Low-Income Students

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

How does the money spent on students affect schools and their students? There is a gap between low-income students and students that are not. Low-income based students have stress factors that students with a higher income might not have to worry about. For example: where their food is coming from, whether or not they will get to showe, or maybe even wake up in the morning. Stressing about theses things can take a lot put of a person. That’s why certain things at schools should be available to all students.

Describe with examples the importance of recognising and responding to concerns about children and young people’s development.

The function of assessment in learning and development is primarily to provide a measurable barometer for the students progress.

Students within LAUSD have restricted access to proper education and lack resources that can allow underprivileged students the access to resources throughout K-12 education that will give students access to proper education under the measurement that they will acquire the same basic education that their wealthier counterparts are acquiring.

This form of assessment allows me to find out children's prior learning experiences and interests and gives me an indication of where they are at, whilst children getting to have a 'voice' in what goes on in their classroom. On top of that, at the start of the term children would be able to engage in theme based lessons by inquiring them to suggest themes they'd like to study over the next half term, this gives children the power to take control of their own learning and supports children's intrinsic motivation of wanting to learn for themselves.

The issue that surrounds low-income students and college success is that the rich kids are holding them back. The students who have low income are not graduating at the rate of the rich kids who can afford school. The rich kids tend to get a better knowledge in school because of their money. The poor students are not given the equal education as the rich, so the poor is really not prepared for the next step. Some of these low income students who work hard and do well in high school sometimes make it in college. Low- income students should be given the right to graduate at a higher rate, it will give the poor a boost to continue to work hard and make it to college.

Being a college student can be very expensive. Especially for a low income student, it is difficult for a student to attend college when they don’t have a financial support. Cypress College has many programs that help low income students. EOPS is a program who helps students with economic problems and educational challenges. The purpose for this program is to help students achieve a higher level of education.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

“ Historically, low-income students as a group have performed less well than high-income students on most measures of academic success” (Reardon, 2013). Typically low-income families come from low-income parts of the state making a school that does not have as much funding as a higher economic schools does lack in resources for their students. The school then has lower paid teachers and administrators, with lower quality supplies. This results in a school which typically has faculty who do not perform as well as the well-funded schools. “The law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children” (Hammond, 2007). Students from low and high income families will not be able to achieve the same education because their education simply is not the same.

The data collected was from three different teachers each within three different socioeconomic status schools. Teacher A teaches kindergarten to third grade learning support at a middle socioeconomic status school. Teacher B teaches third grade at a high socioeconomic status school, and Teacher C teaches kindergarten at a low socioeconomic status school. When analyzing the research, it was determined that sixty-seven percent of teachers interviewed said that they personally use 3-5 hours of technology on a daily basis. This includes times when they are using technology with the students, as well as times when they are using it to send emails or look up information and ideas. Students are in school for 6 hours a day. Therefore, studies show that the resources available within the schools are being actively utilized. The data shows that technology use is primarily occurring more throughout the school day than it is in the homes. Within 14 hour day that students and teachers may be awake, approximately half of the day is involving technology of some sort. This means that we are integrating technology as an additional way of learning. However, it also means that we may be taking away from other learning styles that are already proven to work. Technology use can also take away from social skills and interactions.

Some people believe that students from low income families have little to offer. However, I consider that low income students have extra to offer as they have emerged from harsh situations that have nurtured hard work and encouraged their eagerness to succeed. My families’ financial situation is below the poverty line which is why I am pursuing a higher education and career. For months during high school, my family and I would receive our daily nutrients from soups and undergo months deprived of electricity and water. Today, my family continues to struggle through financial hardships that have led to various ventures in my life. For example, physical and mental strain. Yet, even after every hardship, I’ve realized that it is because of the hardships that I am pursuing a career in law and that I’ve grown to become a strong, independent woman. As I learn from my hardships, I can reassure you that providing an impoverished student like me with the opportunity to enroll in law school will become the biggest blessing to both my professional and educational development.

Teachers need to collect assessment information using multiple sources of information to get a more comprehensive view of the children. By using diverse forms of assessments teachers are able to gain more information, thus having a more complete view of the child. Different assessments will yield results that will expand on what you have previously learned about the child.

I disagreed with Senator O’Donnell when he emphasized that free enterprise has lifted people more than a government program. In my opinion, I believe government programs is beneficial to individuals especially students. Government programs have improved chances for economically disadvantaged students, low-income students to obtain a higher education. Also, many government programs have eliminated poverty and homelessness and helped many people live a healthy and productive life.

Most parents want to see their children graduate from high school, but that’s not the case for everyone. If one comes from a low income household, the chances of dropping out is higher than someone from a high income household. According to the NCES (National Center for Education Statistics), a student who comes from a low income household is six times more likely to dropout from high school than a student from a high income household (Sikhan). The reasons why low income students dropout from high school varies, but it’s more important to question why students from low income households are more likely to dropout. The percentages of children living in poverty in the U.S. by race are sixty five percent for Blacks, sixty three percent for both