experienced by kids, the development of healthy eating habits developed at younger ares, and highlighting the potential impacts this legislation can have on succeeding generations, the NEA has prompted principals to become more aware of the impacts of the new law on their schools and students.
Reference:
National Association of Secondary School Principals (2013). Principals feeling impact of new lunch regulations. NewsLeader. 60, 4, pp. 47-49.
Homeless Children & chronic absenteeism
The high mobility associated with homelessness has severe educational consequences. Homeless families move frequently due to limits to length of shelter stays, search for safe and affordable housing or employment, or to escape abusive family members. Too often, homeless children have to change schools because shelters or other temporary accommodations are not located within their school district. Homeless children and youth frequently transfer schools multiple times in a single year because of these conditions.
Source:
Fantuzzo, J. W., LeBoeuf, W. A., Chen, C.-C., Rouse, H. L., & Culhane, D. P. (December 01, 2012). The Unique and Combined Effects of Homelessness and School Mobility on the Educational Outcomes of Young Children. Educational Researcher, 41, 9, 393-402.
Source:
Fantuzzo, J. W., LeBoeuf, W. A., Chen, C.-C., Rouse, H. L., & Culhane, D. P. (December 01, 2012). The Unique and Combined Effects of Homelessness and School Mobility on the Educational Outcomes of Young Children. Educational Researcher, 41, 9, 393-402.