The Problem Of Poverty Stricken Schools

Low funding in performing arts affects many schools around the country. I believe that performing arts helps people stay in school and not dropping out like many people from past generations. Speaking from experience I do not think I would have stayed in school by choice without my passion to participate in band. Marching band and other performing arts outlets create families within a group of people. The solution to this problem I believe is funding the performing arts like the sports are usually funded . The government is doing nothing as of now to fix the problem of low funding in performing arts. “It’s estimated that since 2008, more than 80 percent of schools nationwide experienced cuts to their budgets.” Children who like playing their

There are many controversies that american public education system does more harm than good. In “Against School” by John Taylor Gatto and “Social Class and the Hidden Curriculum of Work” by Jean Anyon, explains how school education destructively impacts us. Gatto states his experience as a public school teacher and why he “just can’t do it anymore”. He was tired how the schooling was programmed. He argues how school system are affecting students to be more like “childlike” citizens. Also, Anyon demonstrates her research on how there are many different kind of education depending what “class” you were. She informs us that there is an inequality in “Social Class and the Hidden Curriculum of Work”. Both authors depicts the reality and truth, that some people are unable to see. As a student, I’ve also experience this and support how school depicts how we are in the future. Moreover, there are many representations that explains why the american public education systems does more harm than good.

There are many people throughout the world that are born into different socio-economic status. In the United States there are 3 typical socio-economic statuses, upper class, middle class, and working class. The majority of people are born into the working class and try to make their way up. The main way people believe to go up a class in America is through education, but how does socio-economic class play a role in the amount of education one will receive in their future?

The world we live in tends to put filters on what we see, it has always been that way. We will never know the whole story to our society and what is really going on. That is why we have to think for ourselves and not give in with what one person says or thinks. Therefore we need to stand for what we want, our beliefs, and our rights. In Kandice Sumner’s Ted Talk “How America’s Public Schools Keep Kids In Poverty” (November 2016) she argues that kids of color don’t get the same education or resources needed like the white kids do; that it’s not an equal system. Therefore her students don’t learn well. I agree with her completely because in order to have a good education money is needed for the students resources; money and education

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

As a tutor, I have seen the workings Stockton public schools, and compared to what I learned at their age, these students are lacking a proper education. For example, my third grade student, who is learning to multiply, is battling with addition. Meanwhile, my first grade student strains to read simple phonics. It is unfair to see children forced to receive a minimal education because of where they live in and their parents’ financial status. Therefore, my dream is to enhance the curriculum in public school systems within cities that face socioeconomic adversity. I aspire to equate the educational benefits between private and public school systems. Money should never impede a person’s path to education, and it’s unjust that it plays as a contributing

Disadvantaged children can use education to make up for their disadvantages. However, high poverty areas differ from the rest of most metropolitan cities when it comes to the quality of the schools in high poverty areas. The schools in these areas are usually of lower quality. Lang also notes that money is not necessarily the answer to improving the quality of schools. He notes that most suburban schools spend less per student than their urban counterparts. Most of this money is spent on helping urban students gain a social education that their suburban counterparts learned at home before they entered school (Lang,

Poverty has been a prevalent problem in the United States for decades, around seven in fact. Since the Great Depression in the fifties, the government has sworn to fight poverty in America so that every citizen may live the American Dream. In 1964, President Lyndon Johnson declared war on poverty, and while this was just a figure of speech, his plan was to make the people of America, and its politicians realize that fighting poverty was a moral battle. He compelled them to take up the fight, because poverty is by far one of the greatest evils in our modern world.

High poverty and low poverty schools are different in many ways. From student backgrounds to location, the socioeconomic makeup of a school affects everything. The one place where differences would seem to be minimal would in the professionals that work in these schools. This study sought to determine if teachers perceived significant differences in the behaviors of the leaders in their schools. Furthermore, the study expected to determine if there was a significant difference in how teachers perceived school climate by type of school. The answers to these questions could provide a basis for an examination of leadership behaviors that could cause teachers to leave schools or at the very least be less satisfied. This section includes

Education reform, the goal of changing public education for the better, has been an idea in the minds of officials and parents since the 1800’s. There have been many effortful attempts to create effective school reform, however, many of them do not address major social issues such as poverty which must be dealt with. Although many reforms have changed our country, none have brought the amount of change necessary to make our schools fit to fairly and thoroughly educate each and every student.

Schools also have a hidden curriculum in which values and norms of behaviour are transmitted. For example, wearing a school uniform and keeping to a set timetable can all be seen as activities that encourage particular standards of behaviour which could be viewed as producing disciplined future workers. Therefore the hidden curriculum implies that pupils not only learn formal subjects such as English or physics but also receive hidden messages about their class, ethnicity and gender from their experience of schooling. Through the choice of teaching strategies and characteristics chosen to be employed by educational institutions it indirectly conveys to students the norms, values and expectations. This is what we refer to as the hidden curriculum. As we will later explore there are many that argue the hidden curriculum and processes within schools help to produce inequalities between children of different social classes. Whitty and Young (1976) view the

Children who live in large cities and cannot afford to go to private schools often will get passed along throughout the course of their education, even if they had not learned the material they needed to. These inner-city public schools are the root cause of why so many people in the U.S. live in poverty and struggle every day. These schools are overcrowded and understaffed, due to this, children fall behind and then do not get the opportunity to catch back up. These schools do not give children the tools they need to graduate or be successful in life. The school systems are not doing anything to improve their success rate either, they just continue to make new standardized tests and not teach the children who are going to be taking those tests.

I’m very interested in the hidden curriculum, and the way that social classes work within the school system. There are schools that are more privileged depending on distribution, areas and boards. I’m interested in the idea that the values that are represented to students can be effected by the social class; not of the students, but of the over-all school. In this article, personal experiences are discussed and the schools are “rated” by classes. It is an interesting concept and the correlation was one that I never considered before, especially when the school system seems so regulated in regards to budgeting. Obviously, this is a larger concern than what I believed and this article informed me in that sense. The main points in this article that are touched on include budgeting, the author’s personal experience with the social classes of schools and the impact of the curriculum being effected by the class of the institution.

In today’s world people need to compete globally for jobs and one of the most important factors in getting a good paying job is education. However, even the best schools cannot overcome some of the obstacles placed in front of the students that walk through their doors. Poverty, chaotic home environments, discrepancies in exposure to technology, and lack of funding for schools all negatively impact the effort to educate children.

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