These results seem more devastating when one sees Asian nations, usually ranking high in competitions, did not participate (McNamara 73). Examinations also reveal pupils' performances decline as students climb up the educational ladder toward college. "We seem to be the only country in the world whose children fall farther behind the longer they stay in school" ("Nation" 1). Yet, just comparing our students to international standards does not divulge the whole story. A big gap exists between stereotypical "poor" schools and "rich" schools.
Often times the effect of poverty in schools are neglected because of the effects of race, but Bruce J. Biddle claims that the net effects of poverty are actually more substantial than the net effects of minority status (Biddle, 2001 p. 3). Poverty has an immense physiological effect on confidence and self-image in our youth. Beegle conducted research on individuals that came from impoverished families. She discovered that a majority of her test subjects have felt ashamed of their own or a family member’s appearance. She also reported that the most of the individuals she interviewed didn’t have a career goal because they didn’t feel worthy of anything.
Material Deprivation Is The Most Important Barrier To Educational Attainment Material deprivation is a lack of money, which leads to disadvantages, such as unhealthy diet and a lack of materials such as computer and textbooks. J.W.B Douglas examined education of 5,362 British children and grouped the children in terms of their ability, which was measured by IQ tests. He then divided them into four social class groupings and found significant variations between students of a similar ability but who were from different social backgrounds. Douglas believed that underachievement in education was related to a number of factors. These were the students health, the size of the students family and the quality of the school they attended.
In fact, forty percent of the Math teachers teaching in poor districts and thirty-one percent of the English teachers teaching in poor districts do not the proper certification for the subject they are teaching. This is compared to the twenty-eight percent of Math teachers and nineteen percent of English teachers in richer districts (“Equity”). The expectations for students in poor districts are not the same as the expectations of students is wealthier districts. Students that receive A’s in poorer districts do not do as well on standardized tests as A-students in wealthy districts. Therefore, getting A’s in poorer schools does not hold the same weight as going to a “better” school and receiving an “ A” there, or better yet, having a chance to make the Honor Roll at the better school.
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.
The changes of American educators have trying for last twenty years could not cure all the disappointments of our educational system or could not create education that meets our post-modern demands or reflects the reality of our modern interests. Unfortunately, American educational system has been less prosperous in educating African-American children than it has the majority population and this condition ought to be acknowledged as a crisis requiring imperative consideration. After seeing these situations, one might ask why almost no literature exists to address their specific educational needs. Yet, my most complex questions that I need to grapple are; Why Black children do less well in schools than other children? Why are there few minority teachers in schools?
Is money really the answer to everything? Some may think that their school does not have enough money and that’s why their students are doing so poorly. But more than likely money doesn’t play such a big part in the academic achievement of the students in school. For example: New Jersey is rated number 1 in terms of money per a student but yet they’re rated 29th in the basic student achievement (Williams 192). So before you blame your poor education on insufficient funds next time stop and think of these little facts.
Research from additional studies show that large proportions of children born into disadvantaged families do not enjoy high levels of educational success (Boston, 2013). Children suffering from the effects of poverty also have a lower prospect of achieving higher academic aspirations due to a strong belief that university studies is for those belonging to middle class families (Thrupp, 2006). Michael & Dwyer’s (2008) report concludes that the completion of education is clearly the best protector against long-term poverty. However, educational economist Helen Ladd (2012) suggests that
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.
According to an evaluation by the U.S. Department of Education, in schools with less than 7 percent poverty, 27.6 percent of poor students and 11 percent of non-poor students achieved below the national average. However, when school poverty levels increase to greater than 24 percent, 56 percent of poor students and 36.9 percent of non-poor students fell below the national average. (Kennedy, 1986) Thus, concentrations of poverty affected the non-poor students in the school, even more so than the poor students. Therefore, economic segregation in schools jeopardizes the futures of all children, their employment prospects, and our