Education

Child Poverty ◽  
2020 ◽  
pp. 77-96
Author(s):  
Morag C. Treanor

Chapter five explores the importance of understanding child poverty and its relationship to children’s education. It takes a child-centred perspective to situate children in the context of their peer relationships, pupil-teacher relationships and parental relationships to explore their wellbeing and achievement at school. Education has the potential to be a vital passport for low income children, but many children are unsettled, undervalued and underachieving at school. This chapter explores the importance of education, of school social and academic life to children living in poverty, of educational transitions, of examinations and achievements, and of wellbeing, participation and inclusion at school. It looks at how school culture and the misunderstandings of teachers on the causes and consequences of poverty can present a barrier to the full participation of children living in poverty in their schooling. It also addresses the cost of a school day some of the parental factors that are suggested to influence a child’s education, such as the so-called ‘poverty of aspiration’. It concludes by looking at the policy responses of affluent societies, which aim to close the attainment gap between advantaged and disadvantaged children, and discusses why we need to flip the thinking on education for children living in poverty.

2018 ◽  
Vol 27 (4) ◽  
pp. 486-511 ◽  
Author(s):  
Morag Treanor

Poverty is known to deleteriously affect children's experience of, and success in, education. One facet of this relationship is the financial costs associated with full participation in education in what has become known as the ‘cost of the school day’. This paper draws on a small-scale longitudinal qualitative study of families living in poverty, drawn from a wider study called the ‘Early Warning System’, carried out in collaboration with the Child Poverty Action Group Scotland. The paper explores the experiences of parents in out-of-work and in-work poverty, and cycling between the two, in relation to school costs for their children and the effects this has on their wider financial situation. The findings show that families experiencing in-work poverty, especially those who have recently moved from receipt of out-of-work benefits, face the financial hurdle of not being entitled to passported benefits such as free school meals, school clothing grants, and initiatives such as schools’ subsidies of activities and trips. The longitudinal aspects of the study design allow the impacts that changes in entitlement to benefits have on families. The paper concludes that the costs of the school day can be unseen and not well understood by educators but keenly felt by children and families living in low-income and makes recommendations to mitigate this.


PEDIATRICS ◽  
1987 ◽  
Vol 79 (3) ◽  
pp. 440-441
Author(s):  
DOUGLAS J. BESHAROV ◽  
TERRY W. HARTLE

Head Start, the federal government's preschool program for low-income children, is one of the nation's most popular domestic initiatives. In 1980, President Carter praised it as "a program that works." President Reagan included Head Start in the "safety net" and has presided over a substantial funding increase. Head Start began in 1965 as a 6-week summer experiment in using child development services to improve the future prospects of disadvantaged children. It quickly became a full year program. Now, 20 years old, it serves about 450,000 children, at an annual cost of more than $1 billion. The program's popularity is based on the widespread impression that it lifts poor children out of poverty by improving their learning ability and school performance.


2016 ◽  
Vol 86 ◽  
pp. 117-122 ◽  
Author(s):  
Ryan D. Burns ◽  
Timothy A. Brusseau ◽  
You Fu ◽  
James C. Hannon

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
You Fu ◽  
Timothy A. Brusseau ◽  
James C. Hannon ◽  
Ryan D. Burns

Background. The purpose of this study was to examine the effect of a 12-week summer break on school day physical activity and health-related fitness (HRF) in children from schools receiving a Comprehensive School Physical Activity Program (CSPAP). Methods. Participants were school-aged children (N=1,232; 624 girls and 608 boys; mean age=9.5±1.8 years) recruited from three low-income schools receiving a CSPAP. Physical activity and HRF levels were collected during the end of spring semester 2015 and again during the beginning of fall semester 2015. Physical activity was assessed using the Yamax DigiWalker CW600 pedometer. HRF measures consisted of body mass index (BMI) and the Progressive Aerobic Cardiovascular Endurance Run (PACER). Results. Results from a doubly MANCOVA analysis indicated that pedometer step counts decreased from 4,929 steps in the spring to 4,445 steps in the fall (mean difference = 484 steps; P<0.001; Cohen’s d = 0.30) and PACER laps decreased from 31.2 laps in the spring to 25.8 laps in the fall (mean difference = 5.4 laps; P<0.001; Cohen’s d = 0.33). Conclusions. Children from schools receiving a CSPAP intervention had lower levels of school day physical activity and cardiorespiratory endurance following a 12-week summer break.


1988 ◽  
Vol 67 (2) ◽  
pp. 359-364 ◽  
Author(s):  
Charles Braswell ◽  
Anthony Decuir ◽  
Carla Hoskins ◽  
Edward Kvet ◽  
Giselle Oubre

The purpose of this study was to investigate differences in scores of 59 mentally retarded adults (mild, moderate, severe, or profound), 133 advantaged, and 130 disadvantaged (low income) children in Grades 1, 2, 3 on the Primary Measures of Music Audiation. Test-retest reliabilities for the Tonal and Rhythm subtests were .81 and .86, respectively, for the retarded group. Analysis of variance indicated that the mildly retarded children performed significantly better than other groups of retarded children on these two tests. 2 × 3 analyses of variance indicated that third graders from both advantaged and disadvantaged groups performed significantly better than the first or second graders on both subtests and that advantaged children performed significantly better than the disadvantaged. However, disadvantaged children made greater gains, especially for third graders, than the advantaged.


2015 ◽  
Vol 2 ◽  
pp. 868-873 ◽  
Author(s):  
Ryan D. Burns ◽  
Timothy A. Brusseau ◽  
Yi Fang ◽  
Rachel S. Myrer ◽  
You Fu ◽  
...  

2017 ◽  
Vol 45 (6) ◽  
pp. 522-528 ◽  
Author(s):  
Ben Johnson ◽  
Nicoleta Serban ◽  
Paul M. Griffin ◽  
Scott L. Tomar

2014 ◽  
Vol 84 (5-6) ◽  
pp. 244-251 ◽  
Author(s):  
Robert J. Karp ◽  
Gary Wong ◽  
Marguerite Orsi

Abstract. Introduction: Foods dense in micronutrients are generally more expensive than those with higher energy content. These cost-differentials may put low-income families at risk of diminished micronutrient intake. Objectives: We sought to determine differences in the cost for iron, folate, and choline in foods available for purchase in a low-income community when assessed for energy content and serving size. Methods: Sixty-nine foods listed in the menu plans provided by the United States Department of Agriculture (USDA) for low-income families were considered, in 10 domains. The cost and micronutrient content for-energy and per-serving of these foods were determined for the three micronutrients. Exact Kruskal-Wallis tests were used for comparisons of energy costs; Spearman rho tests for comparisons of micronutrient content. Ninety families were interviewed in a pediatric clinic to assess the impact of food cost on food selection. Results: Significant differences between domains were shown for energy density with both cost-for-energy (p < 0.001) and cost-per-serving (p < 0.05) comparisons. All three micronutrient contents were significantly correlated with cost-for-energy (p < 0.01). Both iron and choline contents were significantly correlated with cost-per-serving (p < 0.05). Of the 90 families, 38 (42 %) worried about food costs; 40 (44 %) had chosen foods of high caloric density in response to that fear, and 29 of 40 families experiencing both worry and making such food selection. Conclusion: Adjustments to USDA meal plans using cost-for-energy analysis showed differentials for both energy and micronutrients. These differentials were reduced using cost-per-serving analysis, but were not eliminated. A substantial proportion of low-income families are vulnerable to micronutrient deficiencies.


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