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This video that is presented to students is meant to get them engaged in the main topic of poverty. One of the main overviews of this video is how one should begin to perceive a particular solution to poverty; that is, removing the stigma that exists in society today in order to lower the poverty rate in America.

The way in which I will use this video is by presenting it to them at the beginning of the lesson. They will be asked to write 2-3 main points from the video as it is more on the lengthier side. Once this part is completed, there will be small group discussions. They will be able to bounce ideas, questions, or comments from the video which then will be shared in the class.

One of the reasons why this is an example video to show to students before going into the certain texts of poverty is because a video ignites their interest for a topic more. More specifically, they will be engaged and have a better understanding of what we will be discussing over the next few days. Another reason why it is considered exemplar is because the statistics and general conclusions that are made are based on evidence and experiments. This all helps them to perceive the drastic impact of poverty in America.

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Poverty isn't a lack of character; it's a lack of cash | Rutger Bregman

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Link: https://www.census.gov/library/publications/2022/demo/p60-277.html
- This text shows statistics from two measures: the official poverty measure and the Supplemental Poverty Measure (SPM). The author do an exemplar job in dividing the statistics through the measures and even explaining the differences of these two. Because of this, we think it'd be an exemplar source for students to engage with and annotate to be introduced to poverty statistics in the U.S. in general. We'd require students to highlight headings, statistics, and differences in order to better understand what they're viewing or compare the measures. This is a great resource because it provides more facts on how many suffer from poverty, rather than articles that only explain the impacts of poverty. By looking at data, students are more prone to realizing how huge this problem is.
- Students would analyze statistics in small groups and we'd come together as a class to discuss them in a socratic seminar. When analyzing the statistics, we expect students to highlight different data and headers to better understand/break down the material. Through this activity, we would provide questions to guide students through the discussion and incorporate how these statistics impact lives, the U.S., education, and families overall. Our goal is to connect the statistics to real life situations/experiences and stimulate questions, solutions, problem-solving, and any other feelings/thoughts they feel the need to share.

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This report presents data on poverty in the United States based on information collected in the 2022 and earlier CPS ASEC.

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- This article does an exemplar job in explaining specific examples of how poverty impacts students and their abilities to succeed in the classroom environment. It explores the issues that students face in and out of the classroom, as well as points out to the issue that many schools lack the necessary resources to help these students. The text is exemplar and helpful for students because it shares realistic situations that kids face in school when coming from low-income families, which allows them to be involved in culturally responsive teaching. As a result, students are more than likely to be engaged with the text by sharing similar experiences, reflecting through the lens of being a student, and realizing how important poverty is in schools and around the world.
- For this text, we would ask students to pick 3-4 points from the article that they found most interesting, shocking, or significant. They would then highlight/underline these points to prepare to answer a small reflection question. The question would cover something such as: what are three ways that poverty may hinder students' success in the classroom? What is one solution to help these low-income students? Provide evidence from the text. After this, we would ask a couple of students to share their responses, encouraging critical discussions amongst peers.

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The purpose of this position statement is to highlight the impact poverty has on students and their ability to succeed in the classroom as well as offer policy recommendations on how to best support the academic, social, emotional, and physical success of these students.
Each day countless students come to school, each with their own set of unique gifts, abilities, and challenges. Recent data has found that students living in poverty often face far more challenges than their peers. According to the National Center of Education Statistics, 19 percent of individuals under 18 lived in poverty during the 2015-16 school year. Furthermore, 24.4 percent of students attended high-poverty schools during that same year. The data also show that higher percentages of Hispanic, African-American, American Indian/Alaska Native, and Pacific Islander students attended high-poverty schools than white students, underscoring that poverty is also an issue of equity that must be addressed.

These data show the reality of what our public education system is facing today. Nearly one-fifth of students nationwide are either living in poverty, attending a high-poverty school, or both. Poverty negatively impacts students in a variety of ways within K-12 education and beyond. This can be through a variety of different factors that are often symptoms of poverty, like health issues stemming from a nonnutritional diet, homelessness, lack of food, or the inability to receive medical treatment for illnesses. These factors often place more stress on a student, which can negatively impact the student's ability to succeed in a school.

Students living in poverty often have fewer resources at home to complete homework, study, or engage in activities that helps equip them for success during the school day. Many impoverished families lack access to computers, high-speed internet (three-fourths of households currently have access to high-speed broadband), and other materials that can aid a student outside of school. Parents of these families often work longer hours or multiple jobs, meaning they may not be available to assist their children with their schoolwork.

Furthermore, in many high-poverty school districts, resources are sorely lacking in schools. Nearly every state has its own division of funding for school districts and education based on property taxes. Unfortunately, this system unfairly affects individuals living in poverty and the students attending school in those areas. Because property taxes are often much lower in high-poverty areas, schools in those areas receive much less than their more affluently-located counterparts. Recent data from the U.S. Department of Education state that 40 percent of high-poverty schools are not getting a fair share of state and local funds. This often leaves schools with limited budgets to address a multitude of issues, including hiring educators, updating resources for students, preparing students for postsecondary education or the workforce, dealing with unsafe infrastructure, and much more. There are often instructional gaps for those attending high-poverty schools as well. Data from the 2015-16 National Teacher and Principal Survey show that students from low-income families "are consistently, albeit modestly, more likely to be taught by lower-credentialed and novice teachers" (Garcia and Weiss). Research has also shown that many teachers in high-poverty schools are inexperienced and often less effective than their more experienced peers who are often targeted for hire by higher-income schools and districts. The lack of high-quality instruction serves to only further separate academic achievement levels for students in high-poverty schools from peers in high-income schools or districts.

All students, regardless of income level or background, are capable of and should receive the support and resources necessary for success.

Students from low-income families often face additional barriers that can impede academic success compared to their peers from higher-income households.

Principals provide leadership for instilling a culture of success and support within their school and should strive to provide each student with the supports necessary to achieve this success. Principals should strive to achieve this through all available avenues, including through strategic partnerships.

The 2015 Professional Standards for Educational Leaders state that effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student's academic success and well-being.

NASSP has previously adopted position statements on the achievement gap and preparing all students for postsecondary success that offer policy recommendations to promote equitable support for all students and adequate preparation to enter the workforce or a postsecondary institution following high school.

NASSP developed the Building Ranks™ framework to reflect the principal's responsibility for building culture and leading learning to foster lifelong success for each child in a rapidly changing world.

Recommendations for Federal Policymakers

Advance policies that incentivize and support well-trained teachers, principals, and other educators to work and remain in high-poverty schools.

Provide additional federal funds and resources for programs, such as Title I and the Supplemental Nutrition Assistance Program, aimed at supporting students from low-income families.

Ensure federal funds are divided equitably so that high-poverty districts are guaranteed a fairer share of federal dollars.

Invest in school leadership required to hire and retain well-trained school leaders, recognizing the critical role principals play in establishing a culture and learning environment that students need to be successful in a global society.

Prioritize school improvement strategies-such as community schools-that include resources and supports to address the barriers poverty creates to student success.

Provide additional resources and invest in programs for students from low-income families to enter postsecondary education or the workforce.

Enact legislation aimed at improving school infrastructure, with a particular focus on buildings in high-poverty districts that pose potential health threats to students, educators, and other faculty in the school.

Expand the maximum allowance of Pell Grants, and share information with states, local education agencies, and universities on application eligibility and processes.

Fully fund federal programs that increase connectivity for all students, like the E-Rate Program which provides discounted telecommunications services to schools.

Recommendations for State Policymakers

Ensure state funding formulas are properly balanced so all districts receive an equitable and sufficient share of funds based on student poverty levels, property tax revenue per district, or other evidence-based indicators of poverty.

Reevaluate state investments in education to ensure school districts are receiving the funds necessary to promote student success.

Prioritize school improvement strategies-such as community schools-that include resources and supports to address the barriers to student success that poverty creates.

Invest in curriculum that prepares students for 21st-century employment and participation in a democracy. This will prepare students for life beyond secondary education and better enable them to be successful in the workforce and financially secure.

Prioritize and invest in state financial aid for school districts based on need instead of merit, which disproportionately helps high-income and white students.

Make investments over a long-term basis rather than short term, as long-term investments have a proven track record of improving high-poverty school districts.

Recommendations for District Leaders

Make sure that your district and school funding systems ensure equal access to core educational services for each student in K-12 education.

Ensure that school funding systems provide additional resources for low-income students to ensure they have a more level playing field for achieving success.

Use per-pupil expenditure (PPE) data to evaluate district funding decisions and make changes based on this data when inequities are presented.

Support ongoing learning for school leaders, recognizing that their role is changing and that the demands of a high-poverty schools are expanding, requiring continual development.

Advance policies that ensure highly-qualified educators are working in high-poverty schools.

Urge state policymakers to reevaluate unfair funding practices that negatively impact high-poverty districts.

Recommendations for School Leaders

Instill a culture of growth and success in your school that effectively educates all students about the opportunities available to them following secondary education.

Provide benefits and resources within schools to all students so those living in poverty have the necessary supports to succeed, with the assistance of outside partners such as internet providers, food suppliers, or healthcare organizations. Examples include: free breakfast, extended library or lab hours after school, allowing students to take home wifi hotspots, etc.

Provide professional development for teachers and staff to assist them in working effectively with students in poverty and address the impact of associated trauma and chronic stress.

Provide students with access to college admissions, scholarships, financial aid information, and personnel to help students with these discussions so students are properly educated on postsecondary education opportunities.

Ensure that budget discussions and requests are conducted in a transparent process that allows for input from a variets of groups and stakeholders in the school community.

Amerikaner, A., & Morgan, I. (2018, February 27). Funding gaps 2018: An analysis of school funding equity across the U.S. and within each state. Retrieved from https://edtrust.org/resource/funding-gaps-2018/.

Carey, K., & Harris, E. (2016). It turns out spending more probably does improve education. Retrieved from https://www.nytimes.com/2016/12/12/nyregion/it-turns-out-spending-more-probably-does-improve-education.html?_r=0.

Carr, S. (2013, February 26). The real reasons many low-income students don't go to college. Retrieved from https://hechingerreport.org/the-real-reasons-many-low-income-students-dont-go-to-college/.

College for America. (2017, June 7). Addressing the college completion gap among low-income students. Retrieved from https://collegeforamerica.org/college-completion-low-income-students/.

Dynarski, M. (2017, March 1). It's not nothing: The role of money in improving education. Retrieved from https://www.brookings.edu/research/its-not-nothing-the-role-of-money-in-improving-education/.

Garcia, E., & Weiss, E. (2019, March 26). The teacher shortage is real, large and growing, and worse than we thought: The first report in 'The Perfect Storm in the Teacher Labor Market' series. Retrieved from https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought-the-first-report-in-the-perfect-storm-in-the-teacher-labor-market-series/.

Jensen, E. (2013, May). How poverty affects classroom engagement. ASCD. Retrieved from http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx.

Johnston, K. (2019, June 20). 7 ways poverty affects education. Retrieved from https://moneywise.com/a/ways-poverty-affects-education.

Jackson, K., Johnson, R., & Persico, C. (2016). The effects of school spending on education and economic outcomes: Evidence from school finance reforms. The Quarterly Journal of Economics 131(1), pp. 157-218.

LaFortune, J., Rothstein, J., & Schanzenbach, D.W. (2016). School Finance Reform and the Distribution of Student Achievement. National Bureau of Economic Research, Working Paper 22011, February 2016.

Martin, C., Boser, U., Benner, M., & Baffour, P. (2018, November 13). A quality approach to school funding. Center for American Progress. Retrieved from https://www.americanprogress.org/issues/education-k-12/reports/2018/11/13/460397/quality-approach-school-funding/

McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Forrest Cataldi, E., and Bullock Mann, F. (2018). The Condition of Education 2018 (NCES 2018-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdf.

National Association of Secondary School Principals. (2019, March 19). Using PPE data to advocate for your school. School of Thought blog. Retrieved from http://blog.nassp.org/2019/03/22/using-ppe-data-to-advocate-for-your-school/.

Parrett, W., & Budge, K. (2016, January 13). How does poverty influence learning? Retrieved from https://www.edutopia.org/blog/how-does-poverty-influence-learning-william-parrett-kathleen-budge.

Pascoe, M.C., Hetrick, S.E. & Parker., A.G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, DOI: 10.1080/02673843.2019.1596823.

Taylor, K. (2019, July 25). Poverty's long-lasting effects on students' education and success. Retrieved from https://www.insightintodiversity.com/povertys-long-lasting-effects-on-students-education-and-success/.

Turner, C., Khrais, R., Lloyd, T., Olgin, A., Isensee, L., Vevea, B., & Carsen, D. (2016, April 18). Why America's schools have a money problem. Retrieved from https://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem.

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Poverty and Its Impact on Students' Education

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The purpose of this position statement is to highlight the impact poverty has on students and their ability to succeed in the classroom as well as offer policy recommendations on how to best suppor...

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Link: https://ncee.org/tucker-writing/child-poverty-and-its-impact-on-education-in-the-u-s/
- This article gives a brief overview of the impact child poverty has on American Education. It discusses economically segregated school, racially segregated, some possible solutions, and the percentage of U.S. children eligible for free and reduced lunch from 2000-2016. This is an exemplar text because it covers the impact on education, but also ideas from different perspectives or issues. Along with this, there are many vocabulary words that students can be challenged with, which makes it a great text for gaining more knowledge with academic words.
- We would have students complete a vocabulary activity in small groups with this article. First, we'd read the article as a class. After this, we'd read it again and circle/underline words that we don't know. We'd then come back together as a class to create a word wall for these words because we'll continue seeing them in other texts regarding our topic of poverty.

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Regular readers of this blog know that I frequently point out that the United States spends a lot more per student than the countries with the best student performance. But you may have also noticed that, in the same breath, I am quick to point out that the level of child poverty in the United States is much higher than in those other countries.

Now we have from The Economist , in a recent issue, a multi-part special section on poverty in the United States. I want to share some of the highlights that focus on child poverty.

Both the standard measure of poverty and the Supplemental Poverty Measure (SPM), which takes benefits and cost of living into account, show that about one in six children in the U.S. is poor. (The current official poverty level is $25,750 for a family of four.) While there are poor families all over the country, the averages are misleading, because the poor are usually concentrated in clusters.

When educators think about poverty among their students, the measure that comes first to mind is the percentage of public school students eligible for free and reduced-price lunch, which is available to children in households with incomes at or below 185 percent of the federal poverty level. In the 2000-01 school year, 38.3 percent of public school students were eligible. That figure climbed to 48.1 percent in the 2010-11 school year, 51.8 percent in the 2014-15 school year and 52.1 percent in the 2015-16 school year. But these figures, like those for poverty overall, are often far higher where poverty is concentrated and its effects far worse and much longer lasting there.

The Economist points out that, when Jack Kennedy was President and Lyndon Johnson became President, it was different. Then, the poorest among us were the elderly. Now, with the growth in Medicare and Social Security, the elderly are doing much better and the young much worse. The experience of the elderly, however, is instructive. Policy changed the outcomes for them dramatically. There is no reason why that should not be equally true for the young. What is most interesting about The Economist's article on child poverty is not the statistics, which are well known. It is their comments on the policy options for dealing with the problem of child poverty in the U.S.

The simplest solution is cash transfers. The Economist refers to the work of Stanford professor David Grusky, who calculates that California could end child poverty in that state by spending only $2.8 billion a year, one quarter of what it spends annually on its prisons. Conservatives often oppose cash transfers to poor people on the grounds that they stifle initiative. But we could probably all agree that transfers for young children will not destroy their initiative. Many first-world countries in Asia, North America and Europe award means-tested and non-means-tested allotments to families with young children, especially countries where the domestic fertility rate is falling below the birth rate. The Economist quotes Jane Waldfogel, a Columbia economist, saying that a relatively small universal child credit could cut the U.S. child poverty rate in half all by itself.

But, says The Economist , the problem cannot be dealt with solely with a transfer program, because poverty in the U.S. is so concentrated. Researchers have shown that young children who are doing very poorly in schools serving students in concentrated poverty do much better if they can go to schools serving families in wealthier communities. Those other communities don't necessarily have more money per student, but they provide much more support to the student in the form of higher expectations, a wider range of experiences and more rigorous schooling. While this strategy is not fully scalable, it could certainly be ramped up.

In this vein, we note that Howard County, Maryland, recently redistricted its schools to allow many more children whose schools were made up of large numbers of students in concentrated poverty to go to schools with wealthier children and spread the number of children in poverty more equitably across that district. They did this because their own research showed that earlier efforts to do this same thing worked to lift performance in students who come from impoverished backgrounds.

Many of the schools that are economically segregated are also racially segregated. The Economist points to data showing that moving students from racially segregated schools to unsegregated schools can, over five years, improve student incomes by 30 percent and greatly reduce the likelihood of incarceration. But, just as poverty is rising among school children, our schools are becoming more, not less, segregated.

In the early days of desegregation, inner-city predominantly African-American school districts were merged with predominantly white ones into a single district. But, in recent years, white, relatively well-to-do areas within large urban districts have been applying to their state legislatures for the right to form their own school districts, or, failing that, their own cities or towns (which would enable them to get their own school district), thereby contributing to the isolation and concentration of low-income, often minority, families in communities where hope for a better future is dying.

The Economist article ends with a reminder of Daniel Patrick Moynihan's warnings, back in the Nixon administration, about trouble in the African American family. Around a quarter of African Americans then were born out of wedlock. That proportion is now 70 percent for African Americans, 50 percent for Hispanic children and 30 percent for whites. The proportion for poor whites living in poverty is, of course, much higher. Research shows that households with single parents are more likely to live in poverty and the children in those families are more likely to experience lower academic achievement than households with two parents. When critics insist that American teachers need to be held accountable for the poor performance of American school children, the teachers shoot back that they are being held accountable for the failure of American parents and taxpayers to take care of their children.

When some of us point out that there has been no improvement in the performance of all high school students or of protected subgroups of students in the United States on NAEP measures of reading and mathematics in 30 years, they tell us we should consider ourselves lucky that we have teachers who have been able to hold student performance steady while the American people have been sending them students who get poorer and more isolated every year.

I think they have a point. Don't you?

I began this blog by pointing out that the U.S. spends much more per student on our schools than the countries with the best education performance. But it is also the case that other countries, with higher student performance and lower school spending per student, have smaller disparities in income between their wealthiest families and their poorest ones, and despite that, spend much more than we do on the support of families with young children on everything from child allowances to child care and early childhood education. From my vantage point, our budgets for children, families and schools, if you take everything into account, do very little about the enormous problems caused by concentrated poverty and racial segregation and then load all the problems that causes onto the schools.

Back in the day, we used to make cars with the same philosophy. Our big auto makers paid very little attention to quality during the whole process of making cars. The result was a big pile of wasted parts and ill-made cars at the end of the assembly line, which either had to be rebuilt or thrown away at great cost. In the 1980s, the Japanese, listening hard to American quality experts who had not been able to get a hearing in the United States, built quality control in from the front end of the assembly line to the end. The result was virtually no waste at the end. It turned out that the cost of the waste in the American system was more than the cost of building quality in from the beginning. Hence the mantra of the quality experts: 'The cost of quality is nothing.'

That was forty years ago. Don't you think it is time to do for our children what the Japanese taught us to do for our cars? It is a whole lot cheaper to do right by our children starting when mom is pregnant than it is to wait six years, when it is a whole lot harder to do what must be done to give these kids a chance in a world in which the skill threshold for earning a decent living is getting higher and higher.

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Child Poverty and Its Impact on Education in the U.S. - NCEE

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Regular readers of this blog know that I frequently point out that the United States spends a lot more per student than the countries with the best student performance. But you may have also noticed that, in the same breath, I am quick to point out that the level of child poverty in the United States is much higher than in those other countries.

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https://www.urban.org/urban-wire/two-american-experiences-racial-divide-poverty
- This article is an exemplar text because it discusses the differences in poverty between people of color and whites. Therefore, it offers a different viewpoint/perspective in which students of color may or may not relate to and thus create elaborative discussions. In this text, the author portrays the differences between poverty when it comes to white and black children experiencing it. She includes statistics that show how it is three times more likely for a child of color to be poor than it is for a white child to be living in poverty, however there are more white Americans in poverty than any other groups. Although this can be interpreted to mean that whites are always more poor, this isn't the case at all. Through this reading, students are able to use critical thinking skills and connect to the article on their own or by applying it to situations outside of the classroom.
- We would read this article as a class, annotate, and create a short argumentative/critical journal prompt answering a question. During annotations, we would want students to focus on vocabulary, highlighting shocking, interesting, or main ideas, and summarizing or reflecting on each paragraph shortly on the margins. After this, we'd give them the prompt question: how does being a person of color and living in poverty affect a child's mental, physical, or educational life?

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Earlier this year, Ta-Nehisi Coates wrote, "In its pervasiveness, concentration, and reach across class lines, black poverty proves itself to be 'fundamentally distinct' from white poverty." He argues that to address poverty, race needs to be integrated into the discussion, and policies need to acknowledge this divide. And when we look at the data, he's right.

Numerically, there are more white Americans in poverty than black Americans or members of any other race or ethnic group. In 2014, 19.6 million white, non-Hispanic Americans were living in poverty, compared with 10.2 million black Americans, 2.3 million Asian Americans, and 13.4 million Hispanic Americans of any race.There is no denying that many white Americans experience poverty. But isn't incidence and persistence of poverty-the idea that there could be different poverty rates for white and black America at any given point in time and that poverty carries over time and across generations within families-what we really care about?

On both incidence and persistence of poverty, white and black Americans have different experiences. Let's imagine two young children born in the late 1960s in the United States, one black and one white. In 1974, the official poverty rate for all children under age 18 was 15.4 percent. Behind those numbers, we see that the black child was four times more likely to experience poverty than the white child.

Forty years later, the child poverty rate is higher than it was in 1974 (21.1 percent), and a black child in 2014 is still three times more likely to be in poverty than a white child. In most years over the last four decades, at least one-third of black children were living in poverty. Poverty is not an equal opportunity experience.

Poverty is more persistent across generations of black families than white families. Thinking back to our black and white children born in the late 1960s, what is the likelihood that their childhood poverty carries over into adulthood? Among children who spent at least one year in poverty, a black child is twice as likely as a white child to also be poor as an adult (43 versus 20 percent). Perhaps more astonishingly, though, black adults have roughly the same chance of experiencing poverty (43 versus 41 percent) regardless of whether or not they were ever poor as children. This stark finding suggests that black families are paying an unfairly high social and economic price in our society.*

Our challenge is to acknowledge that black poverty is fundamentally different than white poverty and to recognize that our policies are not confronting this racial divide adequately. This is a complicated issue that cuts across our neighborhood and residential patterns, our educational system, our financial structures, and even our political and civic engagement. But if we truly believe that America is the land of opportunity, we should be willing to work harder to dismantle poverty's racial divide so that all children-regardless of race-can succeed.
*This paragraph has been updated to better reflect the disparities between black and white children's likelihood of experiencing poverty as adults. With funding from the Bill & Melinda Gates Foundation, the Urban Institute is supporting the US Partnership on Mobility from Poverty, a collaborative aimed at discovering permanent ladders of mobility for people experiencing poverty. The views expressed in this blog post are those of the author and should not be attributed to the organizations represented by the 25 members of the Partnership or to the Urban Institute, its trustees, or its funders.

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Two American experiences: The racial divide of poverty

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Earlier this year, Ta-Nehisi Coates wrote, "In its pervasiveness, concentration, and reach across class lines, black poverty proves itself to be 'fundamentally distinct' from white poverty." He argues that to address poverty, race needs to be integrated into the discussion, and policies need to acknowledge this divide.