Low Socioeconomics

According to Sanford Graduate School of Education research, almost every school district enrolling large numbers of low-income studies has an average academic performance significantly below the national-grade level average. Achievement gaps are larger in districts where black and Hispanic students attend higher poverty schools than their white peers. The size of the gaps has little or no association with average class size. The most and least socioeconomically advantaged districts have average performance levels more than four grade levels apart. According to Reardon and colleagues, one-sixth of all students attend public school in school districts where average test scores are more than a grade level below the national average. Also, one-sixth

Social Class and Education”. It opens by discussing research conducted in the 1960’s in an effort to identify factors contributing to differences in the academic achievement of Whites and Blacks (Banks & Banks, 2013). Researchers hypothesized that the achievement gaps were mainly the result of disparities in school resources and characteristics, but found that there is a high correlation between achievement and socioeconomic status (SES) (Banks & Banks, 2013). Furthermore, attention is drawn to the class stratification which exists in our educational system and works to maintain inequality through exclusion strategies such as ability grouping and tracking (Banks & Banks, 2013). Evidence of the correlation between social class and

This paper includes a reference list of literature relating to the impact socioeconomic status and race/ethnicity has on academic achievement and what can be done to combat the achievement gap. In general, the literature seems to indicate that socioeconomic status has a greater impact then race or ethnicity on achievement. However, these constructs are often intertwined. The greatest source for combatting the achievement gap are teachers high in self-efficacy, strong and well directed principal leadership, having a positive and accepting racial climate, smaller class sizes, less harsh discipline with more support

“The socioeconomic achievement gap in education refers to the inequality in academic achievement between groups of students. The achievement gap shows up in grades, standardized test scores, course selection, dropout rates, and college-completion rates, among other success measures” (Ansell, 2017). Typically, when discussing the achievement gap, educators are comparing the academic progress of African-American students or Hispanic students to the progress of white students. More-often-than-not the white students will have more educational achievements than their non-white colleagues (Ansell, 2017). The most widely accepted theory as to why students with higher socioeconomic status (SES) do better academically is high parental involvement, access to economic resources and access to highly qualified teachers (Huang, 2015. Pg.6). Students of low socioeconomic status often live in poverty. This means that the student may not have sufficient school supplies or even someone at home to help him with his homework. There are numerous children in the United States’ school systems that are failing due to the achievement gap. These students are at a disadvantage because the school systems and teachers do not notice or even care about their home life and how it comes into play in their education. It is important for our nation to not only understand the achievement gap but take steps toward correcting it.

Socioeconomic Status is where a particular person or group of people stand in regards to social class. The main measurement that determines one's socioeconomic status is level of education, occupation and income. Although it may not be considered a factor in child development, socioeconomic status can actually play a huge role in determining what kind of adolescent a child develops into. It can influence a child’s morals, self-esteem, grades and many more aspects of a child's life. Socioeconomic status can play a role in determining where a person resides, the occupation they end up getting, their education and their income as well. So, although one’s socioeconomic status is technically made up of these aspects, one can be born into a low socioeconomic status which could result in them continuing to have one throughout their life. It is a cycle that one must break in order to change the outcome. Low socioeconomic status can result in child poverty. Child poverty over the years has risen and fallen but has remained consistently apparent in America. Child poverty can have detrimental effects on developing children and adolescents. It may influence the way they are raised, taught, cared for and many more aspects of the child's life which are important for successful development. Low socioeconomic status can determine how well children and adolescents develop and the type of person they develop into, including

Rendon (1994) points out “students from underrepresented backgrounds often experience isolation, a lack of self-efficacy, and a lack of a sense of belonging in college contexts”(p. 48). Furthermore, one needs to take it one step back and realize that most students of color are much more likely to attend schools where most of their peers are poor or low-income. Therefore, socio economic status (SES) determines the education a person receives throughout K-12. Walpole (2004) also describes how “low SES parents are more likely to define success as a secure full-time job after graduating from high school. College attendance is not an expectation and often means enrolling in a community college or technical school when it does occur” (p. 47). When a student reaches the

In the article “Who Gets to Graduate” by Paul Tough examines a problem about low income students are less likely to graduate from college than students from middle class or wealthier families. In the United States, school systems are not created equally. Middle and upper class students have access to safe and modern schools equipped with everything they possibly need to stay in that high rank because they came from a family who has the money to support their studies. Students from low-income families don’t have a lot of the support, stability, and money from home that higher-income students can take for granted.

Socioeconomic status influences health care quality and outcomes. Patients of lower socioeconomic status are more likely to have worse self-reported health, lower life expectancy, and suffer from more chronic conditions when compared with those of higher socioeconomic status. As a result, patients of lower socioeconomic status, in which we will encounter throughout our career’s, require more care and attention during their visits due to this lack of access. These individuals typically need the most care and unfortunately, we will not see them as often compared to other socioeconomic groups. An additional additive for this population may include providing them with take home exercises in which they are able to perform on their own. That is if they are invested enough to complete them without further supervision. While some hospitals are willing to revise their current policies, to basically “write off” the lower class, we as athletic trainers have to be advocates for these individuals who make up the majority of the population. The first step that we can take involves going a step above to the school board and asking for better nutritional options regarding school lunches. Most school lunch options fail to include fresh alternatives consisting of mostly processed food that can be easily distributed to a large number of students. Another way in which we can promote healthy eating habits is by utilizing social media to share coupons and local grocery store ads to the parents of

Although in the past the biggest cause for unequal opportunities in education has been the gap between different races, recently the gap between income percentiles has affected students substantially. Students go to schools in districts that correlate to the income percentile they are in. Because of this, many students in high-poverty neighborhoods are not given the same amount of time and money as students in upper-class neighborhoods are (Cordes and Miller). This can be seen in a study, conducted in

The results from this study show that students from low income households have a significantly lower chance of receiving a bachelor degree than those coming from higher income households, which one could probably assume. Even the students that preformed at the top of their class in eighth grade, but lived in low income households had less than thirty-three percent chance of completing college (Roy). This astonishing fact proves that even the highest achieving students still do not have a guarantee of receiving a college education, if their parents have no way to afford it. Another study, conducted by the National Student Clearninghouse Research Center, tracked two million, three hundred thousand people from high school into college to track their performance while in college based on where they attended college. They found that low income students from lower income high schools tended to wait a couple years before enrolling in college while high income students attending higher income high schools enrolled in college the fall semester after graduating high school. Out of these participants, twenty-two thousand, one hundred eight students continued their education into college, and eighty-one percent of these college students successfully completed at least their second year of schooling (Sparks ).

While obesity and overweight levels have been rising for all socioeconomic groups, some groups of people are more affected than others. Relationships between socioeconomic status and obesity undoubtedly have complex explanations. Some studies have shown that people with low socioeconomic status are more likely to be overweight or obese than people with high socioeconomic status. Author also emphasizes that socioeconomic status causes disparities in health and shorten longevity for those who are most disadvantaged. The relationship between overweight or obesity and income is varies by race and ethnicity. For example, in a household with less than $10,000 of annual income about 33 percent of blacks are obese, about 26 percent of Hispanics, and about 19 percent of whites. Culture, race and ethnicity play an important role in determining the obesity rate. Critser emphasizes certain studies that show minority groups tend to have drastically higher obesity and weight related disease rates than

Today in society the determination for a college degree lies beyond education towards future financial security. While college debt seems to be ever increasing, students from low-income families are less likely to attend college due to the financial hardship. The social class that a student’s family falls into shows correlation on whether that student will or not attend college (Peske & Haycock, 2006). However, looking at this issue from my own prospective it seems as though no matter the social class students are attending college. What more so seems to have an affect on outcomes for individuals is how there family’s social economic status effects how well a student performs in college. For a student from a low-income family nothing can seem more daunting than the overwhelming amount of debt we have to pay after college.

Achievement Gaps in the United States are tough to define. Currently academia is focusing on racial and ethnic gaps and might be overlooking a subtle fact. There is a trend in ongoing research that shows many of lowest achieving students hail from a low socioeconomic status. Before addressing the racial gaps in achievement, educators must look towards better understanding the effect that low SES has on students. After knowing how much SES impacts achievement, educators and researchers will be better able to address racial achievement gaps without biased factors manipulating their data. Articles by Rolf K. Blank, a case study performed by the Washington Board of Education, and an article by Victoria Risko and Doris Walker-Dalhouse will explore

Believe it or not education has an interrelationship with marriage. The National Center for Health Statistics estimates that women that are more-educated with a bachelor's degree have a greater probability of having a long-term marriage at 78% compared to women who get married right out of high school who have a 40% chance (College Ed. and Marriage. Pew Research). Divorce decreases for individuals who have a higher education, high incomes and steady jobs, a person who waits until later in life, and

Socioeconomic status has a large effect on poverty rates and occupational status. Commonly, an individual within the lower social classes tends to fall under the poverty line as well. Individuals who live in a low socioeconomic status area and/or are below the poverty line, commonly reside in living conditions that could increase the spread of disease and illness. A low socioeconomic status also means that healthy food is either unaffordable or too far away from resources that provide adequate food. For those in poverty, or with a low SES, this could result in overall poorer health, or even malnutrition.