By Sue Books

ISBN-10: 0805851933

ISBN-13: 9780805851939

ISBN-10: 1410610780

ISBN-13: 9781410610782

Poverty is an academic factor since it impacts kid's actual, emotional, and cognitive improvement. specifically in present occasions, taken-for-granted rules approximately poverty and terrible young ones has to be scrutinized and reconsidered. that's the target of this publication. Poverty and education within the united states: Contexts and outcomes is partly a plea for educators and destiny educators to adopt the highbrow and emotional paintings of studying extra concerning the social motives, in addition to the occasionally life-altering outcomes of poverty. even though such efforts won't remove poverty, they could support shape extra insightful educators, directors, policymakers, and researchers. The e-book is usually an attempt to convey to the desk a bigger dialog in regards to the academic importance of the social and felony coverage contexts of poverty and approximately ordinary college studies of terrible teenagers. Poverty and education within the united states: Contexts and outcomes: *describes what lecturers want to know or to appreciate in regards to the contexts and results of poverty; *provides details and research of the social context of poverty; *examines the adventure of many kids and households residing in poverty; *documents the demographics of poverty and gives a critique of the reputable U.S. poverty metric; *reports on carrying on with and critical disparities at school investment; *presents historic context via a broad-brush evaluation of a few of the landmark criminal judgements within the fight for tutorial chance; *looks at a few ordinary institution reviews of negative teenagers; *considers the implications of the federal No baby Left in the back of Act; and *offers feedback in regards to the type of academic reform that may make a distinction within the lives of negative children.This e-book is key for school, researchers, institution practitioners, and scholars around the box of schooling. it's available to all readers. an intensive history in social thought, academic concept, or information isn't required.

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Extra resources for Poverty and Schooling in the U.S.: Contexts and Consequences (Sociocultural, Political, and Historical Studies in Education)

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In densely populated urban districts with little vacant land, new schools often are built on sites where homes and businesses have been condemned or on former industrial property tracts. These communities "face an unfair decision: accept siting on inexpensive contaminated land ... or build on expensive environmentally safer property, depleting funds for teaching resources" (Center for Health, Environment, and Justice, 2001, pp. 19-20). Sometimes even this bad "choice" is unavailable. In Watsonville, California, the Pajaro Valley Unified School District wants to build a school largely for low-income students of color less than 3,000 feet from the runway of an airport (a violation of airport land-use regulations) and 3,600 feet from a solid waste landfill, which also collects toxic and hazardous wastes.

P. 279) Consider, finally, 12-year-old Nahem's cry of protest in an essay he wrote while homeless and living in a hotel. S. 151 and it subsequently was published in The New York Times: As I lay in bed crying myself to sleep ... I could not bring myself to overcome the fear of what was happening to me. Over and over again I keep telling myself that I don't deserve this. I'm only 12 years old. I feel so alone. People in school call me a hotel kid. I don't think it's because they don't like me. I just think that they are afraid that if I am the same as them and I am homeless then something could happen beyond their control leaving them homeless just like me.

Indications are that some have steady jobs with decent pay and benefits, but most are working in low-skill jobs that pay poverty-level wages and offer little security. Single mothers were hit especially hard in 2001 when more than 2 million people across the nation lost their jobs and in many cases were unable to file for unemployment benefits because their jobs were temporary or part-time. About 70% of former welfare recipients who lost jobs during the recession were unable to collect unemployment benefits (Ehrenreich & Piven, 2002).

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Poverty and Schooling in the U.S.: Contexts and Consequences (Sociocultural, Political, and Historical Studies in Education) by Sue Books

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