An Imbalance Between Rich And Poor Is The Oldest And Most Fatal Ailment Of All Republics

On February 17, 2009, the American Recovery and Reinvestment Act was instated. This fiscal plan was created to stabilize the economy while it was spiraling down out of control. At the time, the United States was experiencing many economic problems and was very close to a collapse. The American Recovery and Reinvestment Act was created by Barack Obama to save 900,000 to 2.3 million jobs. The plan asked for 800 billion dollars but had to be approved by congress first. This plan tried to end the breakdown of the economy and boost it back up to its normal level of performance if not better.

Assuaging poverty is one of the gist missions of the Harlem Children’s Zone. In the United States today, exceeding “13 million” children live in poverty. We understand that children, who experience the backlash of poverty, often live in an unpleasantly conditions, unstable homes, and are at a great distance less likely than other children to get a favorable education and/or sufficient health care. The exposure to life of poverty more often limits learning abilities; bringing about the inability of getting the best jobs and earning maximum income, making it impossible for them to live up to their full potential, which will more like result in imprisonment.

The answers to academic success for disadvantaged children may not be smaller class sizes, better-prepared teachers, tougher standards, more accountability, or greater choice as admirable as these goals may be. They may instead center on a single factor: preschool. Lyndon Johnson in 1965 wanted to “break the cycle of poverty” by raising poor children’s levels of competence with the Head Start program. Since it began, the Head Start program has been the most widely applied and most heavily researched prevention effort in the US.

Introduction There’s nothing that could describe the struggles of being a poor kid. In the documentary of Poor Kids, posted by PBS, there you can clearly see how bad poverty has grown in the US. It’s sad watching these kids talk about how they struggle to get pass a week after another. Seeing how are these parents work but yet can’t find the money to support the kids.

When mentioning family, the nation’s economic crisis has deeply affected the lives of millions of Americans. Families and their children experience poverty when they are unable to achieve a minimum, decent standard of living that allows them to participate fully in mainstream society. Economic hardship and other types of deprivation can have profound effects on children's development and their prospects for the future. Low family income can hinder children's cognitive development and their ability to learn. It can contribute to behavioral, social, and emotional problems. And it can cause and worsen poor child health as

Children living in poverty or low-income neighborhoods are known to have lifelong struggles because of their education. The link between poverty and poor education is a known fact because children living in poverty will rather provide for their families than their own education. As a community, we need to come together to help low-income families and their children obtain a better future in their education. The effects of children living in poverty or low-income neighborhoods is a known issue worldwide and is only affecting our children’s future and ours.

It is widely known that poverty has many negative effects on the development of children who grow up in impoverished homes. One of the most influential outcomes of a person’s life is their intellectual development, which takes place primarily within the first years of life. Not only can childhood poverty result in less enjoyable childhoods, but adversely affects the cognitive and behavioral development; yet more specifically, children’s intellectual development (Duncan 406). In fact, the economic conditions that a child is subjected to during early and middle childhood is very crucial for forming ability, achievement, and intellectual development (Duncan 408). Poverty has

According to the National Center for Children in Poverty, “nearly one-third of Americans live in urban areas. Although cities offer many social and economic opportunities, children in urban areas are more likely to live in low-income families than are rural or suburban children. Material hardship can have negative, long-term social, emotional, and developmental consequences for children” (National Center for Children in Poverty).

In rural and suburban areas the many children are still considered low-income with two working parents. This is because the cost of living is much higher in these areas and it is harder to provide a living for a family. The rates of low-income for minority children are higher than for white children. “About 60 percent of black and Latino children and 63 percent of American Indian children live in low-income families, compared to about 26 percent of white children and Asian children.” (Child poverty, n.d.) Children with immigrant parents also have a higher rate of being low-income. “About 20 percent of this country’s children-nearly 17 million- have at least one foreign born parent. Fifty seven percent of children whose parents are immigrants are low-income, compared to 35 percent of children whose parents were born in the U.S.” (Child poverty, n.d.)

The income gap currently in the United States of America is wider and larger than ever in recorded history of the country resulting in a poverty level degree and percentage unprecedented and unnecessary. Poverty in and of itself is concerning; however, the repercussions are Systemic, affecting our children who then are ill equipped to break the cycle of poverty,this is my concern.

The issue of child poverty needs to be emphasized since so many families are in this international turmoil. Recent studies show that children from economically disadvantaged families have lower levels of cognitive functioning, academic achievement, and social development, including health and

After this past week’s lesson in regards to “Addressing Inequality in the US: Upstream Prevention,” I have a new gained awareness of government funding, educating children and making sure parents are parenting better. I agree with James Heckman’s reasoning that we must focus more on providing aid, structure and discipline towards young children long before they enter high school. Educating the young is the most effective method of addressing inequality.

In 2009, in a bid to reposition the economy back on track following the second greatest financial crisis after the Great Depression, Obama signed into law the American Recovery and Reinvestment Act. This injected $787 billion to the economy. Unemployment subsided within weeks after the stimulus took effect (Glastris, Cooper and Hu). The private sector was able to create surplus jobs in twelve months. The effects of the stimulus are still being felt.

However, they are individuals just like any other child and they should be given the same opportunities that all children have. Poverty is a huge problem in many areas of the world. MacQueen states “poverty puts children behind from birth, and keeps them behind for life (2003).” If a child is in a household with little money, they may lack “the stable home in a safe neighbourhood, adequate nutrition, and the kind of involved parenting” that would be influential on the correct and desired development of the young child (MacQueen, 2003).

About one in five children in the United States has the misfortune of living in a family whose income is below the official poverty threshold (Borman and Reimers 454). Poverty has harmful effects on a child’s academic outcomes, general health, development, and school readiness. The impact of poverty has on a child depends on many factors for instance community features ( crime rate in neighborhood and school characteristics) and the individuals present in the child’s life like their parents, neighbors, or relatives. It is clear that schools and outside environmental factors contribute to whether a child is successful or not in their academic life. A child’s family, neighborhood, and type of school effects that are related with poverty