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| correlation between poverty and education: Rethinking Education and Poverty William G. Tierney, 2015-11 How can new ways of thinking about education improve the lives of poor students? In Rethinking Education and Poverty, William G. Tierney brings together scholars from around the world to examine the complex relationship between poverty and education in the twenty-first century. International in scope, this book assembles the best contemporary thinking about how education can mediate class and improve the lives of marginalized individuals. In remarkably nuanced ways, this volume examines education's role as both a possible factor in perpetuating—and a tool for alleviating—entrenched poverty. Education has long been seen as a way out of poverty. Some critics, however, argue that educational systems mask inequality and perpetuate cycles of poverty and wealth; others believe that the innate resilience or intellectual ability of impoverished students is what allows those individuals to succeed. Rethinking Education and Poverty grapples in turn with the ramifications of each possibility. Throughout these compelling, far-reaching, and provocative essays, the contributors seek to better understand how local efforts to reduce poverty through education interact—or fail to interact—with international assessment efforts. They take a broad historical view, examining social, economic, and educational polices from the postWorld War II period to the end of the Cold War and beyond. Although there is no simple solution to inequality, this book makes clear that education offers numerous exciting possibilities for progress. |
| correlation between poverty and education: Teaching with Poverty in Mind Eric Jensen, 2010-06-16 In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students. |
| correlation between poverty and education: A Roadmap to Reducing Child Poverty National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on National Statistics, Board on Children, Youth, and Families, Committee on Building an Agenda to Reduce the Number of Children in Poverty by Half in 10 Years, 2019-09-16 The strengths and abilities children develop from infancy through adolescence are crucial for their physical, emotional, and cognitive growth, which in turn help them to achieve success in school and to become responsible, economically self-sufficient, and healthy adults. Capable, responsible, and healthy adults are clearly the foundation of a well-functioning and prosperous society, yet America's future is not as secure as it could be because millions of American children live in families with incomes below the poverty line. A wealth of evidence suggests that a lack of adequate economic resources for families with children compromises these children's ability to grow and achieve adult success, hurting them and the broader society. A Roadmap to Reducing Child Poverty reviews the research on linkages between child poverty and child well-being, and analyzes the poverty-reducing effects of major assistance programs directed at children and families. This report also provides policy and program recommendations for reducing the number of children living in poverty in the United States by half within 10 years. |
| correlation between poverty and education: Poverty in Education Across the UK Ian Thompson, Gabrielle Ivinson, 2020-09-02 Nuanced interconnections of poverty and educational attainment around the UK are surveyed in this unique analysis. Across the four jurisdictions of England, Scotland, Wales and Northern Ireland, experts consider the impact of curriculum reforms and devolved policy making on the lives of children and young people in poverty. They investigate differences in educational ideologies and structures, and question whether they help or hinder schools seeking to support disadvantaged and marginalised groups. For academics and students engaged in education and social justice, this is a vital exploration of poverty’s profound effects on inequalities in educational attainment and the opportunities to improve school responses. |
| correlation between poverty and education: The Oxford Handbook of the Economics of Poverty Philip N. Jefferson, 2012-11-29 This Handbook examines poverty measurement, anti-poverty policy and programs, and poverty theory from the perspective of economics. It is written in a highly accessible style that encourages critical thinking about poverty. What's known about the sources of poverty and its alleviation are summarized and conventional thinking about poverty is challenged. |
| correlation between poverty and education: Districts That Succeed Karin Chenoweth, 2021-05-25 In Districts That Succeed, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts' successes, including leadership, processes, and systems. Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, change the path of poverty. |
| correlation between poverty and education: Class Matters The New York Times, 2011-07-12 The acclaimed New York Times series on social class in America—and its implications for the way we live our lives We Americans have long thought of ourselves as unburdened by class distinctions. We have no hereditary aristocracy or landed gentry, and even the poorest among us feel that they can become rich through education, hard work, or sheer gumption. And yet social class remains a powerful force in American life. In Class Matters, a team of New York Times reporters explores the ways in which class—defined as a combination of income, education, wealth, and occupation—influences destiny in a society that likes to think of itself as a land of opportunity. We meet individuals in Kentucky and Chicago who have used education to lift themselves out of poverty and others in Virginia and Washington whose lack of education holds them back. We meet an upper-middle-class family in Georgia who moves to a different town every few years, and the newly rich in Nantucket whose mega-mansions have driven out the longstanding residents. And we see how class disparities manifest themselves at the doctor's office and at the marriage altar. For anyone concerned about the future of the American dream, Class Matters is truly essential reading. Class Matters is a beautifully reported, deeply disturbing, portrait of a society bent out of shape by harsh inequalities. Read it and see how you fit into the problem or—better yet—the solution!—Barbara Ehrenreich, author of Nickel and Dimed and Bait and Switch |
| correlation between poverty and education: School Effectiveness and School Improvement Louise Stoll, Peter Mortimore, 1995 The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work. |
| correlation between poverty and education: World Development Report 2018 World Bank Group, 2017-10-16 Every year, the World Bank’s World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR—LEARNING to Realize Education’s Promise—is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education’s promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies—both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden—so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. |
| correlation between poverty and education: Poverty Is NOT a Learning Disability Tish Howard, Sandy Grogan Dresser, Dennis R. Dunklee, 2009-07-30 This book is the perfect guide for those administrators and teachers who are truly interested in equalizing educational opportunities at all levels. —Rebecca S. Compton, Professor of Elementary Education East Central University Proven strategies for increasing the academic performance of students with low school-readiness skills! Children of low socioeconomic status often enter school with low school-readiness skills, leading them to be misidentified as learning disabled. Educators in Grades K–12 can allocate resources for special education services more effectively and meet the needs of low SES students by preventing students from being placed in the wrong program and by providing readiness supports. Offering an in-depth look at schools that have realized effective results in remarkable time frames, the authors challenge educators and parents to consider how low expectations can affect student achievement—and emphasize optimism as a necessary tenet of schools′ day-to-day teaching/learning programs and school-community relationships. This resource provides: Training resources for teaching low SES students Assessment tools for identifying learning needs Strategies for building relationships of trust and collaboration throughout the school community Data charts that illustrate the increase in student achievement from schoolwide initiatives A bibliography and glossary of pertinent research and terminology With these strategies and tools, schools can meet the developmental and environmental needs of their most vulnerable students and watch student achievement and confidence soar! |
| correlation between poverty and education: Whither Opportunity? Greg J. Duncan, Richard J. Murnane, 2011-09-01 As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America. |
| correlation between poverty and education: Educating All God's Children Nicole Baker Fulgham, 2013-04-01 Children living in poverty have the same God-given potential as children in wealthier communities, but on average they achieve at significantly lower levels. Kids who both live in poverty and read below grade level by third grade are three times as likely not to graduate from high school as students who have never been poor. By the time children in low-income communities are in fourth grade, they're already three grade levels behind their peers in wealthier communities. More than half won't graduate from high school--and many that do graduate only perform at an eighth-grade level. Only one in ten will go on to graduate from college. These students have severely diminished opportunities for personal prosperity and professional success. It is clear that America's public schools do not provide a high quality public education for the sixteen million children growing up in poverty. Education expert Nicole Baker Fulgham explores what Christians can--and should--do to champion urgently needed reform and help improve our public schools. The book provides concrete action steps for working to ensure that all of God's children get the quality public education they deserve. It also features personal narratives from the author and other Christian public school teachers that demonstrate how the achievement gap in public education can be solved. |
| correlation between poverty and education: Turning High-Poverty Schools into High-Performing Schools William H. Parrett, Kathleen M. Budge, 2020-04-28 Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders—as well as teachers, teacher leaders, instructional coaches, and other staff—can close persistent opportunity gaps and reverse longstanding patterns of low achievement. |
| correlation between poverty and education: Why are Youth from Lower-income Families Less Likely to Attend University? Statistics Canada, 2007 |
| correlation between poverty and education: World Development Report 2004 Overview , 2003-01-01 Inclusive. --Résumé de l'éditeur. |
| correlation between poverty and education: The Psychology of Working David Blustein, 2013-01-11 In this original and major new work, David Blustein places working at the same level of attention for social and behavioral scientists and psychotherapists as other major life concerns, such as intimate relationships, physical and mental health, and socio-economic inequities. He also provides readers with an expanded conceptual framework within which to think about working in human development and human experience. As a result, this creative new synthesis enriches the discourse on working across the broad spectrum of psychology's concerns and agendas, and especially for those readers in career development, counseling, and policy-related fields. This textbook is ideal for use in graduate courses on counseling and work or vocational counseling. |
| correlation between poverty and education: The Impact of Poverty on Educational Outcomes, Motivation, and Intelligence Quotient. A Social Cultural Anthropology Lakeisha Virgo, 2022-09-13 Master's Thesis from the year 2020 in the subject Pedagogy - Pedagogic Sociology, University of South Wales, language: English, abstract: The purpose of this study is to investigate the hegemonic impact of poverty on educational outcomes. It encompassed desktop research and utilized a document analysis, and methodology to assess the data for the study. The study analyzed insight-simulating, empirical data. Therefore, this study examined conceptual and empirical evidence in contemporary literature. The secondary data gathered was compared and analyzed to derive conclusions regarding the hegemonic impact of poverty on academic attainment. The first research question explored the impact of poverty on academic outcomes. The scholarly works examined revealed inconsistent perspectives among scholars. Three theories emerged from the data: 1) Poverty harms pedagogy; 2) Poverty has a positive impact on educational attainment, and 3) Poverty has no definitive impact on pupils' academic outcomes. The second research question investigated the impact of poverty on psychological and motivational dispositions. The empirical studies explored demonstrated a positive correlation between poverty and low psychological and motivational inclinations in educational attainment. The third research question investigated the effect of poverty on intelligence levels. The studies explored suggested a connection between poverty and decreased levels of intelligence; though this impact may vary depending on where one lives. |
| correlation between poverty and education: Poverty, Achievement and the Distribution of Compensatory Education Services Mary M. Kennedy, Richard K. Jung, Martin E. Orland, 1986 |
| correlation between poverty and education: The Condition of Education 2018 Education Department, 2019-06-30 The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an At a Glance section, which allows readers to quickly make comparisons across indicators, and a Highlights section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses. |
| correlation between poverty and education: Poverty and Literacy Nathalis Wamba, 2014-07-16 There is a mutual dependence between poverty and academic achievement, creative pedagogies for low-income pupils, school models that ‘beat the odds’, and the resiliency of low-income families dedicated to the academic success of their children. This book examines the connection between poverty and literacy, looking at the potential roles and responsibilities of teachers, school administrators, researchers, and policymakers in closing the achievement gap and in reducing the effects of poverty on the literacy skill development of low-income children. There are numerous suggestions about how to improve schools so that they respond to the needs of low-income children; some argue for school reform, while others advocate social reform, and yet others suggest combining both educational reform and social reform. Without a strong foundation in literacy, children are all too often denied access to a rich and diverse curriculum. Reading and writing are passports to achievement in many other curricular areas, and literacy education plays an important role in moving people out of poverty toward greater self-sufficiency post-graduation. Schools and home environments share responsibility for literacy skill development; in school, literacy equals the acquisition of reading and writing skills, but it is also a social practice key to social mobility. The achievement gap between low-income, middle-class, and upper middle-class students illustrates the power of socioeconomic factors outside school. This book was originally published as two special issues of Reading & Writing Quarterly: Overcoming Learning Difficulties. |
| correlation between poverty and education: Poverty with Relation to Education Ralph Penrose Holben, 1923 |
| correlation between poverty and education: Communities in Action National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Population Health and Public Health Practice, Committee on Community-Based Solutions to Promote Health Equity in the United States, 2017-04-27 In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome. |
| correlation between poverty and education: Consequences of Growing Up Poor Greg J. Duncan, Jeanne Brooks-Gunn, 1997-06-19 One in five American children now live in families with incomes below the povertyline, and their prospects are not bright. Low income is statistically linked with a variety of poor outcomes for children, from low birth weight and poor nutrition in infancy to increased chances of academic failure, emotional distress, and unwed childbirth in adolescence. To address these problems it is not enough to know that money makes a difference; we need to understand how. Consequences of Growing Up Poor is an extensive and illuminating examination of the paths through which economic deprivation damages children at all stages of their development. In Consequences of Growing Up Poor, developmental psychologists, economists, and sociologists revisit a large body of studies to answer specific questions about how low income puts children at risk intellectually, emotionally, and physically. Many of their investigations demonstrate that although income clearly creates disadvantages, it does so selectively and in a wide variety of ways. Low-income preschoolers exhibit poorer cognitive and verbal skills because they are generally exposed to fewer toys, books, and other stimulating experiences in the home. Poor parents also tend to rely on home-based child care, where the quality and amount of attention children receive is inferior to that of professional facilities. In later years, conflict between economically stressed parents increases anxiety and weakens self-esteem in their teenaged children. Although they share economic hardships, the home lives of poor children are not homogenous. Consequences of Growing Up Poor investigates whether such family conditions as the marital status, education, and involvement of parents mitigate the ill effects of poverty. Consequences of Growing Up Poor also looks at the importance of timing: Does being poor have a different impact on preschoolers, children, and adolescents? When are children most vulnerable to poverty? Some contributors find that poverty in the prenatal or early childhood years appears to be particularly detrimental to cognitive development and physical health. Others offer evidence that lower income has a stronger negative effect during adolescence than in childhood or adulthood. Based on their findings, the editors and contributors to Consequences of Growing Up Poor recommend more sharply focused child welfare policies targeted to specific eras and conditions of poor children's lives. They also weigh the relative need for income supplements, child care subsidies, and home interventions. Consequences of Growing Up Poor describes the extent and causes of hardships for poor children, defines the interaction between income and family, and offers solutions to improve young lives. JEANNE BROOKS-GUNN is Virginia and Leonard Marx Professor of Child Development at Teachers College, Columbia University. She is also director of the Center for Young Children and Families, and co-directs the Adolescent Study Program at Teachers College. |
| correlation between poverty and education: Inequality at the Starting Gate Valerie E. Lee, David T. Burkam, 2002-01-01 Inequality at the Starting Gate is a new EPI study of the learning gap between rich and poor children when they enter kindergarten. This study, by two education experts from the University of Michigan, analyzes U.S. Education Department data on 16,000 kindergartners nationwide, showing the direct link between student achievement gaps and socioeconomic status. The report finds that impoverished children lag behind their peers in reading and math skills even before they start school. It shows how a lack of resources and opportunities can cause lasting academic damage to some children, underscoring the need for earlier and more comprehensive efforts to prepare children to succeed in school.--Http://www.lights.com/cgi-bin/epi/shop/shop.cgi. |
| correlation between poverty and education: Distribution and Development Gary S. Fields, 2002-07-26 Most of the world's people live in developing economies, as do most of the world's poor. The predominant means of economic development is economic growth. In this book Gary Fields asks to what extent and in what circumstances economic growth improves the material standard of living of a country's people. Most development economists agree that economic growth raises the incomes of people in all parts of the income distribution and lowers the poverty rate. At the same time, some groups lose out because of changes accompanying economic growth. Fields examines these beliefs, asking what variables should be measured to determine whether progress is being made and what policies and circumstances cause some countries to do better than others. He also shows how the same data can be interpreted to reach different, even conflicting, conclusions. Using both theoretical and empirical approaches, Fields defines and examines inequality, poverty, income mobility, and economic well-being. Finally, he considers various policies for broad-based growth. Copublished with the Russell Sage Foundation. |
| correlation between poverty and education: The Spirit Level Richard Wilkinson, Kate Pickett, 2011-05-03 It is common knowledge that, in rich societies, the poor have worse health and suffer more from almost every social problem. This book explains why inequality is the most serious problem societies face today. |
| correlation between poverty and education: Primary and Secondary Education During Covid-19 Fernando M. Reimers, 2021-09-14 This open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book. |
| correlation between poverty and education: Engaging Students with Poverty in Mind Eric Jensen, 2013-08-23 In this galvanizing follow-up to the best-selling Teaching with Poverty in Mind, renowned educator and learning expert Eric Jensen digs deeper into engagement as the key factor in the academic success of economically disadvantaged students. Drawing from research, experience, and real school success stories, Engaging Students with Poverty in Mind reveals * Smart, purposeful engagement strategies that all teachers can use to expand students' cognitive capacity, increase motivation and effort, and build deep, enduring understanding of content. * The (until-now) unwritten rules for engagement that are essential for increasing student achievement. * How automating engagement in the classroom can help teachers use instructional time more effectively and empower students to take ownership of their learning. * Steps you can take to create an exciting yet realistic implementation plan. Too many of our most vulnerable students are tuning out and dropping out because of our failure to engage them. It's time to set the bar higher. Until we make school the best part of every student's day, we will struggle with attendance, achievement, and graduation rates. This timely resource will help you take immediate action to revitalize and enrich your practice so that all your students may thrive in school and beyond. |
| correlation between poverty and education: The Poverty Problem Horacio Sanchez, 2021-01-05 Improve outcomes for students in poverty by understanding their developing brains Economic hardship is changing our students’ brain structures at a genetic level, producing psychological, behavioral, and cognitive issues that dramatically impact learning, behavior, physical health, and emotional stability. But there is hope. This groundbreaking book by one of the nation’s top experts in brain science and resilience offers solutions that will change minds, attitudes, and behaviors. Learn about how problems develop between people of different races, how the brain develops in persistent poverty, and how it might react to solutions. Inside, you will find real-life applications on topics including: • The lack of culturally competent instruction and its impact on students of color • Poverty′s effect on language development and how it can be positively influenced • The importance of reading • How to counteract the effects of the widespread stress in lower SES environments Children make up 23% of the U.S. population and account for almost 33% of those living in poverty, making the education system our most distressed institution. In The Poverty Problem, you’ll learn how to increase students’ perseverance and confidence and positively impact outcomes by arming yourself with research-based instructional strategies that are inspiring, realistic, and proven to work. |
| correlation between poverty and education: Adolescence and Emerging Adulthood Jeffrey Jensen Arnett, 2013 Helps students understand how culture impacts development in adolescence and emerging adulthood. Grounded in a global cultural perspective (within and outside of the US), this text enriches the discussion with historical context and an interdisciplinary approach, including studies from fields such as anthropology and sociology, in addition to the compelling psychological research on adolescent development. This book also takes into account the period of emerging adulthood (ages 18-25), a term coined by the author, and an area of study for which Arnett is a leading expert. Arnett continues the fifth edition with new and updated studies, both U.S. and international. With Pearson's MyDevelopmentLab Video Series and Powerpoints embedded with video, students can experience a true cross-cultural experience. A better teaching and learning experience This program will provide a better teaching and learning experience-- for you and your students. Here's how: Personalize Learning - The new MyDevelopmentLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Improve Critical Thinking - Students learn to think critically about the influence of culture on development with pedagogical features such as Culture Focus boxes and Historical Focus boxes. Engage Students - Arnett engages students with cross cultural research and examples throughout. MyVirtualTeen, an interactive simulation, allows students to apply the concepts they are learning to their own virtual teen. Explore Research - Research Focus provides students with a firm grasp of various research methods and helps them see the impact that methods can have on research findings. Support Instructors - This program provides instructors with unbeatable resources, including video embedded PowerPoints and the new MyDevelopmentLab that includes cross-cultural videos and MyVirtualTeen, an interactive simulation that allows you to raise a child from birth to age 18. An easy to use Instructor's Manual, a robust test bank, and an online test generator (MyTest) are also available. All of these materials may be packaged with the text upon request. Note: MyDevelopmentLab does not come automatically packaged with this text. To purchase MyDevelopmentLab, please visit: www.mydevelopmentlab.com or you can purchase a ValuePack of the text + MyDevelopmentlab (at no additional cost): ValuePack ISBN-10: 0205911854/ ValuePack ISBN-13: 9780205911851. Click here for a short walkthrough video on MyVirtualTeen! http://www.youtube.com/playlist'list=PL51B144F17A36FF25&feature=plcp |
| correlation between poverty and education: Education and Poverty Reduction Strategies Simeon Maile, 2008 The connection between poverty and lack of education seems entirely self-evident, yet real progress in overcoming the obstacles to education and economic affluence has eluded governments and social activists worldwide for decades. This title interrogates the link between education and poverty reduction and highlights the role of cross-sectoral co-ordination and policy coherence in breaking the poverty trap. The title has four sections. Section 1 examines various conceptual and theoretical frameworks in the discourse on policy coherence and looks at how research can impact on policy. Section 2 deals with poverty in higher education, showing how student income sources such as bursaries and loans, as well as higher education funding policies, create obstacles to access and favour more middle-class students. Section 3 explores the links between education and social development, educational infrastructure and learner performance, and offers practical suggestions for improving the impact of learner feeding programmes, school-based support for children at risk and infrastructure development on combating poverty at the local level. Section 4 offers a set of case studies of local and international best practice in the spheres of college education, state and business partnerships in educational enterprises, and media in education. The final section offers inspirational biographies of hope by people who have pulled themselves out of the poverty trap. Highly relevant for policy-makers, researchers, education practitioners, development professionals and activists in non-governmental organisations, this book offers some practical answers to crucially important questions. |
| correlation between poverty and education: Education and Poverty in Affluent Countries Carlo Raffo, Alan Dyson, Helen Gunter, Dave Hall, Lisa Jones, Afroditi Kalambouka, 2009-12-04 This unique book brings together scholarship and analysis from some of the most influential scholars on education to provide a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. |
| correlation between poverty and education: Examining the Relationship Between Housing, Education, and Persistent Segregation Barry Leonard, 1999-02 |
| correlation between poverty and education: Education and Its Poverty-reducing Effects Dorte Verner, 2004 |
| correlation between poverty and education: High-Poverty, High-Performing Schools Ovid K. Wong, 2011-12-16 In a recent international comparative study, the United States public schools did not fare well with the rest of the world. To the disappointment of many, the No Child Left Behind law did little to improve student achievement. Nevertheless, a small pocket of poverty schools worked against the odds of limited resources and performed to new heights of academic excellence. These high-poverty, high-performing schools were studied to identify the common trends and to reveal their secrets of success. The secrets include a unique combination of leadership, curriculum, instruction, assessment, and evaluation. Can the high-poverty, high-performing schools be the success model of our next generation schools? As concerned citizens and stakeholders of education, we need to find out how our country can get back on track to become an educational leader again so we may compete in the fierce global economy. |
| correlation between poverty and education: Exploring the link between poverty and human rights in Africa Edited by Ebenezer Durojaye and Gladys Mirugi-Mukundi, 2020-01-01 About the publication This book addresses poverty, one of the important issues confronting Africa, from a multi-disciplinary approach. With contributions from eminent scholars from diverse backgrounds, the book explores poverty from a human rights perspective. Its central message is that poverty is not necessarily a failure on the part of an individual, but rather caused by the actions or inactions of governments, which are often exacerbated by structural inequalities in many African societies. This in turn requires a more pragmatic approach grounded in respect for human rights. Exploring the link between poverty and human rights in Africa will be useful to researchers, policymakers, students, activists and others interested in addressing poverty. Table of Contents PREFACE viii ACKNOWLEDGMENTS x CONTRIBUTORS xi 1. General introduction to poverty and human rights in Africa Ebenezer Durojaye & Gladys Mirugi-Mukundi 1 Introduction 2 Understanding poverty 3 Nexus between poverty and human rights 4 Significance of this book 4.1 The relevance 5 Overview of the book 5.1 Section I: Trends and incidence of poverty in Africa 5.2 Section II: Poverty and socio-economic rights 5.3 Section III: Poverty and vulnerable groups 5.4 Section IV: Poverty and access to justice 2. Integrating a human rights approach to food security in national plans and budgets: The South African National Development Plan Julian May 1 Introduction 2 Human rights and food security 3 Development planning and human rights 4 The components of budgeting for human rights 4.1 Diagnostic analysis 4.2 Identifying interventions and budget prioritisation 4.3 Estimating the financial costs of achieving food security 4.5 Estimating social and economic benefits 5 Public expenditure management for food security 5.1 Fiscal and monetary policy 5.2 Multi-year budgeting 6 Conclusion 3. Is South Africa winning the war on poverty and inequality? What do the available statistics tell us? Emmanuel Sekyere, Steven Gordon, Gary Pienaar & Narnia Bohler-Muller 1 Introduction 1.1 Income inequality in South Africa 2 Poverty and human development trends in South Africa 2.1 South African Social Attitudes Survey: Perceptions of poverty 2.2 Human development 3 Access to services 4 Addressing social inequality in South Africa 4.1 Addressing income inequality in South Africa 4.2 Addressing human development challenges 4.3 Addressing service delivery 5 Conclusion and summary of findings 4. Who really ‘state-captured’ South Africa? Revealing silences in poverty, inequality and structurally-corrupt capitalism Patrick Bond 1 Introduction 2 Inequality, the state and its ‘capture’ 3 The political economy of the capitalist state 4 World Bank inequality denialism 5 The fight between hostile brothers: The ‘Zuptas’ and ‘White Monopoly Capital’ 6 Social resistances 5. Poverty, women and the human right to water for growing food Ngcimezile Mbano-Mweso 1 Introduction 2 The human right to water 2.1 Recognition in international law 2.2 Definition and content: Is there a right to water for growing food? 2.3 Normative content of the human right to water for growing food 3 Conclusion 6. The link between environmental pollution and poverty in Africa Olubayo Oluduro 1 Introduction 2 Legal framework for the protection of the environment in Africa 3 Nature of environmental pollution in Africa 3.1 Environmental pollution in Africa: Case studies of some countries 4 Nexus between pollution and poverty 4.1 Environmental pollution leads to diversion of labour 4.2 Increased burden of disease in poor countries 4.3 Problem of food security 4.4 Right to safe drinking water 5 Protecting the environment to fight poverty and achieve the Sustainable Development Goals 6 Recommendations 6.1 Political commitment 6.2 Promotion of education and information sharing 6.3 Eliminating poverty 7 Conclusion 138 7. Alleviating poverty through retirement reforms Kitty Malherbe 1 Introduction 2 Poverty among older persons 3 Current social security provision for older persons 4 Arguments for the reform of the current retirement income system 5 Proposed retirement reforms 5.1 Comprehensive social security and retirement reform process 5.2 Reforms proposed by National Treasury 6 Constitutional principles guiding reforms 6.1 Coordinated approach 6.2 Inclusivity 6.3 Progressive realisation 6.4 Governance and accountability 6.5 Availability of resources 6.6 ‘Lifespan’ view to addressing poverty 7 Potential impact of social security and retirement income reforms 8. Disability, poverty and human rights in Africa: Opportunities for poverty reduction from the UN Convention on the Rights of Persons with Disabilities Enoch M Chilemba 1 Introduction 2 Poverty, disability and human rights link in Africa 2.1 Persons with disabilities in Africa: Among the poorest of the poor 2.2 Poverty, disability and human rights linkage 3 Utilising the opportunities from CRPD in countering obstacles relating to disability and poverty in Africa 3.1 Fostering equality and non-discrimination to reduce poverty 3.2 Fostering inclusive education to eradicate poverty 3.3 Enhancing employment in the open labour market to eradicate poverty 3.4 Ensuring social protection to reduce poverty 4 Conclusion 188 9.The co-existence of gender inequality and poverty Nomthandazo Ntlama 1 Introduction 2 SADC’s transformative vision in eliminating gender inequalities and poverty 2.1 Reducing poverty and eliminating gender inequality: A mammoth task 2.2 Towards a transformative region: Advancing the principles of the community of nations 3 Conclusion 10. The potential of the African human rights system in addressing poverty Bright Nkrumah 1 Introduction 2 Norm creation and norm enforcement: Issues and implications 2.1 Normative framework for addressing poverty 2.2 African Charter on Human and Peoples’ Rights 2.3 Little angels: African Charter on the Rights and Welfare of the Child 2.4 Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa 3 Other instruments relating to poverty 3.1 AU Convention on Preventing and Combating Corruption (Anti-Corruption Convention) 3.2 Declaration on Employment and Poverty Alleviation in Africa 3.4 Comprehensive African Agriculture Development Programme 4 Institutional frameworks for addressing poverty 4.1 African Commission on Human and Peoples’ Rights 4.2 African Committee of Experts on the Rights and Welfare of the Child 4.3 African Court on Human and Peoples’ Rights 4.4 Need for complementarity: The road not taken 5 Other related mechanisms 5.1 New Partnership for Africa’s Development 5.2 African Peer Review Mechanism 6 International best practice dealing with poverty 7 Concluding reflections 11. Realising access to justice for the poor: Lessons from working with rural communities Victoria Balogun 1 Introduction 2 What is access to justice for the poor? 3 How are non-profit organisations such as the Centre for Community Justice and Development promoting access to justice in South Africa post-1994? 4 Are there any barriers to access to justice and do they have any implication(s) for the poor in poor communities? 5 The intersection between poverty and access to justice for poor communities 6 Access to justice, the role of legal aid offices and the commitment to serve the poor in poor communities 7 Equality and access to justice for the poor 8 Conclusion 12. The role of the South African Human Rights Commission in ensuring state accountability to address poverty Rachael Adams 1 Introduction 2 Poverty and human rights 2.1 International human rights law 2.2 Poverty and human rights in South Africa 2.3 Socio-economic rights 3 What do we mean by state accountability? 3.1 State accountability 4 South African Human Rights Commission 4.1 Mandate and functions 4.2 Reporting requirements 5 Structures of accountability 5.1 Complaints 5.2 Reporting 6 Inequality and intersectional discrimination 6.1 Interdependence of rights and the role of government 7 Conclusion: The role of the South African Human Rights Commission |
| correlation between poverty and education: Education for the End of Poverty Matthew Clarke, 2007 This book provides important information regarding the Millennium Development Goals, adopted unanimously by the United Nations in 2000, setting explicit targets in terms of achieving progress in the developing world. This volume provides both a theoretical overview of the role of education in development and also illustrates this with various case studies (based on work of non-government organisations and other donors) in the Asia-Pacific region. The authors include a mix of development practitioners as well as academics engaged in research in this field. Thus, the theory is illustrated and extrapolated by case studies focussing on community development interventions. |
| correlation between poverty and education: Review of Literature and Policy on the Links between Poverty and Drug Abuse , |
| correlation between poverty and education: A Framework for Understanding Poverty Ruby K. Payne, 2013 The 5th edition features an enhanced chapter on instruction and achievement; greater emphasis on the thinking, community, and learning patterns involved in breaking out of poverty; plentiful citations, new case studies, and data: more details findings about interventions, resources, and causes of poverty, and a review of the outlook for people in poverty---and those who work with them. |
| correlation between poverty and education: Poverty Reduction Francis Wilson, Nazneen Kanji, Einar Braathen, 2001 |
covariance（协变）和 correlation（相关性）如何理解他们的区 …
Correlation 是在两组数据基础上的相对值，消除了数据组本身大小对相关性的影响（eliminate the effects of size)，着重描述其相对的相关性,从而使不同规模的数据组之间具有可比性和对照性。 …
如何理解皮尔逊相关系数（Pearson Correlation Coefficient）？
Pearson相关性系数（Pearson Correlation）是衡量向量相似度的一种方法。输出范围为-1到+1, 0代表无相关性，负值为负相关，正值为正相关。 输出范围为-1到+1, 0代表无相关性，负值为 …
相干性(coherence )和相关性(correlation) 有什么区别和联系？
总的来说，cross-correlation 和coherence的本质都是某两个随机变量的correlation coefficient，只是cross-correlation 的输入是时域（time domain）变量；coherence的输入是频 …
如何通俗易懂地解释「协方差」与「相关系数」的概念？ - 知乎
Dec 6, 2015 · 翻译一下：就是用x、y的协方差除以x的标准差和y的标准差。 所以，相关系数也可以看成协方差：一种剔除了两个变量量纲影响、标准化后的特殊协方差。
pearson 和spearman的区别是什么？ - 知乎
其实除了这两个相关性系数，现在我们在转录组的文章里，也可以看到Lin's concordance correlation coefficient，感兴趣的同学自己可以去查一下. 好了，先讲到这里，后面我们也会陆 …
相关系数有什么意义，为什么说不能体现相关的程度？ - 知乎
相关（Correlation，或称相关系数或关联系数），显示两个随机变量之间线性关系的强度和方向。在统计学中，相关的意义是用来衡量两个变量相对于其相互独立的距离。 所以当我们谈到相 …
量子化学中的电子交换能和相关能，能不能给一些通俗的类比，容 …
有交互重叠，有相关重叠，影响结果更显著的是前者。所以，不光依赖算符，基组的合理程度，也会影响exchange 和 correlation 。 用一句话来做一个总结，Exchange-Correlation描述的是电 …
机械革命电竞控制台在哪下载？太难找了？以16super为例展示如 …
Aug 20, 2023 · 哈喽大家好，我是爱玩儿家，在我的机械革命16super重新安装系统或者更换系统后，我找不到机械革命的电竞控制台在哪里下载，官网的对应机型页面也找不到，最后在官网搜 …
spss相关性分析，结果怎么解释？ - 知乎
相关性分析是衡量两个变量因素的相关密切程度。在spss中能够得到person correlation 这个皮尔逊相关系数r。r的取值有以下几种情况。 （1）r>0时表示两变量正相关，r （2）r的绝对值>=0.8 …
谁能解释一下密度泛函理论（DFT）的基本假设和原理么？ - 知乎
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
covariance（协变）和 correlation（相关性）如何理解他们的区 …
Correlation 是在两组数据基础上的相对值，消除了数据组本身大小对相关性的影响（eliminate the effects of size)，着重描述其相对的相关性,从而使不同规模的数据组之间具有可比性和对照性。 …
如何理解皮尔逊相关系数（Pearson Correlation Coefficient）？
Pearson相关性系数（Pearson Correlation）是衡量向量相似度的一种方法。输出范围为-1到+1, 0代表无相关性，负值为负相关，正值为正相关。 输出范围为-1到+1, 0代表无相关性，负值为 …
相干性(coherence )和相关性(correlation) 有什么区别和联系？
总的来说，cross-correlation 和coherence的本质都是某两个随机变量的correlation coefficient，只是cross-correlation 的输入是时域（time domain）变量；coherence的输入是频 …
如何通俗易懂地解释「协方差」与「相关系数」的概念？ - 知乎
Dec 6, 2015 · 翻译一下：就是用x、y的协方差除以x的标准差和y的标准差。 所以，相关系数也可以看成协方差：一种剔除了两个变量量纲影响、标准化后的特殊协方差。
pearson 和spearman的区别是什么？ - 知乎
其实除了这两个相关性系数，现在我们在转录组的文章里，也可以看到Lin's concordance correlation coefficient，感兴趣的同学自己可以去查一下. 好了，先讲到这里，后面我们也会陆 …
相关系数有什么意义，为什么说不能体现相关的程度？ - 知乎
相关（Correlation，或称相关系数或关联系数），显示两个随机变量之间线性关系的强度和方向。在统计学中，相关的意义是用来衡量两个变量相对于其相互独立的距离。 所以当我们谈到相 …
量子化学中的电子交换能和相关能，能不能给一些通俗的类比，容 …
有交互重叠，有相关重叠，影响结果更显著的是前者。所以，不光依赖算符，基组的合理程度，也会影响exchange 和 correlation 。 用一句话来做一个总结，Exchange-Correlation描述的是电 …
机械革命电竞控制台在哪下载？太难找了？以16super为例展示如 …
Aug 20, 2023 · 哈喽大家好，我是爱玩儿家，在我的机械革命16super重新安装系统或者更换系统后，我找不到机械革命的电竞控制台在哪里下载，官网的对应机型页面也找不到，最后在官网搜 …
spss相关性分析，结果怎么解释？ - 知乎
相关性分析是衡量两个变量因素的相关密切程度。在spss中能够得到person correlation 这个皮尔逊相关系数r。r的取值有以下几种情况。 （1）r>0时表示两变量正相关，r （2）r的绝对值>=0.8 …
谁能解释一下密度泛函理论（DFT）的基本假设和原理么？ - 知乎
知乎，中文互联网高质量的问答社区和创作者聚集的原创内容平台，于 2011 年 1 月正式上线，以「让人们更好的分享知识、经验和见解，找到自己的解答」为品牌使命。知乎凭借认真、专业 …
