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来源类型 | REPORT |
规范类型 | 报告 |
Reducing Student Poverty in the Classroom | |
Saba Bireda; Joy Moses | |
发表日期 | 2010-09-13 |
出版年 | 2010 |
语种 | 英语 |
概述 | Report from Saba Bireda and Joy Moses outlines antipoverty programs operating in our nation's schools and how these can be expanded. |
摘要 | Read the full report (pdf) Download the executive summary (pdf) Download to mobile devices and e-readers from Scribd Since the time when the most pressing problem facing educators was pigtails being dunked in inkwells, the American school house has maintained a tradition of delivering the 3 Rs—reading, ‘riting, and ’rithmatic. Those halcyon days, if they ever existed, are long past. Today’s educators face a myriad of concerns including the high concentrations of poverty that limit opportunities for young Americans to succeed in too many of our schools. That’s why the American school house must play a critical role in addressing at least one more R—reducing the negative consequences of poverty by becoming a central component of federal, state and local antipoverty strategies. Schools that are educating high numbers of disadvantaged students must employ innovative strategies to promote academic achievement. Many of these strategies are what we believe have a direct impact on student learning, such as offering incentives to recruit and retain highly effective teachers, implementing challenging yet accessible curriculum, and providing additional learning opportunities beyond the traditional school day. Yet it is just as important to address outside-school influences, specifically poverty that can also significantly impact student achievement and success. Factors from inadequate housing, food instability, and financial insecurity place stresses on young people that distract them from their studies and can cause them to disengage from school entirely. When poverty intersects with poor performing schools the outcome for low-income students can be devastating, from dramatically lower test scores as compared to their higher-income peers, to staggering dropout rates. Further, there are a number of government programs that help address the basic needs of school-age children but families often face barriers to participating in these programs. Some of these barriers include:
These problems are multiplied and made more complicated for those families that qualify for more than one public-benefits program. Communities across the country are finding that pairing antipoverty strategies with schools result in positive student outcomes as well as improve the delivery of public benefits. Although these are not traditional relationships, schools can play a pivotal role in providing the important economic services that stabilize families— services that can also eliminate some the challenges that undermine student academic achievement. Already school-based antipoverty initiatives in places such as New York City, Michigan, San Diego, and New Mexico highlight the success students can realize, not only in the classroom but also as it concerns their overall sense of well-being, when the traditional role of the school is expanded to include services targeting poverty. For a number of years the city of San Diego had one of the nation’s lowest rates of participation in the federal SNAP/Food Stamp program (about 35 percent of eligible residents). The low participation rate was pegged to a number of factors, from inconvenient and hard-to-reach enrollment locations, to lack of assistance to help families fill out cumbersome and confusing forms. To boost participation in the program, county officials enlisted the help of the San Diego School board, which in turn agreed to allow four of its schools located in high-poverty neighborhoods to serve as food stamp screening centers. This school-based program has been able to remove a number of enrollment barriers, including easing the sense of anxiety experienced by many families, by providing locations with which they are familiar and comfortable. While advocates are still working to help increase participation rates, more than 600 San Diego families have been counseled on eligibility requirements through the school-based initiative. The SNAP/Food Stamp program is just one of the many federal, state, and local government programs and services available to low-income students and their families. Unfortunately, families who can benefit most from these programs often encounter challenges and barriers to participation that are similar to those that existed for San Diego’s SNAP program. Dealing with multiple agencies in different locations, requiring different application processes can be overwhelming for many families. Streamlining the process by allowing for central connection points for services will maximize outcomes. Schools are ideal locations because they have unparalleled access to poor students and their families—they are located in the neighborhoods in which families live, are recognized and familiar community institutions, and have established relationships with low-income students and their families. In short, schools are ideally positioned to become effective central connection points for a broad range of social welfare services. Consequently, in this paper, we urge:
We’re confident that after reading our analysis and recommendations policymakers in Congress and the Obama administration will realize the positive impact that school-based antipoverty programs could have on the education and well being of low-income children across our country. Saba Bireda is an Education Policy Analyst and Joy Moses is a Senior Policy Analyst at American Progress. Read the full report (pdf) |
主题 | Poverty |
URL | https://www.americanprogress.org/issues/poverty/reports/2010/09/13/8423/reducing-student-poverty-in-the-classroom/ |
来源智库 | Center for American Progress (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/434890 |
推荐引用方式 GB/T 7714 | Saba Bireda,Joy Moses. Reducing Student Poverty in the Classroom. 2010. |
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