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Financial classes- Class matters, show the difference in classes (1)

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Financial classes- Class matters, show the difference in classes (1)

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I will use Chapter One in Class Matters to demonstrate the hardship it takes to get out of the lower-class. This will help shape an argument of why lower-class students, and all students, need more finicail classes to help stay on top.
(Chapter 1, Class Matters)

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Financial Classes- Hidden America and Class Matter (2)

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Financial Classes- Hidden America and Class Matter (2)

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I could use a job or an example from Hidden America which shows the struggle of getting out of the lower-class without a college education. As well as an example from Class Matters that shows a man who wasn’t taught well enough to want to go to college so instead he worked factory.
(Chapter 1, Hidden America), (Chapter 6, Class Matters)

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Financial Classes- Classroom example of class (3)

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Financial Classes- Classroom example of class (3)

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I will use this source because of the data it has on the class divide in the classroom. This paragraph will directly show why students in the lower-class need more motivation, and why more classes could help.

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There is new research from the National Center for Education Statistics, written up by Susan Dynarsky at the New York Times' Upshot. The striking finding is that poor children in the top quartile on high school math scores have a 41 percent chance of finishing a bachelor's degree by their late twenties-the same chance as children from the second-lowest quartile in math scores who are high-socioeconomic status (SES). Poor children from the third-highest quartile in high school math have graduation about equal to the worst-scoring children form the richest group. Here's the figure:

The headline on the figure is misleading, actually, since SES is not measured by wealth, but by a combination of parental education, occupation, and income. ( Low here means the bottom quartile of SES, Middle is the 25th to 75th percentile, and High is 75th and up.)

One possible mechanism for the disparity in college completion rates is education expectations. Dynarsky mentions expectations measured in the sophomore year of high school, which was 2002 for this cohort. What she doesn't mention is how much those expectations changed by senior year. Going to the NCES source for that data ( here) I found this chart, which I annotated in red:

Between sophomore and senior year, the percentage expecting to finish a bachelor's degree or more decreased and the percentage expecting to go to two-year college increased, across SES levels. But the change was much greater for lower SES students. So the gap in expecting to go to college between high- and low-SES students grew from six to 17 percentage points; that is, from nine percent versus three percent in the sophomore year to 22 percent versus six percent in the senior year.

That's a big crushing of expectations that happened in the formative years at the end of high school.

This post originally appeared on Sociological Images, a Pacific Standard partner site, as "Social Class Divides the Futures of High School Students."

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Social Class Divides the Futures of High School Students

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There is new research from the National Center for Education Statistics, written up by Susan Dynarsky at the New York Times' Upshot. The striking finding is that poor children in the top quartile on high school math scores have a 41 percent chance of finishing a bachelor's degree by their late twenties-the same chance as children from the second-lowest quartile in math scores who are high-socioeconomic status (SES).

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This source has classes and courses that can be added to a high school program. They are a good example of what needs to be implemented in school and could motivate students to do better, and also educate them enough to be financial stable once they get out of school.

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Home | Junior Achievement of OKI Partners - Cincinnati/Dayton/Richmond - 2016

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JA's Volunteer-delivered K-12th grade programs foster work-readiness, entrepreneurship and financial literacy skills. See how you can make a difference.

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Financial Classes- A reason to worry (4)

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Financial Classes- A reason to worry (4)

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Describe how the current implimitations in most schools aren’t working, then show the drop out rates from the source below, then I’ll further explain why my idea would be beneficial.

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High-Achieving Students in Low-Income Families Said Likely to Fall Behind; Report urges support for 'overlooked' group

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Among lower-income students, Asians showed a significantly better chance of staying in the top quartile in math during high school than did other students, including whites. And African-American students were the least likely group to rise into that top tier in reading or math, the report said. Michelle M.