In 2014-15, LMS was ranked an “A” school according to the FLDOE by 2015-16, the school had dropped to a “B” ranked school. The school has a significant amount of at-risk students whose basic needs, in particularly, food, are not being met. Food-insecurities breeds other negative issues for students such as: anxiety, stress, low self-esteem. According to the theory of change, providing food to food-insecure students will have long-term, beneficial outcomes. If the school addresses at-risk student population needs and provide security and assurance it will reduce anxiety and stress affiliated with the lack of resources. The faculty, staff and the community decided to help at-risk students with essential necessities that our students are …show more content…
School administrators, teachers and staff are faced with finding solutions to meet their needs. Student engagement, academic achievement, and school satisfaction are positively impacted when, the needs, of the whole child are met. This case study identifies how a suburban middle school examines the needs of their at-risk student population. Poverty affects a child’s development and educational outcomes beginning in the earliest years of life (Engle, P. L., Black, M. M., 2008). The leadership team at Liberty Middle School has acknowledged students who are not eating daily meals as a problem of practice. Maslow, famed psychologist, determined that the needs pyramid starts with basic items such as: food, water, and shelter. “Social systems must be responsive to individual needs, or be subject to instability and forced change (possibly through violence or conflict)” (Coate and Rosati, 1988). The school demographics have changed and more “Suitcase-city” students are attending LMS. There have been more office referrals written compared from 2015-16 to 2016-17 (see Appendix B). The school seeks to address the influx of behavior issues by addressing basic unmet needs. In order to receive Title I federal funding, the school has to have a minimum of 75% students receiving free and/or reduced lunch. Two-thirds of LMS students receive free and/or reduced lunch. This statistic is relatively close but fall below the minimum. How does the school address
Offering sufficient amounts of nutritious food in schools is more significant than many comprehend. Students who consume full, nourishing meals for breakfast and lunch benefit
More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor
Education is an integral part of society, School helps children learn social norms as well as teach them to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. In West Trenton Central High School was only 83% proficiency in literacy and only 49% of the students were proficient in math. These school have lower test scores and high dropout rates. Many of these students come from minority backgrounds and are often form low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial factors to explain the poor performance in these districts. Through a process of teacher lead budget committees and
School lunches are often unsung heroes of many modern American households. Frequently overlooked and disregarded because of their stigma, school lunches are a key ingredient that may help make the world a better place. Unknowingly, great numbers of individuals in our communities deal with food insecurities every day of their lives. It baffles me that in an advanced society many people do not have the resources to provide food for themselves or their families. Until it affected me personally, I was unaware nor passionate about the struggles of food insecurity. My passion for solving food insecurity in my local community has led me to gain both experience and leadership through understanding and advocating for those around me.
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems of schools boil down to either racism in and outside the school or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement. Even when low-income schools manage to find adequate funding, the money doesn’t solve all the school’s
Since the implementation of the Healthy Hunger Free Kids Act of 2010, many school nutrition programs have had challenges in meeting the new standards. Several districts across the nation have indicated a decline in lunch meal participation and financial viability as a result. However, during this time, SLA Management experienced the majority of its growth in the number of schools under contract and, more importantly, the number of meals served. Our meals have always been both tasty and nutritious. Fact is, kids love them!
High school food options raise problems for students. School lunches may not be the cheapest option for the students or the district. According to "Duluth high school principals want to stick with open campuses," Duluth’s principal, Tonya Sconiers, opposes a closed campus because of the financial burden. This program change would cost the school approximately $239,000 to supply what would be needed for the new food policy. In addition, the lunches provided by the school lack quality. Students report the food as bland, and portion size is not enough to fuel for the entire school day. Numerous students involved in after-school activities cannot perform their best without a sufficient amount food in their stomachs. The food should provide energy for the students throughout the day. For low-income students, this lunch might be the only reliable daily meal.
The school food service program had underperformed for years and had been siphoning valuable dollars from limited education funds to support operations. To make matters more troublesome, implementing the Healthy Hunger Free Kids Act was presenting a major challenge. Meal participation had been declining, and in 2011, LWCS had to use $77,000 dollars from the general fund to cover foodservice shortfalls. During an audit, SLA was recommended to LWCS as a solution to their food service issues and as a partner that could customize a program to fit their multi-cultural and school community culture.
Schools make a lot of great choices regarding their students’ education, but their one major flaw
A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.
The participants included 1000 kindergarten and 1000 fifth grade (N=2000) students from two elementary schools of Los Angeles Unifies School District (LAUSD). One of the schools was an affluent public school with abundant resources catered to children in need and programs that promote positivity and growth. The other school was also public, but had limited resources due to financial restraints. Of the participants, 50% were female and 50% were from low-income families. All
JLSP has identified food insecurities with in the community as a growing issue especially among school age children. The program is promoted through
Fifty years after the declaration of war on poverty, an increasing number of children still grow up in poverty in this country. Poverty is now more determinative than race as a predictor of student educational success (Reardon, 2013). The achievement gap between the poor and the more economically advantaged child has actually widened over the last three decades (Reardon, 2013). If we are to provide all children with equal and excellent educational opportunities, it is imperative that we utilize the most effective strategies and enhancements to overcome the educational disadvantages that poor children experience.
“For school districts and charter schools, the LCFF establishes base, supplemental, and concentration grants in place of the myriad of previously existing K–12 funding streams, including revenue limits, general purpose block grants, and most of the 50-plus state categorical programs that existed at the time” (“Local Control Funding,” 2015). The total Funded Average Daily Attendance (ADA) for kindergarten through third grade in 2015-2016 was 5,065.76. The rest of the (ADA) was 3,771.30 for fourth graders through sixth graders. The LCFF Target Entitlement amount for the school year was of $88,730,913. The Total Transition Entitlement Adjust for Additional SAfor MSA was $77,935,916.
About one in five children in the United States has the misfortune of living in a family whose income is below the official poverty threshold (Borman and Reimers 454). Poverty has harmful effects on a child’s academic outcomes, general health, development, and school readiness. The impact of poverty has on a child depends on many factors for instance community features ( crime rate in neighborhood and school characteristics) and the individuals present in the child’s life like their parents, neighbors, or relatives. It is clear that schools and outside environmental factors contribute to whether a child is successful or not in their academic life. A child’s family, neighborhood, and type of school effects that are related with poverty