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Providing All Children The Tools They Need To Succeed

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Providing All Children The Tools They Need To Succeed

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The disparity between schools in poverty-stricken communities and wealthy areas is increasing and impacting every aspect of a child’s education. After 67 years, one would think that equal access to high-quality education would be a top issue for social justice. Although the ruling of Brown vs. Board of Education decreed that education was separate equal education was unequivocally unequal.

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The disparity between schools in poverty-stricken communities and wealthy areas is increasing and impacting every aspect of a child’s education. After 67 years, one would think that equal access to high-quality education would be a top issue for social justice. Although the ruling of Brown vs. Board of Education decreed that education was separate equal education was unequivocally unequal.

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Develop relationships with outside stakeholders, local businesses, community organizations and churches to gain the resources for equality in district schools.
Ultimately, giving all children an comprehensive quality education despite the Social economic status,  intellectual, or philological ability to learn and participate equally and effectively in a safe and non-gender bias education.

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WHY IT Matters:     A twelve-year study of kindergarten students examined the relationship between children’s socioeconomic status and their cognitive and noncognitive skills. The data from the study disclosed that there was a large increase in performance gaps that existed between children from poverty-stricken areas and higher socioeconomic areas (Sparks, Sarah D. 2017).

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WHY IT Matters:     A twelve-year study of kindergarten students examined the relationship between children’s socioeconomic status and their cognitive and noncognitive skills. The data from the study disclosed that there was a large increase in performance gaps that existed between children from poverty-stricken areas and higher socioeconomic areas (Sparks, Sarah D. 2017).

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The first thirty days of a school year, visit local agencies, develop, and compile family resources to aid low-income students and their families.

Within the first three weeks of the new school year, meet with at-risk children's families to identify and access their needs.

By midterm, meet with families again to measure the resources' effects and the impact the resources have had to simplify the children's education.
By the end of the year, compare the prior year's data to the current year and develop improvement strategies.

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·We must do everything and anything we can to make certain each student in our charge is affirmed, treated with dignity, respected, and has a real chance at a future free of inequality (ASCA Ethical Standards for School Counselors, Preamble, A.1.f., A.10.a.).

·School counselors have to be committed to the ethics of our profession, which implore us to advantage each and every student in our charge.

·The ASCA Ethical Standards for School Counselors explain all students means all and directs us line after line to make it a nonnegotiable to close gaps (A.3.c., A.3.d., A.4.c.),

·Promote equity of opportunity (Preamble, A.3.b., A.10.f.), work on our own multicultural and social justice awareness (B.3.e., B.3.i., A.6.e.),

·Provide leadership for an inclusive school (B.2.m.), ensure equity of resources (A.14.f., C.b.),

·Collaborate with others to ensure bright futures (A.3.a., A.6.a.), provide culturally sensitive materials (A.13.a., A.13.f., A.13.h.),

·Engage with parents/guardians in a culturally responsive way (B.2.j, B.2.p.)

·Promote equity and access (B.2.o.).

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·Administrators, teachers, staff members, and students want their work to impact children positively, and their jobs are directly affected by the school system's success.

· Parents & families- Desire a successful education system for their children, while the students themselves are interested in receiving a good education.

·Community members, local business leaders, and school board members- provide resources to aid families of at-risk children and their families.

·City councilors, elected officials, and state representatives- As voters may base their decisions on how such officials support the school system and allocate funds allocated to education.

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·American School Counselor Association. (2014). The school counselor and academic and college/career planning. Retrieved from http://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_AcademicPlanning.pdf

·Sparks, Sarah D. 2017. “Billions in School Improvement Spending but Not Much Student Improvement.” EdWeek, January 19.