Educating Students of Poverty

Schools ◽  
2012 ◽  
Vol 9 (2) ◽  
pp. 160-175
Author(s):  
Roger Wallenstein
Keyword(s):  
Students Of Poverty

Providing Post-Secondary Options for Low-Income Students in Rural Schools

2020 ◽  
pp. 359-381
Author(s):  
Brian Uriegas
Keyword(s):  
High School ◽  
Low Income ◽  
Early College ◽  
Financial Barriers ◽  
College Credit ◽  
Post Secondary ◽  
Career And Technical ◽  
Work Related ◽  
Technical Schools ◽  
Students Of Poverty

As the number of students living in poverty continues to grow, schools are being tasked with finding ways to provide opportunities for life in the post-secondary world. Financial barriers often restrict these students from entering college or technical schools. In Texas, many schools are using the early college high school model to provide students with college credit at no cost to the student. Additionally, career and technical education programs coupled with the District of Innovation designation are allowing schools to provide students with work related experience and skills that will allow them to enter the skilled labor market upon graduation. This chapter explains the framework of these programs and how they are providing students of poverty with opportunities to be successful after high school, while facing their current financial struggles. Along with the benefits provided to students, the schools and communities are also feeling the benefits of these programs.

Divercities

2018 ◽  
Keyword(s):  
Social Mobility ◽  
International Perspective ◽  
Valuable Resource ◽  
Daily Lives ◽  
Social Mix ◽  
Urban Neighbourhoods ◽  
Local Contexts ◽  
Neighbourhood Level ◽  
Micro Level ◽  
Students Of Poverty

How do people deal with diversity in deprived and mixed urban neighbourhoods? This book provides a comparative international perspective on superdiversity in cities, with explicit attention given to social inequality and social exclusion on a neighbourhood level. Although public discourses on urban diversity are often negative, this book focuses on how residents actively and creatively come and live together through micro-level interactions. By deliberately taking an international perspective on the daily lives of residents, the book uncovers the ways in which national and local contexts shape living in diversity. The book will be a valuable resource for researchers and students of poverty, segregation and social mix, conviviality, the effects of international migration, urban and neighbourhood policies and governance, multiculturality, social networks, social cohesion, social mobility, and super-diversity.

The Formerly Wealthy Poor: From Empathy to Ambivalence in Rabbinic Literature of Late Antiquity

AJS Review ◽  
2009 ◽  
Vol 33 (1) ◽  
pp. 101-133 ◽  
Author(s):  
Alyssa M. Gray
Keyword(s):  
Middle Ages ◽  
Late Antiquity ◽  
Third Century ◽  
Rabbinic Literature ◽  
Economic Context ◽  
The Social ◽  
Poor Person ◽  
Legal Contexts ◽  
Development Of Attitudes ◽  
Students Of Poverty

Students of poverty in Jewish, Christian, and Muslim social, literary, and legal contexts in late antiquity and the Middle Ages have noted the phenomenon of wealthy people who fall into poverty and the provision of charitable assistance to them. This essay's principal purpose is to point out an important difference between the development of attitudes toward the formerly wealthy poor in rabbinic literature of late antiquity and in other religious and legal contexts. Peter Brown notes evidence of late Roman empathy for the wellborn poor, hypothesizing that this empathy can be attributed to a desire to preserve these remnants of the old, proud plebs romana in the uncertain sixth century. Ingrid Mattson demonstrates that between the eighth and tenth or eleventh centuries CE, Islamic jurists moved in the direction of taking the “social and economic context” of a poor person into account in determining that person's legitimate needs. By contrast, as this essay will show, rabbinic literature of late antiquity moved in the opposite direction, from third-century empathy for the formerly wealthy poor to growing ambivalence in the fourth through the seventh centuries.

scholarly journals Recent Research on Poverty in Tudor-Stuart England: Review and Commentary

1979 ◽  
Vol 24 (2) ◽  
pp. 237-252 ◽  
Author(s):  
Richard Harvey
Keyword(s):  
Public Policy ◽  
Current State ◽  
The Poor ◽  
Selective Review ◽  
Historical Investigation ◽  
Stuart England ◽  
Students Of Poverty

Recent research on poverty in Tudor-Stuart England has produced no surprises, no controversies. The scene has been one of quiet industriousness. Yet surely a stock-taking from time to time serves a useful purpose in any area of historical investigation. It clarifies. It offers an understanding of the current state of the question. It asks, what questions are now being posed? What interpretations are being advanced? What appears to be the most promising of the current areas of inquiry? This essay is a selective review of the fruits of recent research on the three questions which have particularly interested students of poverty in Tudor-Stuart England. Those questions are: 1) how were the poor defined?, 2) what was public policy toward them?, and 3) how did Englishmen themselves understand the problem of poverty?

scholarly journals Change and Continuity in Student Achievement from Grades 3 to 5: A Policy Dilemma

2005 ◽  
Vol 13 ◽  
pp. 1 ◽  
Author(s):  
Mary McCaslin ◽  
Heidi Legg Burross ◽  
Thomas L. Good
Keyword(s):  
Public Schools ◽  
Student Performance ◽  
Economic Status ◽  
Basic Skills ◽  
Fourth Grade ◽  
State Funding ◽  
Third Grade ◽  
Comparison Sample ◽  
Grade Performance ◽  
Students Of Poverty

In this article, we examine student performance on mandated tests in grades 3, 4, and 5 in one state. We focus on this interval, which we term "the fourth grade window," based on our hypothesis that students in grade four are particularly vulnerable to decrements in achievement. The national focus on the third grade as the critical benchmark in student performance has distracted researchers and policy makers from recognition that the fourth grade transition is essential to our understanding of how to promote complex thinking and reasoning that are built upon a foundation of basic skills that may be necessary, but are not sufficient, for the more nuanced learning expected in subsequent grades. We hypothesized that the basic skills that define a successful third grade performance do not predict successful performance in subsequent years. We examined student performance over time using two measures of student success: the Arizona Instrument to Measure Standards (AIMS), a standards based test; and the Stanford 9 (SAT9), a norm-referenced test. Three groups of schools were included in these analyses. Schools were individually matched to the original sample of interest, which were schools serving students of poverty that received state funding to implement Comprehensive School Reform (CSR) models that emphasize continuity across grade levels. The first comparison sample includes schools that also serve students of poverty but did not receive CSR funding, "nonCSR" schools. The second comparison sample includes schools individually matched on all variables except economic status. These schools, which we term "ow poverty" schools, are the wealthiest public schools in the state, with less than 10% of attending students receiving free or reduced lunch. Student test scores in math, reading, and writing (AIMS) or language (SAT9) were analyzed for the years 2000-2003. These intervals allowed the analysis of two cohorts of the fourth grade window. Our results suggest that the reliance on third grade performance to label students and schools is untenable.

Uncovering Preservice Teachers’ Perceptions and Preparedness on Working with Students of Poverty

2018 ◽  
Vol 24 (11) ◽  
pp. 8130-8133
Author(s):  
Maricar Prudente ◽  
Aireen Barrios-Arnuco ◽  
Anne Marie Ramos ◽  
Voltaire Mistades
Keyword(s):  
Preservice Teachers ◽  
Teachers Perceptions ◽  
Students Of Poverty
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