Children in High-Poverty Neighborhoods

Study: With more U.S. children living in high-poverty neighborhoods, schools will see impact, By Maureen Downey, July 17, 2017, Atlanta Journal Constitution: “A new study by researchers at Rice University, the University of Pennsylvania and the University of Wisconsin looks at the rise in U.S. children — including a spike in white kids — living in poor neighborhoods since the Great Recession. That increase affects education, say researchers, because children in neighborhoods with higher levels of poverty start school less ready to learn…”

Achievement Gap

  • Where poor students are top of the class, By Lauren Camera, June 20, 2017, US News: “Children in schools dotting the districts along the Rio Grande River in Texas are overwhelmingly poor and Hispanic, and many of them are still learning English – all indicators associated with low academic achievement. But in a handful of cities there, students are bucking that assumption by performing just as well, and in some cases better, than their wealthier peers…”
  • Is California’s investment in needy students paying off? Few signs indicate achievement gap is closing, By Jessica Calefati, June 22, 2017, KQED: “California’s new system for funding public education has pumped tens of billions of extra dollars into struggling schools, but there’s little evidence yet that the investment is helping the most disadvantaged students. A CALmatters analysis of the biggest districts with the greatest clusters of needy children found limited success with the policy’s goal: to close the achievement gap between these students and their more privileged peers. Instead, results in most of those places show the gap is growing…”

Staffing at High-Poverty Schools

Teachers are bailing out of high-poverty schools. Some say that needs to change, By T. Keung Hui, June 16, 2017, News & Observer: “By the time most Wake County students return to class in August, a fifth of their teachers will likely have either changed schools in Wake or left the school district entirely. The annual turnover among Wake’s 10,000 teachers creates challenges in which beginning teachers get more lower-scoring students than experienced educators do – and high-poverty schools have higher teacher turnover. Now school leaders want to re-examine how teachers are assigned and allowed to transfer between schools…”

News & Observer Series on Low-income Students in Gifted Classes

Counted Out, series homepage, News & Observer: “North Carolina’s public schools are failing to help thousands of low-income children who have shown they are smart enough to handle advanced work. An unprecedented analysis of seven years of state data shows that a far larger proportion of more affluent students are selected for gifted classes over their low-income peers with the same end-of-grade test scores…”

School Voucher Programs

Nation’s only federally funded voucher program has negative effect on student achievement, study finds, By Emma Brown and Mandy McLaren, April 27, 2017, Washington Post: “Students in the nation’s only federally funded school voucher initiative performed worse on standardized tests within a year after entering D.C. private schools than peers who did not participate, according to a new federal analysis that comes as President Trump is seeking to pour billions of dollars into expanding the private school scholarships nationwide.  The study, released Thursday by the Education Department’s research division, follows several other recent studies of state-funded vouchers in Louisiana, Indiana and Ohio that suggested negative effects on student achievement…”

High School Graduation Rates

  • Minnesota high school graduation rates show narrowing achievement gap, By Beena Raghavendran and Beatrice Dupuy, February 24, 2017, Star Tribune: “Graduation rates for black students at Minnesota high schools rose 3 percentage points in 2016, a sign of progress in narrowing the achievement gap between white students and students of color, according to data released Thursday by the state Department of Education.  While the black students’ gains were most pronounced, the graduation rate for all students also continued along a slow upward trend. Across Minnesota, 82.2 percent of last year’s senior class graduated within four years — the highest overall rate recorded by the department…”
  • How Boston achieved its record high school graduation rate, By Josh Kenworthy, March 3, 2017, Christian Science Monitor: “Dante Omorogbe might sound like any other school kid rattling off his grades: ‘A – for senior math, A- in Algebra …,’ but for the 21-year-old senior, they mean so much more.  Mr. Omorogbe originally was set to graduate in 2014. That was until, after a fight with his dad, he was ‘tossed’ out on the street. Eventually, his grandmother took him in for a while, but with her working during the day, Omorogbe needed to care for his gravely ill grandfather. School eventually became too much, so he dropped it…”

US High School Graduation Rate

The high school graduation rate reaches a record high — again, By Anya Kamenetz and Cory Turner, October 17, 2016, National Public Radio: “The high school graduation rate in the U.S. reached an all-time high of 83 percent in the 2014-2015 school year, President Obama announced today, marking the fifth straight record-setting year. Achievement gaps have narrowed even as all boats have risen. Graduation rates range from 90 percent for students who identify as Asian/Pacific Islanders to 64 percent for students with disabilities…”

Academic Achievement and Poverty – Ohio

Poverty link remains constant in Ohio students’ poor test scores, By Jim Siegel, Sunday October 9, 2016,  Columbus Dispatch: “Changes to state testing and district report cards gave schools plenty of new data to absorb this summer, but one constant remained. Regardless of which tests students are taking or if more districts are seeing D’s or F’s on their report cards, the results continue to show a strong correlation with poverty levels…”

Summer Programs for Children

New evidence that summer programs can make a difference for poor children, By Emma Brown, September 7, 2016, Washington Post: “During their long, languid summers, lots of children forget the lessons they learned in school. But the hot empty months pose an especially big academic hurdle for poor children, whose families might not have time or money for camps or enrichment activities.  Now new research suggests that school districts can stave off the so-called summer slide by offering free, voluntary programs that mix reading and math instruction with sailing, arts and crafts and other summer staples. The research also shows, perhaps unsurprisingly, that students have to attend the programs regularly to reap the benefits…”

 

Chronic School Absenteeism

  • Chronic absenteeism hinders students, By Annysa Johnson, September 6, 2016, Milwaukee Journal Sentinel: “The overwhelming majority of U.S. school districts — urban, suburban and rural — experience some degree of chronic absenteeism that puts students at academic risk, according to a study released Tuesday.  But half of all chronically absent students are enrolled in 4% of the nation’s school districts and 12% of its schools, including many in Wisconsin. And it disproportionally affects students of color, those who are poor and those diagnosed with learning disabilities…”
  • The long-term consequences of missing school, By Mikhail Zinshteyn, September 6, 2016, The Atlantic: “The precocious teen who’s too cool for school—earning high marks despite skipping class—is a pop-culture standard, the idealized version of an effortless youth for whom success comes easy.  Too bad it’s largely a work of fiction that belies a much harsher reality: Missing just two days a month of school for any reason exposes kids to a cascade of academic setbacks, from lower reading and math scores in the third grade to higher risks of dropping out of high school, research suggests…”

Achievement Gap – Oregon

Oregon test scores Show persistent achievement gaps based on race, income, By Rob Manning, September 8, 2016, Oregon Public Broadcasting: “Standardized test scores released Thursday show Oregon students improved, but only by one percentage point, on average, compared to last year.  The Smarter Balanced exams continue to show enormous achievement gaps based on race…”

Kindergarten Readiness Gap

  • Study: Poor kindergartners are catching up, By Lauren Camera, August 26, 2016, US News and World Report: “After decades of exponential growth in the gap of kindergarten academic readiness between poor students and their wealthier peers, that fissure is finally closing.  Between 1998 and 2010, the difference in kindergarten readiness between high- and low-income children narrowed by 10 percent to 16 percent, according to a study published Friday in AERA Open, a peer-reviewed journal of the American Educational Research Association.  Previously, that academic achievement gap between poor and wealthy children had grown by about 40 percent since the 1970s…”
  • Low-income kindergartners are closing the achievement gap, reversing a decades-old trend, By Emma Brown, August 26, 2016, Washington Post: “Low-income kindergartners are entering school with stronger math and reading skills, narrowing the academic gap with their affluent peers and reversing a decades-old trend, according to research released Friday.  The good news surprised researchers, who had expected to see school-readiness gaps growing — particularly given the broad societal trends of increasing income inequality and economic segregation…”

Poverty and Brain Development

How poverty affects the brain, By Erika Hayasaki, August 25, 2016, Newsweek: “The video tells the story of Malala Yousafzai, the Nobel Peace Prize winner from Pakistan who at 15 survived being shot in the head by the Taliban while riding a bus in 2012. ‘I want to get my education, and I want to become a doctor,’ she says, adding that the Taliban throw acid on some people’s faces and kill others, but ‘they cannot stop me.’  A 15-year-old boy watching the clip on a laptop inside the University of Southern California’s Brain and Creativity Institute seems unmoved by Yousafzai’s story—his face is blank, his shoulders slumped. An interviewer asks how it makes him feel…”

Poverty and Brain Development

Evidence grows of poverty’s toll on young brains, By Abigail Becker, July 6, 2916, USA Today: “Five-year-old Naja Tunney’s home is filled with books. Sometimes she will pull them from a bookshelf to read during meals. At bedtime, Naja reads to her 2-year-old sister, Hannah. ‘We have books anywhere you sit in the living room,’ said their mother, Cheryl Tunney, who curls up with her girls on an oversized green chair to read stories.  Naja and Hannah are beneficiaries of Reach Out and Read, an early intervention literacy program that collaborates with medical care providers to provide free books when families come in for check-ups…”

Racial Achievement Gap

  • New research uncovers little improvement in achievement gap, By Sarah Sparks, May 9, 2016, PBS NewsHour: “Fifteen years of new programs, testing, standards, and accountability have not ended racial achievement gaps in the United States. The Stanford Education Data Archive, a massive new database that allows researchers to compare school districts across state lines has led to the unwelcome finding that racial achievement gaps yawn in nearly every district in the country— and the districts with the most resources in place to serve all students frequently have the worst inequities…”
  • Seattle schools have biggest white-black achievement gap in state, By Gene Balk, May 9, 2016, Seattle Times: “White kids in Seattle’s public schools are doing great. They’re performing about two grade levels above the national average on standardized exams. That finding comes from a sweeping new Stanford studyof 2009-2012 test scores from third- through eighth-grade students around the country. But for black kids in Seattle, the data from that study paint a very different picture. They test one and a half grade levels below the U.S. average. Compared with their white peers in the city, black students lag by three and a half grade levels. That ranks Seattle, among the 200 biggest school districts in the U.S., as having the fifth-biggest gap in achievement between black and white students…”

Racial Achievement Gap and High-Poverty Schools

The concentration of poverty in American schools, By Janie Boschman and Ronald Brownstein, February 29, 2016, The Atlantic: “In almost all major American cities, most African American and Hispanic students attend public schools where a majority of their classmates qualify as poor or low-income, a new analysis of federal data shows. This systemic economic and racial isolation looms as a huge obstacle for efforts to make a quality education available to all American students. Researchers have found that the single-most powerful predictor of racial gaps in educational achievement is the extent to which students attend schools surrounded by other low-income students…”

Staffing at High-Poverty Schools

Study: Low-scoring teachers tend to work in schools with high poverty rates, By Juan Perez Jr., January 12, 2016, Chicago Tribune: “Elementary schoolteachers who scored lowest on Chicago Public Schools’ job performance evaluations were more likely to work at schools serving the city’s most disadvantaged students, an educational think tank concludes in a report released Tuesday.  In observational evaluations and ‘value-added’ evaluations that adjust for the socioeconomic status of the student body, more teachers who received the lowest scores worked in schools with the ‘highest levels of poverty,’ according to the University of Chicago Consortium on School Research…”

Racial Achievement Gap – Wisconsin

Wisconsin’s racial achievement gap widens, By Abigail Becker, December 16, 2015, Appleton Post-Crescent: “When Madison Memorial High School sophomore Demitrius Kigeya solves math problems in his head, other students give him surprised looks. He believes it is because he is black.  ‘I just pay attention in class and do my homework,’ said Kigeya, 15.  Odoi Lassey, 16, a junior, echoed Kigeya’s feelings. ‘People don’t expect you to know anything,’ explained Lassey, who, like Kigeya, is a high academic performer, plays on the high school soccer team and is active in Memorial’s Black Student Union. ‘It’s almost as if you know something, they think you’re weird or you’re acting white … some people think you’re not black just because you try to help yourself out and do well in school.’  The negative stereotype that follows students such as Kigeya and Lassey is rooted in Wisconsin’s dismal racial academic achievement record…”

Early Childhood Experiences

  • Only in America: Four years into life, poor kids are already an entire year behind, By Roberto A. Ferdman, December 17, 2015, Washington Post: “Wealthy parents aren’t just able to send their kids to top pre-schools—they can also purchase the latest learning technology and ensure their children experience as many museums, concerts and other cultural experiences as possible. Low-income parents, on the other hand, don’t have that opportunity. Instead, they’re often left to face the reality of sending their kids to schools without having had the chance to provide an edifying experience at home.  That might sound foreboding if not hyperbolic, but it’s a serious and widespread problem in the United States, where poor kids enter school already a year behind the kids of wealthier parents. That deficit is among the largest in the developed world, and it can be extraordinarily difficult to narrow later in life…”
  • Class differences in child-rearing are on the rise, By Claire Cain Miller, December 17, 2015, New York Times: “The lives of children from rich and poor American families look more different than they have in decades.  Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lot of time reading to children and worrying about their anxiety levels and hectic schedules.  In poor families, however, children tend to spend their time at home or with extended family, the survey found. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law…”