ASCD Policy Points is an ASCD Educator Advocates resource that spotlights timely ... For weekly updates on federal educa
Policy Points
®
EDUCATOR
ADVOCATES
M AY 2 0 1 5
POVERTY AND EDUCATION For the first time in recent history, the majority of children attending U.S. public schools come from low-income families.1 Among these students, 16 million2 live in poverty—meaning an annual income below $23,624 for a family of four2— which can touch almost every aspect of a child’s life. Living in poverty can sap physical and mental health, suppress energy and engagement, and hinder access to learning opportunities. This issue of Policy Points highlights what poverty means for America’s schoolchildren, how it affects education, and what we can do to mitigate its effects on student success.
CHILD POVERTY BY STATE The percentage of children under age 18 who live in families with incomes below the federal poverty level LEGEND 10–15% 16–20% 21–25% 26–34%
CHILD POVERTY BY RACE2 Black
39%
American Indian 37% 25%
Hispanic Race
Percent of Schoolchildren Living in Poverty
CHILD POVERTY ACROSS THE YEARS2
20%
33%
Two or More Races 23% White 14%
15%
Asian 14% 10% 2000 ‘01
‘02 ‘03
‘04
‘05
‘06
Year
‘07
‘08 ‘09
‘10 ‘11
‘12
‘13
0% 5% 10% 15% 20% 25% 30% 35% 40% Percent of Schoolchildren Living in Poverty
ASCD Policy Points is an ASCD Educator Advocates resource that spotlights timely education policy issues of importance to all educators. For weekly updates on federal education policy, sign up to receive the Capitol Connection e-newsletter at www.educatoradvocates.org.
WHAT POVERTY MEANS FOR CHILDREN2 • More than 1.6 million children experience homelessness in America each year, living on the street, in homeless shelters or motels, or doubled up with other families.3 • More than one in five U.S. children live in households that are food-insecure—having limited or uncertain access to adequate food—at some point during the year.4 • Fewer than half of children living in poverty are school ready at age 5, meaning they lack early math and reading skills, exhibit learning and behavior problems, and have poor overall physical health.5
© 2015 by ASCD. All rights reserved.
AMERICA’S POVERTY PROBLEM
CLOSING THE GAP
THE OPPORTUNITY GAP The teacher turnover rate is 50 percent higher in high-poverty schools than in more affluent ones.6 POOR school districts
Schools with at least 75 percent of the student population living in poverty offer one-third the number of Advanced Placement courses that wealthier schools offer.7
In 23 states, state and local governments are together spending less per pupil in the poorest school districts than they are in the most affluent school districts.8
POVERTY—with its widespread effects on learning and wellbeing—is a multifaceted problem without a simple solution. Although each community may have its own strategies for addressing poverty, all communities must recognize that any attempt to ameliorate the effects of poverty in the classroom must address the whole child. Below are a few ways that educators can ensure that all of their students are healthy, safe, engaged, supported, and challenged.
AFFLUENT school districts
HEALTHY
• Children in poverty have more untreated ear infections and hearing loss issues, experience a higher incidence of asthma, and are exposed to food with lower nutritional value than children from wealthier families.12 Many high-poverty, high-performing schools provide students with on-site access to social workers, physicians, dentists, vision and hearing specialists, and mental health and family counselors.13
THE ACHIEVEMENT GAP Children from families with incomes at or below 185 percent of the poverty line are eligible for free and reduced-price school lunch (FRPL). These children are less likely to reach proficiency on the National Assessment of Educational Progress (NAEP) than their wealthier peers.
Percent at or above proficient
NAEP MATHEMATICS PROFICIENCY
SAFE
• High-poverty schools are more likely to struggle with school climate issues such as absenteeism and truancy14, bullying13, and other discipline issues.14 Schools can improve school climate by administering student and staff surveys and implementing policies aligned with survey results.
60%
60%
49%
50%
ENGAGED
40% 30%
• Children in poverty experience greater chronic stress than their more affluent peers, which makes school engagement more challenging.12 Schools can enhance student trust and engagement by providing opportunities for meaningful involvement through advisory periods, small learning environments, and the use of culturally relevant curricula.13
Eligible for FRPL
26% 20%
20% 10% 0
GRADE 4
GRADE 8
Not Eligible for FRPL
SUPPORTED
NAEP READING PROFICIENCY
• Students in poverty are less likely to have informal relationships with adults—including those across the school community such as nurses, counselors, and coaches—which are crucial to creating a support network; navigating the college application process; and helping students find volunteer, internship, and work opportunities. 7 High-performing, high-poverty schools cultivate these relationships by creating and operating mentorship programs with local staff and volunteers.13
60%
51% Percent at or above proficient
2
48%
50% 40%
Eligible for FRPL
30% 20%
20%
20%
10% 0
GRADE 4
GRADE 8
CHALLENGED
Not Eligible for FRPL
• Students in high-poverty schools have less access to rigorous courses in a variety of subjects, including the arts, than their more affluent peers. High-performing schools provide relevant and challenging coursework through multiple pathways (e.g., Advanced Placement, International Baccalaureate, dual-enrollment programs) to all interested students and couple these programs with needed supports.15
22 percent of children who have ever lived in poverty do not graduate from high school, compared to 6 percent of those who have never been poor. Nearly 1 of every 3 students who spend more than half their childhood in poverty do not receive a diploma.11
Please visit www.ascd.org/pp0515-references for this issue’s references list.
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To view previous issues, please visit www.ascd.org/policypoints.
