POVERTY IN AMERICAS SCHOOLS What is poverty and

POVERTY IN AMERICA’S SCHOOLS

What is poverty and what difference does it really make?

Working definition of poverty � The extent to which an individual does without resources.

Measures of poverty levels � Individual students: for an individual student, the most common definition is whether or not that student is eligible to receive free or reduced-price lunch. � School: the definition is usually the percentage of students eligible to receive free or reduced-price lunch.

Generational vs. Situational Poverty Generational poverty: defined as being in poverty for two generations or longer. Situational poverty: defined as poverty in a shorter time that is caused by circumstance (death, illness, loss of job, divorce, etc. )

How does poverty impact learning for children in American schools today?

Characteristics of children brought up in poverty � � � � Very disorganized, frequently lose papers, don’t have signatures Don’t do homework Are physically aggressive Like to entertain Only see part of what is on the page Only do part of the assignment Can’t seem to get started (no procedural self-talk) Cannot monitor their own behavior Laugh when they are disciplined Decide whether or not they will work in your class, based on whether or not they like you Tell stories in the casual-register (everyday voice and language) Don’t know or use middle-class courtesies Dislike authority Talk back and are extremely participatory

� In the 1960 s America declared war on poverty. After entering this new millennium, we find ourselves short of our goal; we have not succeeded. Some factors associated with poverty that affect the ability to learn include: � malnutrition � poor health care � exposure to environmental toxins � inadequate child care � homelessness � birth weight � lead poisoning � television watching � student mobility

How does poverty impact schools and educators?

�A high concentration of low-income students in a school has negative effects on students, teachers, and the school. � These effects extend beyond the effect of the individual students’ economic condition. � Researchers have reported that: ◦ “In schools with above average poverty rates, the poverty level of the school influences the scores of all children, including those from more advantaged families. Low income students in high poverty schools are doubly at risk…” ◦ Low-income students in low poverty schools score better than low income students in high poverty schools. ◦ Students’ achievement showed sharp declines when the school poverty concentration rose above 40%.

▪The percentage of principals who reported difficulty hiring teachers increased dramatically in highpoverty schools. ▪The percentage of teachers who reported that teacher absenteeism was a problem in their school increased to higher-than-expected levels in high poverty schools. ▪High-poverty schools had the highest percentage of teachers with 3 years or less teaching experience. ▪Teachers in poorer schools are less likely to have majored or minored in the subject they teach. ▪Low standardized test scores.

What are other types of poverty besides financial resources? What role do these resources play in the success of an individual?

Resources Emotional: Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. � Mental: Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. � Spiritual: Believing in divine purpose and guidance. � Physical: Having physical health and mobility � Support Systems: Having friends, family, and backup resources available to access in times of need. These are external resources. � Relationships/Role models: Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. � Knowledge of hidden rules: Knowing the unspoken cues and habits of a group. �

What enables people to leave poverty?

�A goal or vision of something they want to be or have. � A situation that is so painful that anything would be better. � Someone who “sponsors” them (an educator, spouse or mentor or role model who shows them a different way or convinces them that they could live differently) � A specific talent or ability that provides an opportunity for them.

Why are there wealth differences between races and gender today? How do these differences affect education? http: //player. discoveryeducation. com/index. cfm? guid. Asset. Id=73 FEAD 22 -3 A 0 F-40 C 5 -82 DAE 6 C 89 DAB 30 CE&bln. From. Search=1&productcode=US

� Share-cropping: Borrow money from white men � Red-lining: Gave black neighborhoods red lines and would not give any loans to them. � By the 1970’s and 1980’s, the ghetto was already formed, and the people living there found it impossible to move out. � Buying homes where value will go up/down � Where one lives decides what kind of school children will attend. � Minorities were left out of the wealth-generating formula, which is still negatively affecting them today. � Schools are extremely unequal in America. � Where one lives affects opportunities for success.

JONATHAN KOZOL THE SHAME OF THE NATION

Jonathan Kozol � Non-fiction writer, educator, activist � Best known for his books on public education in the U. S. � Harvard Road Scholar (majored in English Lit. ) � Parents wanted him to become English Scholar � Became a teacher � 1964 changed his life forever � www. youtube. com/watch? v=Sgk. ZKTPEspg

Jonathan Kozol � Freedom Schools � Murders in Mississippi � Made 300 visits to South Bronx � Talked with children, teachers, parents, and preachers � Wrote the book, The Shame of the Nation � www. youtube. com/watch? v=rry. BQ 7 CUCek

The Shame of the Nation Why do we have re-segregation in our schools?

Re-segregation � Plessey vs. Ferguson Separate but equal � Brown vs. Board of Education � U. S. Supreme Court: End legally mandated school integration through busing � Segregation has not been this bad since 1968, the year Dr. Martin Luther King died.

How does the NCLB act affect poor schools? Wealthy schools? What actions are likely to have the most influence in changing or eliminating NCLB?

NCLB – High Stakes Tests in Poor Districts � According to Jonathan Kozol: � Withholding Title I money for poor test scores � NCLB is created to sharpen our competitive edge ◦ California – start testing in K �Many children do not know how to hold a pencil �Most have had no education what-so-ever before age 5 � Children get so upset and nervous, they throw up � Fill in bubble forms like the SATS � What is the child’s proficiency? ◦ What Kindergarten child cares about that? �Care about their belly buttons � Some schools refer to children as products of the school with value added. ◦ So, they didn’t have value before they came to the school? ◦ No Child Left Happy

NCLB – High Stakes Tests in Wealthy Districts � According to Jonathan Kozol: ◦ His white, affluent friends from Harvard send their children to pre-school around age 2 ½. ◦ 3, sometimes 4 years of education before Kindergarten � Baby Ivies ◦ Best and most competitive pre-schools ◦ Spend up to $25, 000/year � White suburban schools have to take the same tests, but Title I money is not taken from them because they don’t need the funding to begin with.

Who is Thinking this Up? � Experts in Washington ◦ Saying they are changing the mediocrity and failings of teachers in public schools �Should force them to come in and teach for an entire day �Unhappy, psychologically unhealthy individuals who want to make children’s lives miserable because they had a terrible childhood.

Teachers � NCLB: ◦ Scripted curriculum handed to teachers from superintendents ◦ Young, exciting people who want to change the world ◦ Many schools have their teachers hold a timer in their hands for testing ◦ Every minute has to be “on-task” � Fight � for: Joy, peace, beauty, sweetness in the classroom � Ministers of Innocence � Practitioners of tender expectations � Be proud to be an educator

How do aesthetics affect the education of students in low income districts?

Aesthetics � “Beautiful surroundings refine the souls of children. ” -Jonathan Kozol � Basement cafeterias in LA ◦ Smell, filthy, hectic, unpleasant ◦ Students call it lunchroom Hell ◦ Rats eat hamburger rolls off the shelves in morning before lunch. ◦ Treat children like animals, act like animals ◦ School named after Dr. Martin Luther King http: //www. youtube. com/watch? v=t. GEl. D 9 sr. Km. U

What are the most serious problems in poverty-bound schools? What can we do to solve these problems?

Actions � Bus students � Re-birth of Civil Rights Movement in America ◦ Come together, work together � Summon up courage to do away with NCLB. Face own conscience. ◦ Why are we allowing these things to be done to poor, black, hispanic children when we would not allow this to happen to our own children?