Education Is A Major Part Of An Adolescent 's Life

Unfortunately, these children cannot complete their education because they have to travel with their family and learn to manage at a young age a life of hard labor. This however does not diminish their dreams of completing high school and some day attending a university so that they will not have to live the life of struggle their parents did to sustain the household. In cities like Detroit, MI there is a large population of low income Hispanic and African American families. The public school system unfortunately cannot potentially promote a high-quality education. The majority of these students do not receive an entrance level education simply because of living standards. Income plays an important role in education opportunities regarding the quality education each student can pertain. Since the minorities in that area are low-income they cannot afford to attend a private high school that can better prepare them for college. According to a research done at the University of Texas-Pan American, “certain racial or ethnicity factors should play a role in the admissions decision.” (Marklein)

One fifteen-year-old girl explains that “It’s more like being hidden” (Kozol 3). A young girl wrote to Kozol saying, “You have all the thing and we do not have all the thing. Can you help us?” (Kozol 3). A principal at an overly crowed school pointed at a trash bag covering part of the collapsing ceiling, telling Kozol, “This would not happen to white children” (Kozol 4). Many political leaders claim that the economy is to blame for failing schools, but the reality is that these schools are awful even during economic growth and success. In truth, parents of minority parents are thought of as people who can be discounted and their children are not considered valuable. Teachers at these schools are paid grossly less than teachers at other

This is why parental involvement is important. Teens need someone to show them the societal benefits of education rather than the pointless math equations that teens typically associate with education. Teenagers in low socioeconomic areas are more subjective to academic failure. In some situations, parents cannot help the fact that they are undersupplying their children with the necessary tools to be successful students. In many instances, parents from low socioeconomic areas are less likely to purchase reading and learning materials for their children

"It is not fair that other kids have a garden and new things. But we don't have," said Elizabeth. I wish that this school was the most beautiful school in the whole why world." This letter was written by Elizabeth to Jonathan Kozol, explaining to him that her school did not have a pleasing appearance and low resources. These are one of the few things Kozol addresses in his article, "Still Separate, Still Unequal: America's Education Apartheid" that affect students with their education. I agree with Kozol that due to poor financial resources and educational opportunities the American education system challenges the core belief of the American dream by not giving everyone equal opportunity.

“The school districts with the highest minority enrollments receive an average of $877 less per student than school districts with the lowest number of minorities enrolled.” In turn, these children are able to go further with more resources readily available to them. However, children in less affluent school districts face serious educational shortcomings due to little investment in the beggared communities surrounding the school. It is more accurate to say that America has two systems of public education. The first system, based principally, but not entirely in the suburbs of America and in wealthier urban districts, is in many respects mediocre, specifically in comparison to international peers in advanced industrial nations. However, the second system, based principally in poorer urban and rural areas, is an absolute failure; in which an exceeding number of students dropout well before high school graduation. An astounding number of students receive high school diplomas that do not certify academic confidence in basic subjects. An outstanding number of students are unprepared for the world of employment. An incredible number of students are unprepared to matriculate to institutions of higher education or advanced training.

It is not hard to understand then how disadvantaged children may not aspire to complete school or attend University due to the unfamiliarity of the concept and lower family expectations. Economic disparity plays a large role in school outcomes wherein greater affluence can provide families with a wider range of education choices and activities to enhance curriculum understandings. In the scenario it is noted that Dexter’s parents want him to do well in school however they are constrained by economic realities. Poor families have less choice in their lifestyle and education selections which can impact on outcomes. Decreased access to resources such as books, educational materials, high quality early education and learning opportunities diminish their ability to start school on an equal footing with more affluent children. As well the poorest families struggle to find good schooling opportunities and have to accept what is offered to them (Ewing, 2013, p. 84). These factors are not so easily addressed at the school level and will require serious changes at the State and Federal levels to negate the influence of

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.

This is due to several factors. Engle and Black explain, “children growing up in poverty experience “double jeopardy.” Not only are they directly exposed to risks in their homes and communities, including illnesses, crowding and family stress, lack of psychosocial stimulation, and limited resources, but they often experience more serious consequences to risks than children from higher income families” (3). Children in poverty tend to live in low income areas which have high rates of crime and very few academic opportunities. Schools in these low income areas as well are underfunded, poorly staffed, and do not have the resources to provide a good quality education. Engle and Black note a solution that has worked, which are programs that sponsor poor families that live in low income areas, and move them to higher income areas. Children who move to higher income areas made significant progress on their academics, and became more confident in their ability to succeed. Karl Marx’s conflict theory argues that individuals of different social classes have an unequal amount of resources, and those that have more resources, the upper class, exploit those who have less (Krogen 16). Conflict theory can explain the educational and lifestyle disparity

Individuals whom are brought up in urban communities in inner cities are subject to a diminishing education. Yasser Pane lectured about numerous issues within the African American inner city communities, which ultimately lead to street life and prison. School is one of these facts which often contribute to black youth being more impacted by the juvenile justice system than their white counterparts. Kotlowitz stated in his novel, There are No Children Here that, “A Chicago Urban League study found that in the predominately minority schools, the budget for teachers salaries was only 85 percent of that for predominately white schools, and operating expenses per pupil were only 66 percent as high” (2007, p. 63). In these lower class communities, school is one of the only factors to which could influence a child’s belief that they will escape the life of poverty and their environment.

While all these possibilities from providing increased educational funding to inner city schools seem to provide a solution to the educational difficulties, the underclass is a multifaceted problem with several contributing factors. For example, the issue of students dropping out of school is not only affected by simply the quality of their education and resources. The appealing allure of drug dealing and belonging to a gang, both behaviors that involve criminal actions that could lead to incarceration, severely entice students from finishing their education. Furthermore, many children lack familial support to complete school. Their families tend to consist of numerous high school dropouts, and, therefore, lack the knowledge that comes from past experience leaving the student at a severe disadvantage. Plus, some family members will even remove the students out of school themselves, because they view the school as a waste of time. Even more detrimental to the underclass are the longstanding problems of unplanned pregnancies, single parent families, racial discrimination, and welfare dependency. With all these contributing obstacles that build upon one another in mind, it may seem pointless to fix the educational issues, so why should society and the government still pursue this option?

In the United States, students’ education is effected primarily by the economy and location. Schools located in low income, high crime areas negatively affect students’ learning abilities. There are a few key factors in determining a student’s success in school, funding, programs, teachers and home life. Low income students should have the same resources as children from wealthier areas. In inner city Philadelphia, lower north Philadelphia, the median income was $31,639 and the graduation rate was 65% in June of 2015. Moorestown township, a suburb of Philadelphia whose median income is $127,637 in 2016 had a graduation rate of 97.53%. Children who grow up in low income, high crime, low funding areas and get very little attention from adults at home have a tougher time excelling in school and earning a diploma compared to children in wealthier school districts.

The lack of basic skill then creates a huge divide between African American children and White children growing up with pre-determined factors. This then renders into those youths not graduating high school. According to a Policy Analyst Mary Clare Amselem (2014), “…public schools serving low-income communities—fail to develop [fundamental] skills leave their students with the option of dropping out or graduating with a meaningless diploma”. White students have a significantly higher graduation rate than African Americans. Programs that have been implemented to help combat these delinquency and violent problems are family strengthening, mentorships, and positive reinforcements in school.

Education. "The findings of the BLS prove that those with more education make more money." (Payne, 2011). Many people that live in destitute by economic necessity live in specific areas. These certain areas have a higher percentage of crime. A production of better elementary and secondary schools, with funding of post-secondary education would resolve these issues. By raising the quality of education, youths are able to find adequate employment, and make better decisions in their later lives. This eradication of poverty would diminish crime everywhere (Payne, 2011). The one thing that is needed, is the increased access to higher level

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

Every city has poverty. Travel around the world, I bet it wouldn’t be difficult to find a city that doesn 't have an impoverished community. Poverty is a global issue, but most importantly it’s a local issue to me in the city that I live in. Among the 10 largest cities in America, Chicago has the third highest poverty rate with 40-60% of our residents living under the poverty level. People who live in poverty are given less opportunities, resources and tools than people who live in the middle or upper class. Poverty is not a pleasant subject, however, poverty is real. In the daily lives of the poor, poverty becomes a network of disadvantages. The end result is that there is a lack of access to education, employment, health care, affordable housing, proper sanitation and good nutrition among many generations of the poor (End Poverty). Of the issues associated with poverty, the lack of access to an education stands out to me the most. In Chicago, education is greatly valued and is vital for all development and growth achievements in people. Education is the process in which people gain knowledge, help form and shape attitudes and opinions, and allow people to gain a set of skills that they can further use in areas outside of a school environment. However, education systems in Chicago are taking a huge deficit due to the effects of poverty. The effects of poverty are already big factors toward the concern about Chicago, and why it is portrayed as negatively as it is, but those