•Children in poverty tend to come from home environments that are less cognitively stimulating, resulting in lower cognitive and academic attainment (Child Trends Research Summary, 2009)
•Chronic stress due to family poverty is associated with decreased working memory in children (Child Trends Research Summary, 2009)
•Poor health and social behavior due to poverty impacts educational achievement (Child Trends Research Summary, 2009)
•Children in poverty are at higher risk for severe and chronic economic, academic, and social development hardship (NCCP).
•Children living in poverty are at a higher risk than other children for retention in their grade, special placements during the school’s hours and even not completing their high school education (Wikipedia)
•Children who exhibit or show risk of developmental delays in the first three years of life are at higher risk of school failure, mental health problems, and other conditions that limit their life opportunities (NCCP)
•Children whose families go from being above poverty to below poverty have lower reading scores than children whose families were never poor (Child Trends Research Summary, 2009)
•Schools operate from middle class norms and rules, which often differ from the norms and rules of impoverished families. In order for students to be successful, they need to be taught these hidden rules and norms (Payne, 2006)
•Many children have not had exposure to the type of language that is used on state tests such as the SAT and ACT. This language, referred to as “formal register” is the standard sentence syntax and word choice of school and work. Writing is also difficult for these students, who do not know the formal sentence structures. Because of this, formal register language needs to be taught directly and explicitly. (Payne, 2006)
•Intelligence tests measure “acquired information”. Students who have not had exposure to information are not going to be able to respond to these types of questions. Therefore, these tests are biased against children from poverty (Payne, 2006)
•Children from poverty are 1.4 times as likely to be identified as having a learning disability in elementary or high school than their non-poor counterparts (Brady-Smith, Fauth, & Brooks-Gunn, 2003)
Videos on Poverty in U.S. Schools:
http://www.youtube.com/watch?v=uRpwIlULpXw&feature=fvw
http://video.kcts9.org/video/1478144706
http://www.youtube.com/watch?v=3zl19CbBzFw
Links for more information:
http://www.childtrends.org/Files//Child_Trends-2009_04_07_RB_ChildreninPoverty.pdf
•Chronic stress due to family poverty is associated with decreased working memory in children (Child Trends Research Summary, 2009)
•Poor health and social behavior due to poverty impacts educational achievement (Child Trends Research Summary, 2009)
•Children in poverty are at higher risk for severe and chronic economic, academic, and social development hardship (NCCP).
•Children living in poverty are at a higher risk than other children for retention in their grade, special placements during the school’s hours and even not completing their high school education (Wikipedia)
•Children who exhibit or show risk of developmental delays in the first three years of life are at higher risk of school failure, mental health problems, and other conditions that limit their life opportunities (NCCP)
•Children whose families go from being above poverty to below poverty have lower reading scores than children whose families were never poor (Child Trends Research Summary, 2009)
•Schools operate from middle class norms and rules, which often differ from the norms and rules of impoverished families. In order for students to be successful, they need to be taught these hidden rules and norms (Payne, 2006)
•Many children have not had exposure to the type of language that is used on state tests such as the SAT and ACT. This language, referred to as “formal register” is the standard sentence syntax and word choice of school and work. Writing is also difficult for these students, who do not know the formal sentence structures. Because of this, formal register language needs to be taught directly and explicitly. (Payne, 2006)
•Intelligence tests measure “acquired information”. Students who have not had exposure to information are not going to be able to respond to these types of questions. Therefore, these tests are biased against children from poverty (Payne, 2006)
•Children from poverty are 1.4 times as likely to be identified as having a learning disability in elementary or high school than their non-poor counterparts (Brady-Smith, Fauth, & Brooks-Gunn, 2003)
Videos on Poverty in U.S. Schools:
http://www.youtube.com/watch?v=uRpwIlULpXw&feature=fvw
http://video.kcts9.org/video/1478144706
http://www.youtube.com/watch?v=3zl19CbBzFw
Links for more information:
http://www.childtrends.org/Files//Child_Trends-2009_04_07_RB_ChildreninPoverty.pdf
Even though these videos are pretty depressing, they really bring to light the reality of poverty.
ReplyDeleteThe bullet points on what you learned in relation to schools is really helpful for school psychologists. I knew that living in poverty would put children behind in schools, but I didn't realize how much poverty effected the educational aspect of students.
ReplyDelete