Kotak Education Foundation Ngo Project

Throughout decades, education inequality is still one of the most deliberate and controversial issues in the United States. Thus far, the privilege or right to receive education has not attained the level of equality throughout the nation. Poor districts obtain less educational funds while rich districts obtain more, which create an immense gap between the quality of schools in poor and rich areas. In other words, the education gap is the root of inequality in America. Inequality in education is linked to the major problems in the society. The need for studies to be done to find ways of overcoming these inequalities is very inevitable. The means of mitigating these inequalities are important for the entire world. This is something of great interest due to the fact that children need quality education which is a pillar for a guaranteed future. Generally speaking, the distinctions among races, genders, and classes in the society have caused the educational inequality in America.

Education is provided to people who come from all economic backgrounds. However, not everyone is able to use the education system to the best of their abilities. For example, children who live in poor situations might not be able to focus only on their studies such as taking up a job to help support their families. Moreover, it’s a fact that the areas that have a higher income generally often have a better schooling system. This might be arising from donations from local families and from a better economic structure in the area. A higher social class has advantages to access to resources such as tutors, private lessons, private schools and higher quality public schools. On the other hand, children in lower socioeconomic classes might live in impoverished, stressful environments with fewer resources.

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.

In today’s day and age most people expect the educational system to be equal among all students; people expect these students to grow up and get a good job with the education they have been taught throughout the years. But how can this be achieved when the system is not even close to being equal or fair? In this world, there are schools in poverty and then there are more privileged schools. At the higher class schools, the students are given an amazing education with more supplies and funding, whereas at the schools in poverty it is the complete opposite. In Kandice Sumners TedTalk (2016), How America's public schools keep kids in poverty, she rants about this exact topic. She has seen both worlds of the school controversy. She’s been to a high-class school and learned so much from them as a student, but now she teaches at a school in poverty and only wishes that she could have the same exact supplies and funding for her students. There is obviously a

Parents living in poverty may have a diploma however the children are not getting the same quality education as children in wealthier areas. This also contributes the economic gap presented throughout lower rung neighborhoods. Children with lower quality educations are less likely to succeed in school. Inferior education is social injustice and the school system can improve upon this by taking government monies and investing in impoverished areas. Leveling the playing field with educational programs is a start , early intervention program must be put into place as soon as a child is born, but the intervention needs to be done before the child is three(Schippers,

Although the standards were raised but not every child was benefited equally, this contradicts New labour 's aim as the fresh start schools promoted an approach that neglected the context of the school and social constraints on pupils academic success. The policies that new labour had set effected the disadvantaged children because those policies should consider the social and political context in an unequal society that can be difficult to overcome it (Araujo, 2009).

This article explains that children who live in poverty are automatically viewed as unable to succeed. It explains that teachers must keep this out of mind and have high expectations for all their students. It provides six effective practices that teachers can use to help children in poverty succeed in school. Connecting and validating are the first two practices. Connecting is creating connections with students and gaining their trust. On the other hand, validating is knowing where the student comes from but still helping them strive for the best. Educating and responding also make part of the six practices. Educating means keeping in mind students’ preferred learning styles and teaching new material various ways. The article also promotes responding, which is scheduling time in class to reteach information. Last but not least, the article talks about leading and succeeding. These two practices deal with having high expectations for these

In article “Growing income inequality threatens American education”, authors Duncan & Murnane (2014) speaks about the widening of gaps for educational opportunities between children of low- and high- income. By improving the educational outcomes, it will help to overcome the difficult challenges. The increase of social and economic inequality by globalization and technology has exhausted families and neighborhoods from reforming schools. When reforming schools we must focus on opportunities of more money, more choices, more accountability and new organizational structures. There needs to be a look upon the consistency and quality of experience and instruction given to the students (p.13-14). The government could provide a government-funded program that focuses mainly on children who are from a low-income family. If the government reforms the school system, it would allow the students more opportunities to expand their experience of attaining

Poverty is a cruel and a harsh reality for young kids and adults that want to continue their education. It becomes a struggle to provide books and materials to schools when the place they might live is not economical stable. In an article by Amy Schulte she states, “In the U.S., 30 million children are growing up in poverty” that’s horrid to believe but unfortunately what this comes to understanding is that those children will have little to no education. She goes on to say, “How can we ensure the success of our own students,”, and that lingers in my mind without providing the essentials for an education how can we ensue

This is due to children from different social background have different access to resources and have different experiences of education. This means that lower class children are still more likely to have a lesser education than those pupils who are more privileged (). Rather than improving life chances for all the pupils through education the system, it still leaves a barrier which is not equal. This lack of equality could also reflect from the parents as the amount of knowledge parents have about schooling and the educational market would be different. Parents that have more of a cultural, social and economical capital have more choice on where to send their child. Money can help if the best school is far away of if the child needs their own textbooks for further study. Parents or guardians who have a good understanding and knowledge of how schooling works are in better position to influence their child to choose a certain path. This therefore puts the middle class and above in an improved position than the classic working class as they would have the knowledge as well as the finances to put their child in a higher achieving school with a higher reputation or place them in private schools, like; Harrow or Eton, which would be the ‘gateway’ to success as they would more and greater connections in the real

A family’s class background can have a huge effect on child-rearing. The way a family raises a child can be dependent on the class background that they have. Often families with a substantial amount of money are able to provide their children with more opportunities than families with lower income. This can have a tremendous effect on how the child is raised and how much help/support a child can get from their families to become successful and educated. Families with different financial backgrounds tend to raise their children differently and have different values in regards to schooling. In Annette Lareau’s book “Unequal Childhoods: Class, Race, and Family Life” she discusses the impact that economical class and family upbringings can have on a child and society. Throughout this analysis I will discuss the different approaches Lareau mentions, which approach prepares children for more effective school success, and the implications of these discoveries for teachers and schools.

Educational development is a very important step in life; it seems that people are judged everyday especially on their education. Parents seem to go through extensive procedures to get their children through the best education possible, just to help them succeed in life. “It’s no surprise that schools in wealthy

In conclusion after this research I am well aware of how one issue that the child is no way in control of can affect them in the classroom and as well later in life. That Elementary Education is the foundation of a student’s future and can make or break a student. We as educators need to make sure that everything we do is for the children. Programs are created to make sure every child has an education no matter what circumstances or the background children come from. In America

However, my placement does not categorise learners according to their learning styles considering these questionnaires to have failings and that they, “are not foolproof,” (Mainwaring, 2009: 249) and so I was unable to complete Box 3.1 (see Appendices One). I can understand this process of not categorising your learners as Mainwaring (2009: 249) states, “it is useful to develop your ability to work with other learning styles,” and not to, “refuse to work with ‘listening’ or ‘doing’ materials,” (ibid). However, since submitting this lesson plan I can determine that three are kinaesthetic learners, whereby they, “think best when moving,” (ibid). The remaining two learners prefer, “rules when learning numeracy techniques,” (ibid). Although, Box 1.3 (see Appendices One) has stated that there were 9 learners on the register, this has since been reduced to 5 learners, JO’C, GP, JG, RS and TT.

Kinesthetic learning involves the need for a student to touch and feel in their surroundings in order to retain information. People who are kinesthetic learning often become distracted and cannot focus due to their needs for more instruction and get their hands on items relating to the material. Kinesthetic learning is also known as tactile learning.