Poverty can create stress for the child,physical challenges and cognitive problems. The research on this topic suggests that there needs to be a better understanding in the classroom about the impact of poverty on children in order to develop a better connection with the children that are served…
The No Child Left Behind (NCLB) Legislation of 2001 was signed into law to bridge the gap between what President Bush called, “the haves and have nots” (Hess and Rotherham, 2007, para. 10). The focus of the Act became the “have nots” which were minority students. Many of these children live in poverty and go to schools in impoverished areas (Wolk, 2011). Most states interpreted this Act as saying that there must be standardized tested on specific curriculum. Each year, millions of children in elementary and high school must take the tests and pass them in order to show that they have achieved the specific scores that teach state has decided upon. Unfortunately, a child who is hungry and who lives in difficult situations that can include violence in the home, malnutrition, neglect and homeless (Aldridge & Goldman, 2007) is still being left behind.
Demographics of Poverty in Education
In the early 20th Century, the number of children who were living in poverty was lower than it is today. As an example statistics from the U.S. Department of Education show that between the years 2007 and 2009 (most recent statistics) the incidence of children living in poverty rose to 19%; In 2000, this statistic was only 15% (Avd et al., 2001). In 2010, the poverty rate for children rose to 22% which meant that one in five children under the age of 18 is living in poverty in America (Censky, 2011). The poverty rate for non-Hispanic whites was the lowest in 2010 at 9.9%. Blacks had the highest rate for poverty at 27.4% and other Hispanics were at a poverty rate of 26.6%. Men and women also faired differently. For men, about 14% were below the poverty line and single fathers were at a 15.8% poverty rate. Women were at a 16.2% poverty rate, but single mothers had a 31.6% poverty rate (Censky, 2011). In today’s economy, when so many families have lost their jobs and their homes, there are many reasons why there is a rise in these statistics. In the past, it was possible that certain situations produced poverty and the families in poverty were concentrated in certain racial backgrounds. Today, any family of any racial group can find themselves in poverty. In fact, “about 46.2 million people are now considered in poverty, 2.6 million more than last year” (Censky, 2011, para. 4). According to Aldrige & Goldman (2007), every region and every type of family can find themselves in poverty. This means that family circumstances can change at any time, putting children more at risk. Defining Poverty as it Relates to Education Jensen (2009) defines poverty as “a chronic and debilitating condition that results form multiple adverse synergistic risk factors and affects the mind, body, and soul” (p. 6). Jensen (2009) also identifies six types of poverty: Situational poverty that happens because of a crisis, or loss. This type of poverty is usually temporary. The events could be “environmental, disasters, divorce, or severe heath problems” (Jensen, 2009, p. 6). Generational poverty where more than one generation is born into this situation and family members do not have the tools to move out of poverty. In other words, this is all their family has ever seen or known. Absolute poverty were the basic needs of food and shelter are not available (rare in the United States according to Jensen, 2009). Relative poverty exists when a family’s economic situation does not meet the standard of living that the rest of the society experiences. Urban poverty happens in cities of 50,000+ people ...
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This research aims to evaluate and present poverty and children in the United States. Poverty exists almost in every continent and every country, even in a developed country like the United States. Those surviving below the poverty line are faced with innumerable problems making it impossible for them to regain their physical and financial health.
The main purpose of the research is to present that poverty has become one of the major economic concerns in the United States recently. Indeed, by a considerable margin, the country has the highest poverty rate among all other developed economies. Particularly disturbing are the poverty rates for children: 3-4 times bigger than in most European countries.
As a result, culture is an imperative parameter in society through its significant effect on children. Generally, the effects of culture on children cover a wide spectrum of parameters including children’s cognitive development, learning, and social growth.
The cost of crime in relation to individual’s economy has a disastrous effect on account of increased cost of treatment for injuries. Crime affects business and productivity of labour. The cost of crime on national exchequer is prohibitive.
Thus, it is essential to realize that poverty has significant effects on the growth patterns, motor skills, central nervous system, nutrition, accidents, health, illnesses and death of children. As J. Lawrence Aber et al (1997) maintain, “poverty–net of a variety of potentially confounding factors–is associated with increased neonatal and post-neonatal mortality rates, greater risk of injuries resulting from accidents or physical abuse/neglect, higher risk for asthma, and lower developmental scores in a range of tests at multiple ages.” (Aber, et al., 463) Significantly, poverty has a negative effect on children’s socio-emotional development, together with the growth patterns, moto
This is not a new issue for Canadian consideration. There has been a lot of discussion on all sides. The disagreements around child poverty in Canada seem to focus primarily on how poverty, and especially child poverty, should be measured, without being in the service of a specific political agenda.
In the study done by Flores (2007) who also focuses on socio-economic status, the statistics concerned with ethnicity is also considered. Flores (2007) presents data concerning standardized tests still shows a disparity in regard to ethnicity.
The effects that poverty and divorce have on children operate as both independent and combined variables. It has been proven that poverty does increase the likelihood of dysfunction, disharmony and depression among family members. Younger children seem to be particularly negatively affected by having to live in a dysfunctional and unstable home.
Income and employment outcomes for most people are largely influenced not just by individual aspects such as job experiences and educational degree, but also by the privileges and resources of the sector they belong to, such as families, communities, and countries.
In short, from the very onset of their education, children from poorer backgrounds attain lower quality education and this is nothing new neither is it a myth. Therefore, education and poverty are closely linked. However, the current education system
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