Following the standards-based education reform movement in the United States, there has been a considerable development of new standards for students (Darling-Hammond, 2005). To achieve the standards required, curriculum frameworks, testing systems and accountability mechanisms…
The report conducted by The Manhattan Institute for Policy Research reveals that in 1998 the national graduation rate was only 56% for African-American students and 54% for Latino students, in comparison with 78% for white students. Due to extremely low graduation rates for Latino and African-American students in several states( Georgia-31%, Alabama-33% of Latino students; Wisconsin – 40%, Minnesota-43% of African American students), it was suggested that the new educational policies increased inequality. In some states, like Minnesota, a disparity between the graduation rates for African-Americans and white students reached 50% (Greene, 2001). Thus, the conclusion is that educational opportunities cannot be created only with standards and tests; it is necessary to provide appropriate learning resources and opportunities to all students (Darling-Hammond, 2005). Lack of proper educational materials and qualified teachers, due to a shortage of funds, is a common problem in many urban and rural minority schools, which results in poor academic performance. Consequently, school failure reduces students’ access to future education and employment, thus leading to crime and welfare dependency. Thus, it is necessary to implement adequate policies for equality, involving equalization of financial resources, changes in curriculum and teaching methods, and, finally, access to highly qualifies teachers for all students (Darling-Hammond,2005).
As funds for education in the United States are raised and spent on an inter-state basis, through a system of local property taxes and state grants-in-aid, there are great disparities in resources for education between poor and wealthy districts. There are two factors that determine the amount of money spent per pupil: the general education tax capacity rate, which is determined by state law, and the property wealth of the district (Minnesota House Fiscal Analysis Department on Government Finance Issues, 1997). Due to ...
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“The Impact of Socioeconomic Status on Learner'S Access to Education Essay”, n.d. https://studentshare.net/miscellaneous/383365-the-impact-of-socioeconomic-status-on-learners-access-to-education-resourcesopportunities.
The level of student success in today’s education context is determined by a wide range of factors. The main focus of this paper is on socio-economic status as a factor in student achievement, with a focus on the Early Childhood Education and Care sector in Australia.
According to the essay, the root cause of the problem of discrimination and disparity in utilization of health care facilities is not just the lack of health care initiatives from the government. The poor living conditions and the lack of opportunities for people with lower SES also add to the magnitude of the problem.
Fill in your answers and post your final draft as directed by the course syllabus. 350- to 500-word Summary: From the matrix above, it is easy to see the huge amount of socioeconomic class bias within the education system. Almost all of the elements of the educational system that are in place, such as the curriculum and the tracking system, predominantly benefit those within the upper-middle and upper classes.
This is the norm that we see within our own cities there are areas within our respectable cities that the poor are living in a condition that is very poor and in such ghastly states the main reason being that that the people living there either work as house maids, drivers, sweepers or sit at the shops (Tyson, 2002).
Higher education can be described as education where acquired knowledge is focused on specialization into a particular field of interest. In general, higher learning encompasseducation provided by colleges, and universities (Chen & John 2011, p. 635). Basic education is universally provided by almost all the countries in the world with the only difference being that some nations have set the levels at secondary schools while others, especially in the developing countries offering this education only to the primary schools (Rubin 2012, p.
For young children, it is assumed that much of the influence of SES on development is mediated directly through what parents afford by way of financial and human capital. As children age, SES increasingly operates through the social capital afforded by parents and through neighborhood-community connections and resources.
The author states that individuals of lower individual and household education were significantly more likely to experience insomnia. Results obtained by the researches showed that the relationship between SES measures and risk factors was strongest and most consistent for education. Higher risk was associated with lower levels of education.
child well-being, there is near universal agreement that higher SES children have access to more of the resources needed to support their positive development than do lower SES children. For young children, it is assumed that much of the influence of SES on development is