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TRANSCRIPT
Closing the Achievement Gap for Children in Poverty
Presented by. Nicole Robinson
Educator and Author
WHAT RESEARCH SAYS ABOUT IMPROVERISHED
CHILDREN AND LEARNING
Across the United States a persistent and widening gap in academic achievement exist between
children in poverty and their more advantaged peers.
www.ounceofprevention.org
By the age of three, there is a 9 month gap between an impoverished child and his or her more affluent peers. That gap is still present at age 10 and continues throughout high school. www.ounceofprevention.org
QUOTE:
“Poverty must not be a bar to learning and learning must offer an escape from poverty.”
Lyndon B. Johnson
AFFECTS OF ACHIEVEMENT GAPS
Education
Jobs
Future
EFFECTS OF ACHIVEMENT GAPS
Low academic performance and low standardized tests scores
Low-skilled, low-paying jobs
Low admission into college
Threatens the nations economy
www.ounceofprovention.org
WHAT IS POVERTY?
Poverty is defined as not having enough money to meet the basic needs including food,
clothing and shelter.
Government of New Brunswick, (2012)
Poverty is much more than just not having enough money and materials, it includes:
Sickness
No access to school
Stress
Depression
Academic failure
Joblessness
Fear of the future
Behavioral and Social Problems
Poverty is a situation people want to escape.
For many children living in poverty, the complex process of healthy brain development is often compromised by the stress of living in poverty.
www.ounceofprevention.org
What parents and caregivers experience raising children in poverty:
Financial instability
Living in unsafe neighborhoods
Lack of proper medical care
Unable to respond to the basic needs of infant(s)
www.ounceofprevention.org
POVERTY: THE DIFFERENT CHARACTERISTICS OF POVERTY
IN AMERICA Generational Poverty
High family illiteracy rate
Focus on making it day by day
Highly mobile
Situational Poverty
Attends school regularly and has health care
Experienced a crisis (health, divorce, etc.) and income drop
Has not internalized poverty as personal problems
Generally able to make it back to middle-class
www.combarriers.com
Working-Class Poverty
Working, but rarely have money for anything extra
Live pay check to pay check
Focus on making it two weeks or through a month
Immigrant Poverty
Face language and culture barriers
Have a stronger sense of self and often do better than those born into poverty
Have little to no resources
WHAT CHILDREN LEARN FROM LIVING IN POVERTY:
No one cares
Everyone seems smarter
I don’t belong
There is no one to help
I will always be poor
“Being unwanted, unloved, uncared for, forgotten by everybody, I think that is a much greater hunger, a much greater poverty than the person who has nothing to eat.” Mother Teresa
www.combarriers.com
HISPANIC POPULATION IN SOUTH CAROLINA AND ENGLISH LANGUAGE LEARNERS
Research-Based
HISPANIC POPLUATION IN SOUTH CAROLINA:
South Carolina has 75,000 Hispanics in the state
South Carolina has the fastest growing Hispanic population with growth higher than North Carolina and Georgia.
http://ed.sc.gove/agency/program/ELLHandbook.pdf
HISPANIC POPULATION IN SOUTH CAROLINA
Hispanic: Diversity in South Carolina
1. Mexican
2. Puerto Rico
3. Cuban
4. Columbian
Helping Our English Language Learners
Instructional Strategies
Instructional Strategies for English Language Learners
Culturally-Responsive Teaching
Instructional Strategies for English Language Learners
Cooperative Learning
Instructional Strategies for English Language Learners
Cognitively-Guided Instruction
Instructional Strategies for English Language Learners
Technology-Enriched Instruction
SCHOOL READINESS Gaps in school readiness skills are difficult and costly to remedy. Academic gaps are even wider by the third grade for children living in poverty.
www.ounceofprevention.org
SCHOOL READINESS
Poverty is staggering to the brain development of children
Chronic exposure to poverty hinders; working memory, impulse regulation, language, processing skills and cognitive skills
www.jensenlearning.com,2014
SCHOOL READINESS Low-income students are not academically nor socially ready for school. They struggle to keep up academically in their classes and are frequently placed in special education.
www.ounceofprevention.org
SCHOOL READINESS
Early Language and Literacy Development is the very key component of school preparation and vocabulary development. Children living in poverty, by the age of three know fewer than half the words as children living in a higher-income household.
www.ounceofprevention.org
SCHOOL READINESS
Inadequate math skills can be underdeveloped at the entry level of school for children living in poverty. The ability to recognize numbers, problem-solve, and reasoning skills are hindered.
www.ounceofprevention.org
“
” POSITIVE MOTIVATION.NET
Are we teaching our students’ that no matter the circumstances they are WINNERS!!!
EARLY INTERVENTION
Educational policies should invest in high-quality programs that will make both social and economic gains. Research has shown the positive affects of these programs reduce the dropout rate and minimize the cost of remediation and special education.
www.ounceofprevention.org
EARLY INTERVENTION High-Quality Programs should include:
Home visits
Support services for families
Build trusting relationships
Provide nutrition training
Emphasize language and literacy development
Provide ongoing evaluation of program and services provided
Involve the Community
Provide Parent training\Preparing Parents for life after intervention program
www.ounceofprevention.com
SOUTH CAROLINA STATISTICS ON POVERTY
U.S. Census Bureau, 2000 Census of Population and Housing, by race
National Center for Children Living in Poverty
National Center for Children in Poverty
Demographics in South Carolina:
24%
40%
35%
Breakdown of families living in Poverty with and without employment in South Carolina
Full-time Job Part-time Job Unemployed
National Center for Children in Poverty Demographics in South Carolina:
66% 40%
15%
Education of Parents who have children living in poverty
No high school diploma Have a high school dipolma Have some college education
National Center for Children in Poverty Demographics in South Carolina:
16%
42%
41%
Poverty by Race and Ethnicity in South Carolina
White Black Hispanic
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
White Black Hispanic
CHILDREN’S RACE AND ETHNICITY LIVING IN POVERTY
STRATGIES THAT WORK: Teaching Children in Poverty
Data Analysis
Ongoing formative and Informative assessments in reading, language and math with instruction
Setting high expectation
Highly though out, target-based lesson plans
Mission statement and goal
NEA, 2009
“You might be poor, your shoes might be broken, but you mind is a palace.” Frank McCourt, Author
YOUR ATTENDANCE WAS APPRECIATED!
ENJOY THE REST OF YOUR DAY!!!!
CONTACT INFORMATION
Nicole M. Robinson
OR
www.nicolemrobinson.com
REFERENCES:
Communication Across Barriers, 2007
Goggle Search, Quotes on Poverty, www.goggle.com
Goggle Search, Early Intervention Programs in South Carolina, www.goggle.com
Government of New Brunswick, Poverty Profile, 2012
Jensen Learning, 1995-2014
National Center For Children in Poverty, 2014
National Education Association, 2009
www.positivemovement.net
Ounce of Prevention: Giving Children in Poverty the Best Chance for Success, 2011
South Carolina State Department of Education, English Language Handbook, 2011
U.S. Census Bureau, 2000. Census of Population and Housing, by race (South Carolina)
YouTube Video: TeachForAmerica