“Children deprived of proper nutrition during the brain’s most formative years score much lower on tests of vocabulary, reading comprehension, arithmetic, and general knowledge. The more severe the poverty a child faces, the lower his or her nutritional level is likely to be (Brown and Pollitt 38-43).” Government assistance to poor families such as WIC help; however, the guidelines for eligibility fall woefully short of making sure that every child has adequate nutrition. As stated previously, the federal guidelines for poverty are ludicrous when applied to real world economics. To further complicate matters, guidelines used by agencies such as the United States Department of Health and Human Services serve to painfully remind the poor that they are a nuisance to be eliminated. A child that goes to school hungry, even if not malnourished, will have greater difficulty focusing their efforts than a well fed one.
Low–income families usually have limited education which decreases their capability to provide a motivating and encouraging environment for their children. For example, children from low-income families learn and speak the language that is used at home which often is not English and are less likely to be well read then their better off counterparts. The situation of poverty is a repeated cycle that reoccurs because the parents do not recognize the signi... ... middle of paper ... ... 2012. Ferguson, HB , S Bovaird , and MP Mueller . "The impact of poverty on educational outcomes for children."
At all levels of education children from deprived families achieve less well than their more well off counterparts. They are less likely to be found in nursery schools, will have fallen behind significantly in reading, writing and arithmetic by the age of nine, are more likely to leave school at the age of sixteen and are three times less likely to go to university. It is argued that the deprived have less innate intelligence as shown by IQ tests. Peter Saunders (1996) claims that the middle class do better in education quite simply because they inherit their parents talent, as suggested previously by the biological aspect of the nature nurture debate. Saunders suggests erroneously that it may not be the case that talents and abilities are equally distributed across the classes.
Introduction In the United States, the phenomenon of child poverty has reached unprecedented levels in only the last couple of years. Poverty is known as a state of deprivation and a lack of monetary income or material possessions. The level of poverty is most often gauged by the poverty threshold, which is set by the United States Census Bureau. Children in impoverished families have access to fewer material goods compared to their counterparts in middle-class or high income families and are at a greater risk for developing mental health and behavioral problems. Children being born into poverty exacerbates their chances of growing up as impoverished adults.
Exposure to poverty impairs the mental and physical health of young children. Even worse, most problems that youth in poverty face last throughout the entirety of their lives. A child that grows up in poverty will achieve lessened academic performance and shortened life expectancy. A child who lives in financial need will often show lessened academic performance. Exposure to poverty and financially
High school is expected but college is simply (usually) not an option. The association between poverty and a child’s academic performance has a very common trend line. “The link between poverty and low academic achievement has been well established.” (Engle, Black 2). Consequences of early school failure are increased likelihood of truancy, dropout, and unhealthy or delinquent behavior. “Evidence from the National Institute of Child Health and Human Development Early Child Care Research Network has shown that children in chronically impoverished families have lower cognitive and academic performance and more behavior problems than children who are not exposed to poverty, partially explained by a lack of stimulating behaviors and home experiences among low-income families” (Engle, Black 2).
Lower-income students may more likely suffer from malnutrition and other health problems, which may cause them to lack concentration in classrooms and trainings for the workforce. Since low-income students receive lower quality education, they will more likely struggle to attract future employers in highly technica... ... middle of paper ... ...less exposure to the 21st century job market. “Less than 4 percent of white students attend schools where 70-100 percent of the students are poor, however, 40 percent of black and Latino students attend such high poverty schools” (Kondracke 2009). White students are more likely to gain exposure to some type of 21st century training, while minorities may graduate from high school totally unprepared for highly technical industries. Since Blacks and Hispanics are more likely to live in impoverished communities, they are less likely to get access to computers that will allow them to become familiar with high-tech and software programs.
According to Donald Hernandez (Hernandez, 2011), "Consequently, the children in poor families are in double jeopardy: They are more likely to have low reading test scores and, at any reading-skill level, they are less likely to graduate from high school." Growing up in poverty means there is very limited resources available to help climb out of poverty. Resources such as housing, clothing, and food are basic needs that have to be fulfilled for a child to grow up properly (Shaffer, 2014, pp158). When these basic needs are no... ... middle of paper ... ...t.org/homeless-facts/# Gwinnett County Public School (2010, June). Education for Homeless Children and Youth.
These were the students health, the size of the students family and the quality of the school they attended. With health, working class children tend to have a poor diet, which leads to ill health. This in turn, leads to poor attendance and therefore children cannot catch up on work missed and so underachieve in exams. The size of the student's family is linked to underachievement because there is less money to spend on material objects for example textbooks and computers, and to an extent, personal tutors. There is also less room at home to do homework, as they may have to share a room with siblings, and so there is no-where quiet they can go to do homework.
States in New England typically experienced the low... ... middle of paper ... ...amily does not happen by chance. There are a range of factors associated with children’s experiences of economic insecurity, including race/ethnicity and parents’ education and employment (Addy, 2013).” When looking at race in particular, there are staggering differences in poverty and low-income rates. For example, as table 2 shows, 34 percent of white children live in low-income families, compared to 66 percent of black children. Considering that the states with low child poverty are also the least racially diverse, it is unlikely their improvements would disregard racial inequalities. Perhaps unsurprisingly, especially in light of Both Hands Tied, single mothers suffer disproportionally from poverty—seventy percent of all children living with a single parent live classify as low-income.