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Socio Economic Status Presentation
- 1. SocioEconomic Status: Howdoes it impact students? By Matthew Dunning, Megan Henley, and Elena Buckner
- 2. What will wetalk about? 1. Demographics a. Racial Makeup b. Gender c. Immigration 2. Achievement Gaps a. Test scores b. Graduation rates c. College Retention 3. Poor Performing Schools a. Location b. Title I Schools c. Demographics 4. Implication for Students a. Home Support b. Food c. Shelter d. Clothing
- 3. Demographics -13% of Whitehave a negative or zero net worth -31% of African Americans have a negative or zero net worth -35% of Latinos have a negative or zero net worth -75% of Whites own their own home -49% of African Americans own their own home. -47% of Latinos own their own home http://www.urbanhabitat.org/node/2815
- 4. Poverty Rate byRace/Ethnicity Location White Black Hispanic Other Total United States 13% 35% 33% 22% 20% Kansas 12% 40% 42% 28% 18% Missouri 15% 37% 41% 26% 19% http://kff.org/other/state-indicator/poverty-rate-by-raceethnicity/
- 5. Median Household NetWorth http://money.cnn.com/2012/06/21/news/economy/wealth-gap-race/index.htm
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- 7. Top 10 countriessending immigrants to the United States Country Number of immigrants Country Number of immigrants Mexico 11,711,103 El Salvador 1,214,049 China 2,166,526 Cuba 1,104,679 India 1,780.322 Korea 1,100,422 Philippines 1,777,322 Dominican Republic 879,187 Vietnam 1,240,542 Guatemala 830,824 http://cis.org/2012-profile-of-americas-foreign-born-population#f1
- 8. Immigrants to Kansasand Missouri -In 2010 there were 186,942 immigrants that moved to Kansas most of these came from Mexico, Vietnam, and India -In 2010 there were 232,537 immigrants that moved to Missouri most of these come from Mexico, China, and India http://www.maptheimpact.org/state/kansas/ http://www.maptheimpact.org/state/missouri/
- 9. Immigrants and Poverty -41%of all immigrants into the United States live near the poverty level -62% of Mexican immigrants live near the poverty level -Approximately 71% of illegal immigrants from Mexico live near the poverty level -35% of Asian immigrants live near the poverty level -Region of origin effects poverty rates Regions of origin with high poverty rates Regions of origin with low poverty rates Mexico Caribbean Central America Europe Asia http://www.cis.org/articles/poverty_study/execsummary.html http://www.cis.org/articles/2001/mexico/poverty.html
- 10. Achievement Gaps -49% ofstudents in Kansas are at an economic disadvantage http://online.ksde.org/rcard/state_assess.aspx?assess_type=2&org_no=%&grade=13&subgroup=2
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- 12. Family Income andCollege Readiness https://www.act.org/newsroom/data/2012/states/pdf/LowIncomeStudents.pdf
- 13. Family Income andCollege Readiness https://www.act.org/newsroom/data/2012/states/pdf/LowIncomeStudents.pdf
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- 16. Poverty and AchievementGaps -22% of children that have lived in poverty will not graduate on time -32% of children that have spent over half of their childhood in poverty will not graduate on time -6% of children that have never lived in poverty will not graduate on time. -26% of children that were poor for just one year and are not reading proficient by the third grade will not graduate -11% of children that are proficient at reading by the third grade that lived in poverty will not graduate http://www.aecf.org/~/media/Pubs/Topics/Education/Other/DoubleJeopardyHowThirdGradeReadingSkillsandPovery/DoubleJeopardyReport0405 11FINAL.pdf
- 17. Poor Performing Schools Kansashas a wide array of high- and low-performing schools throughout the state. In the following few slides, we will explore those schools and how their location affects them.
- 18. What is “PoorPerformance”? A school characterized as “low performing” can be many things...Some schools are called low performing because of low test scores, but they don’t have to be defined by test scores alone. Some public schools are called low-performing schools if a substantial number of students (usually 20 percent or more) are not proficient in reading or mathematics for two or more years. -Psyche Pascual, GreatSchools.org
- 19. Where are PoorPerforming Schools? ● Most schools designated as poor performing are also in non-wealthy areas. This leads to… ○ limited funding ○ fewer well-qualified teachers ○ inferior facilities and resources ○ overcrowding ○ discipline problems ○ lack of systematic organization ○ low student expectations (Education Week, 2004)
- 20. Title I Schoolsin KS In Kansas there are 3 types of Title I schools: Tier I, Tier II, and Tier III. ● Tier I: Title I schools that are in improvement, corrective action or restructuring. These schools are all identified as persistently low-achieving. ● Tier II: secondary schools that are eligible for but do not receive Title I funds. These schools are also identified as persistently low-achieving. Any secondary school that is eligible for Title I funds with a graduation rate of less than 60% over three years will be added to the list of Tier II schools. ● Tier III: Title I schools that are identified in improvement, corrective action or restructuring that are not included in Tier I or Tier II A list of all Title I schools in Kansas is on the interactive map in a following slide. *This information is based on data from the 2009-10 academic year. http://www.chappell4ksboe.com/uploads/chappell4representative/KS%20Schools%20Not%20Meeting%20AYP%204-20-
- 21. Best Performing HighSchools KS 1. Sumner Academy of Arts & Science 2. a. Kansas City, KS Blue Valley North High School 3. a. Overland Park, KS Blue Valley High School 4. a. Stilwell, KS Olathe Northwest High School 5. a. Olathe, KS Northeast Magnet High School 6. a. Wichita, KS Gardner Edgerton High 7. a. Gardner, KS Liberal Sr. High 8. a. Liberal, KS Fort Scott Sr. High 9. Best Performing Title I Schools - KS • a. Fort Scott, KS Maize Sr. High • • Washington Elementary (Category 2)* o Junction City, KS Nelson Elementary (Category 1) o Haysville, KS K. O’Loughlin McCarthy Elementary School (Category 1) o Hays, KS *Category 1: Exceptional student performance for two or more consecutive years. Category 2: Closing the achievement gaps between student groups. a. Maize, KS 10. Louisburg High http://www.usnews.com/education/best-high-schools/kansas http://www.titlei.org/ds/
- 22. Wealth Distribution inKansas Wealthiest Counties in KS 1. Johnson Highest Performing Schools + County 1. Sumner Acad. of Arts & Sci. (Wyandotte) 2. Scott 2. Blue Valley North (Johnson) 3. Greeley 3. Blue Valley High School (Johnson) 4. Ness 4. Olathe Northwest (Johnson) 5. McPherson 5. Northeast Magnet (Sedgwick) Sedgwick County = 11th wealthiest Poorest Counties in KS 101. Neosho Tier 1 Title I Schools + County Curtis Middle School (Sedgwick) 102. Bourbon 103. Lyon Emerson Elementary School (Wyandotte) 104. Seward Mark Twain Middle School (Wyandotte) 105. Pawnee http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml South Middle School (Seward) Northwest Middle School (Wyandotte)
- 23. Interactive School Map Thismap includes pinpointed placemarks for the Top 10 performing high schools in KS, the 3 “Distinguished” Title I schools in KS, and a list of all 45 schools designated as Title I for the 2009-10 school year. Take a moment to explore, click some of the links, and consider the geographical locations of the various school...there is a distinct correlation between neighborhood and performance for most of these schools. https://mapsengine.google.com/map/edit?mid=zjldahO7_xAc.kRYjDuXpW1 qo
- 24. Implications for Students Whenlooking at the implications for students in low SES households there are four major factors that influence a child’s life. Those factors are: home support, food, shelter, and clothing. “Low-income caregivers frequently do not know the names of their children's teachers or friends. One study found that only 36 percent of low-income parents were involved in three or more school activities on a regular basis, compared with 59 percent of parents above the poverty line (U.S. Department of Health and Human Services, 2000).” http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-AcademicPerformance.aspx
- 25. Home Support forLow SES students There are many factors when looking at home support that is available for low SES students such as lack of educational resources, lack of time from parents, and lack of parent involvement. ● Many families don’t have the money to devote towards supplying their students with books, supplies or computers to help facilitate the learning process at home. ● Parents in low ses households usually hold multiple jobs or our single parents which leaves little to no time to spend helping their children with educational needs. ● Parents may also just not be involved in their children’s learning. “Only 36% of low SES parents read to their kindergartners, compared to 62% in the highest SES students” (Coley, 2002). http://www.scilearn.com/blog/helping-low-ses-students-thrive.php
- 26. Home Support “Low-SES childrenare often left home to fend for themselves and their younger siblings while their caregivers work long hours; compared with their well-off peers, they spend less time playing outdoors and more time watching television and are less likely to participate in after-school activities (U.S. Census Bureau, 2000). Unfortunately, children won't get the model for how to develop proper emotions or respond appropriately to others from watching cartoons; they need warm, person-to-person interactions. The failure to form positive relationships with peers inflicts long-term socioemotional consequences (Szewczyk-Sokolowski et al., 2005).” http://www.ascd.org/publications/books/109074/chapters/How-Poverty-Affects-Behavior-and-Academic-Performance.aspx Home support is so important for students because they need to be having those connections with people in order for their brain to develop properly. The earlier a child begins learning the better that they will do academically but so often parents of low SES homes don’t have access to preschool or the educational resources which begins growing that gap between low SES achievement and high SES. What can we do? School districts need to be allowing preschool classes as well as transportation for those students. The earlier schools can get these students into school the better they will be.
- 27. Food and LowSES Students Food clearly has an impact on students all over the world but the amount of students receiving free or reduced lunches is mind boggling. Below you will find a few facts about low SES students and school lunches. ● As of June 2013 there were 19,700,000 students receiving free or reduced lunches out of the 29 million that are eligible, according to the National Center for Education Statistics, School Nutrition Assistance. ● 47.5% of students in the USA are eligible for free and reduced lunches. ● The highest state/territory for students receiving free and reduced lunches is Washington D.C with 72.3%. ● The lowest state for students receiving free and reduced lunches is New Hampshire with 23.5%. Besides food being a factor of living a healthy life the lunches that are served have a high nutritional value which has many positive effects on a students educational experience. http://www.statisticbrain.com/free-and-reduced-lunch-statistics/
- 28. Nutrition and Education Thestudents that are receiving free and reduced lunches are having a better nutritional experience than students who are not participating or bring food from home. That being if the students eat the food that is on the plate. “Reimbursable meals must meet federal nutritional needs.” They can have “no more than 30 percent of calories from fat and less than 10 percent of calories from saturated fat.” Studies show that students that eat the proper nutrition have better behavior, school performance and overall cognitive development. The students are also more willing to participate in the educational experience which benefits everyone and they are learning proper eating habits which will help them in their overall life. So many students from low SES homes don’t get proper nutrition due to lack of funding and healthy food is usually more expensive. A high number of students will only eat breakfast or lunch at school and little to nothing at home. The gap of food intake and lack of nutrition at home hurts school performance and brain development. http://frac.org/newsite/wp-content/uploads/2009/09/cnnslp.pdf
- 29. Shelter Shelter and careis extremely important for students to feel safe, comfortable, and cared for. These factors will directly affect the educational experience for students because they will be coming to school for shelter more than education. There are a variety of different situations that students in low SES families will be exposed to such as: homeless shelters, apartments, vehicles, constant moving, living with family members, and homes without the necessary needs such as heat, a/c, electricity, or running water. All the different situations listed above will directly impact the student and hurt their development. Last year alone there were 1.1 million students homeless in the United States of America. http://thinkprogress.org/economy/2013/10/24/2830651/homeless-students/# “Children in derelict housing had lower average reading and math skills, and more emotional and behavioral problems.” http://www.theatlanticcities.com/housing/2013/10/how-crummy-run-down-housing-harms-children-who-live-it/7345/
- 30. Clothing Needs forStudents As we have been reading, coming from a low SES family means there are many sacrifices and one of the biggest would be clothing, shoes, outerwear, etc. Families do not have the financial stamina to keep up with trends in the school system and very frequently students will get bullied or feel self conscious about their clothes. Students in these situations will normally get hammy downs from families or parents which may be not the correct size, overly worn out, or stained. They may not be getting the option for regular laundry days so those clothes are worn multiple days in a row which will lead to body odor. All of these reasons will make the child self conscious, a target for bullying and less likely to join in the educational experience. There are many programs out there that supply clothing/winter jackets/shoes for children. Here is just a few: Coats-for-Kids, Salvation Army, and Solemates Organizations. Communities and schools can have coat drives, shoe donations, and clothing drives to help out their students in need.
- 31. Conclusion -Higher chance ofperforming poorly in school -Less likely to complete high school or college -Poor performing school in Kansas have large populations of disadvantaged students -Some schools with large disadvantaged population that achieve high standards -Other implications for students are food, shelter, clothing, and support at home