In the United States, 51 percent of children in public schools today are on free or reduced lunch. This is the central point of Dan Cardinali’s Ted Talk, “Why most students are getting the least out of school.” Cardianli is the president of Communities in School whose mission is to connect resources to underprivileged student to increase the graduation rate. This statistic means that the majority of children in public schools live in a family with a low enough income for the government to pay for the students’ meals while they’re at school. Children from poor families and families living in poverty are no longer a small demographic within a population of more affluent children or contained to school in more poverty ridden neighborhoods. Schools
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The author of The Importance of Early Childhood Poverty, Greg Duncan who is a professor in the School of Education at the University of California, Irvine, writes that economists view, “…families with greater economic resources as being better able to purchase or produce important ‘inputs’ into their young children’s development (e.g., nutritious meals; enriched home learning environments and child care settings outside the home; safe and stimulating neighborhood environments)” (Duncan 90). These “inputs” are all vital to the development of children and their academic success. Nutritious meals especially because when children are young, if they are not getting the nutrients they need for their brain to develop they will already be at a disadvantage going into school. This lack of nutrition does not only affect the brain. In Saving Tiny Tim — Pediatrics and Childhood Poverty in the United States, the pediatrician Perri Klass writes, “Poverty stunts that growth and development. The damage it does to children’s health is reflected by many indicators, from birth weight to language acquisition to risks for both chronic illness and accidental injury” (Klass). Being at a higher risk for illness and injury means that when a child is exposed to the petri dish of germs that is a school, they will get sick often. This puts …show more content…
On the school side, schools need to have the resources that these children need and be able to connect these resources to these children effectively. Previous attempts to improve outcomes on the school side include the Bush era No Child Left Behind. NCLB and similar laws expect teachers and students to perform at a certain level on assessments, but do not provide the support necessary to help the achievement of students who live in poverty. Providing the resources and making the accessible to students and families is absolutely necessary. In the report Education and Poverty: Confronting the Evidence, Helen Ladd, a professor of Economics at Duke with a research focus in Education Policy, writes, “Instead of denying or ignoring the context, this approach specifically acknowledges and confronts the evidence in a serious manner by addressing the symptoms or correlates of poverty that directly impede student learning” (Ladd 219). When the challenges that poverty creates for students are taken away or at least reduced, this makes it easier for them to succeed academically. Dan Cardinali discusses such resources in his Ted Talk. He suggests that to connect resources to children schools need to have a psych coordinator. Who builds relationships with the children and families of the school as well as the
The author of The Importance of Early Childhood Poverty, Greg Duncan who is a professor in the School of Education at the University of California, Irvine, writes that economists view, “…families with greater economic resources as being better able to purchase or produce important ‘inputs’ into their young children’s development (e.g., nutritious meals; enriched home learning environments and child care settings outside the home; safe and stimulating neighborhood environments)” (Duncan 90). These “inputs” are all vital to the development of children and their academic success. Nutritious meals especially because when children are young, if they are not getting the nutrients they need for their brain to develop they will already be at a disadvantage going into school. This lack of nutrition does not only affect the brain. In Saving Tiny Tim — Pediatrics and Childhood Poverty in the United States, the pediatrician Perri Klass writes, “Poverty stunts that growth and development. The damage it does to children’s health is reflected by many indicators, from birth weight to language acquisition to risks for both chronic illness and accidental injury” (Klass). Being at a higher risk for illness and injury means that when a child is exposed to the petri dish of germs that is a school, they will get sick often. This puts …show more content…
On the school side, schools need to have the resources that these children need and be able to connect these resources to these children effectively. Previous attempts to improve outcomes on the school side include the Bush era No Child Left Behind. NCLB and similar laws expect teachers and students to perform at a certain level on assessments, but do not provide the support necessary to help the achievement of students who live in poverty. Providing the resources and making the accessible to students and families is absolutely necessary. In the report Education and Poverty: Confronting the Evidence, Helen Ladd, a professor of Economics at Duke with a research focus in Education Policy, writes, “Instead of denying or ignoring the context, this approach specifically acknowledges and confronts the evidence in a serious manner by addressing the symptoms or correlates of poverty that directly impede student learning” (Ladd 219). When the challenges that poverty creates for students are taken away or at least reduced, this makes it easier for them to succeed academically. Dan Cardinali discusses such resources in his Ted Talk. He suggests that to connect resources to children schools need to have a psych coordinator. Who builds relationships with the children and families of the school as well as the