Low Socioeconomic Disadvantages Of Virtual School

Parents in the lower and working social class tend to believe that they can never be too involved in their children’s education. (Pew) This provides an interesting contrast because based off of another survey parents in this class are the least likely to read out loud to their children. This is likely a matter of time management. Parents in this class are often working 2 or 3 jobs to make ends meet. These children spend a majority of their childhood in the care of extended family, seeing as most of these families live in poor neighborhoods and childcare is not readily available or affordable. But these parents still feel that their kids should be doing well in school, education is an important part of being able to get better jobs, and if the parents want their children to be able to socially move up in the society than they will be more likely to want to be involved in their children’s education. Based on a survey conducted it was also found that parents of this social class

The cost of a college education, the housing market, and the overall cost of living has increased at an alarming rate. Since Quindlen targets the use of time by children, let’s visit the cost of their future. There has been a drastic increase in tuition for public universities in the last 40 years. Ballpark estimation of said increase in tuition is 994% between 1970 and 2010 and in quantitative terms, from $1,207 to $11,034 a year (Hamm). If that sounds reasonable, consider that in 1973, a whopping 72% of jobs only required a high school diploma where as in 2007, only 41% of jobs were available to the same demographic (Hamm). With that being said, Quindlan’s approach on the validity of a child’s time is discouraging. With their financial future at risk, children don’t have the luxury of doing nothing. A child cannot discover an interest unless exposed to it in some way. It is the duty of a parent to both give the child an appropriate level of responsibility and the opportunity of exposure to a variety of fields of interest and thought. Quindlen dismisses “[suggestions] that any class in which you do not enroll [a] first grader in will put [him or her] at a disadvantage” (83). Without the intervention of the parent, developmental self-sufficiency dissolves and the potential for character goes with

Right now I'm working toward a degree in Early Childhood Education, though that may change due to my current work in the Culinary Arts. Back when I was in high school I decided to leave my more traditional brick & mortar to spend my junior and senior years at Broward Virtual School. During that time I grew accustomed to working from a syllabus and only talking to my teachers twice a month, or if I had a question on the material. Virtual school gave me the opportunity and the free time to help my mother in her catering business and that of her friends'. I went from waitressing occasionally to providing pastries and desserts to two catering companies, and working as a prep cook when needed.

Educational systems within the poor urban areas are lacking in basic fundamental learning resources. Discussed by Mona Scott (2012), educators are poorly paid which in turn may require hiring teachers who do not meet standard educational guidelines. Adding to the lack of qualified teachers is the lack of quality classroom resources. Technology is limited to the available resources of the over taxed school budgets, limiting the schools to antiquated equipment, computer based programs and older textbooks in limited quantities. This condition is aggravated by the lack of funding within the school system, due to the tax revenue from property tax assessments which are limited. This in turn causes a shortfall in the needed resources (p. 287). Additionally, large classroom sizes and the lack of after school parental support in homework and parent-teacher cooperation adds to the alienation of school as a support mechanism for the student. According to Marsha Wadsworth (2008), impoverished students are less likely to be engaged in school and become alienated from the system of education. The lack of engagement leads to dysfunction and disengagement, in turn students are more likely to drop out of school, engage in deviant

For the purpose of this study, I focus and connect two student identities to equity leadership, those grounded in supporting students of color (particularly black and Latina/o students) and of low-socioeconomic status (SES). I recognize other identities (such as language, special education, and other ethnicities to name a few) can result in marginalization. However, from my own experiences as a K-12 student, educator, and graduate student, I have come to recognize that educators have great difficulty engaging in dialogue about race and low-SES. Race and class are two social identities that have significant impact on the educational outcome for students with implication for “gaps” in education (Darling-Hammond, 2007a; Darling-Hammond, 2007b;

The majority of adolescence not only in the United States of America, but other countries live in low-income neighborhoods. It is reported that the last 30 years, child poverty have developed enormously, which nearly 4.3 million children now live in low-income neighborhoods (Gregg, Harkness, & Machin, 1999). Poverty neighborhoods forces children to attend a less fortunate education that includes a fewer resources such as recreational or educational. The drawbacks of the community have been addressing their voices, experiences, and

Virtual schooling for K-12 is the biggest trend in education today and is focus on supplemental and blended learning environments that happens in conjunction with face-to-face learning. According to the September 2011 Issue Brief on Virtual Charter Schools ' blended learning is the focal point of innovation and experienced the most significant growth in virtual schools. Students’ gravitation to fully online learning, at this time, is limited; consequently, supplemental or fulltime programs are the most common schools in Maryland and was the basis of this recommendation (Babour, n.d.).

It has been a long-time goal to increase the educational opportunities for children coming from type of household. There have been multiple attempts to implement effective practice policies in schools, these policies are essentially programs that the government will fund due to research that shows they will be successful in creating results (Pogrow, 2016). The end goal being to increase the academic achievement rates for students in general, but specifically students from low income households. It is the unfortunate reality that students from low income families do not have access to the same number of resources as middle or upper-class students. Low income families do not tend to live near high performing schools. If a majority of students in a particular school are of lower income, their attendance rates are more likely to be

Educational inequality in the classroom is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced teachers, books, and technologies to socially excluded communities. The nations education problem today is not that schools have come less effective in imparting basic skills to students from low-income families because the skills of low-income students have kept pace neither with the skills children in higher-income families, nor with the skills demanded by many jobs paying middle-class wages. America’s growing income inequality has greatly complicated the task of providing high-quality schooling to low-income children, not least because of the changing residential patterns of high-and low-income families. Many studies have shown that growing income inequality has led increase in the residential insolation of families at both ends of the income spectrum. High-income families became increasingly likely to live in neighborhoods with other high-income families while low-income families became even more isolated and this increased residential segregation by income occurred just as race-based residential segregation was declining. Because children usually attend schools in the neighborhoods where they live, the gap between the average parental incomes in the schools attended by high-and low-income children has increased. Research has proven that low-income students tends to drop out of school after enduring a while to

Today, when walking through a school, it may be easy to to pick out the kids that are living in poverty. These may be the kids that according to Julia Thompson (2017), a public school teacher, “because they do not wear the same fashionable clothes as their peers, poor students are often the targets of ridicule” (p. 1). Physical appearance these days is what a lot of kids look for each other to be friends. These kids may not be able to afford required school supplies either. Some school supplies can be very pricey. Types of things like this may cause low self-esteem and little focus in school, but teachers can help. (Thompson, 2017, p. 1)

Like all working-class families, my family never had many luxuries, especially when it came to education. Although my parents and later my single mother could afford the supplies that were given to me, I never had the sort of experience that wealthier kids had when it came to education. I cared about my grades, but it never stimulated me throughout elementary and middle school because it all was just memorization instead of actual understanding. Like a student that was interviewed in Jean Anyon’s academic paper, Social Class and the Hidden Curriculum of Work, it was all just in my head like “cold storage --, until you need it later for a test or your job.” Unfortunately, this is all too common in many working and middle class schools, and it leaves students deprived of the skills necessary to become confident and strong leaders or engage in more complicated fields until they reach college or high school. This is why social class and education play such a pivotal role in erecting socioeconomic barriers and limiting the social mobility of the working class in America, preventing qualified and talented working-class students to become prosperous citizens in society.

Central phenomenon (McMillan, pp. 52-53) – The focus of qualitative research. Virtual school curriculum could be studied and the central phenomenon would be who writes the curriculum and what resources are included in the curriculum.

Without this support it becomes very difficult for the schools to make an impact. Many children from a lower socio-economic background leave school without a leaving certificate, and as a result end up relying on state benefits. This reality has urged community members to intervene. Many communities have set up youth clubs and after school homework clubs to provide a comfortable and positive study environment for students who lack the encouragement at home. These clubs help young people to take the steps needed towards a higher socio-economic group.

Nowadays, parents have several options when it comes to giving their children quality education. For the most part, however, their choice depends largely on their availability, budget, and interests of their children.

Education is a major part of an adolescent’s life. Almost all children receive their education at school. School systems have laws and standards the teachers and students must meet. Cities such as: Chicago, Bronx, and Detroit are in poverty and have high crime rates. Unfortunately, these cities make growing up in and getting an education hard. Children attending the schools that are in poverty, are often black or Hispanic. The schools in those cities are usually underfunded and lack essentials. Adolescents who are fortunate enough to live in a good city, get a better education. Parents who have money can afford to send their children to better schools, whereas the parents living in poverty have to send their kids to a school that is not up