Poverty+Supports+Education

The Nation Report Card addresses the United States education business systems economic failures in global markets competitive production of human capital. These reports engage our educational systems to view our schools as battlefields. Do these issues fail to address the poverty situation of our students? Yes, a federal funded educational system provides unlimited opportunities to address socio-cultural issues that will lead to a better economic future. Millions of dollars are spent on developing new technology, revising curriculum, new instructional strategies, new methods of instructions, professional development, and etc. Take off the blinders! Teachers and students are not intellectual empty vessels of clay. Education at work invests more money to solve the real problems of poverty. Educational systems are global businesses, “The government administers the educational system in order to produce educated and responsible citizens. First, schools transmit knowledge, and develop the cognitive, physical, emotional, and social skills of students. Secondly, schools train students to become responsible citizens. The Japanese government regards the human capital of the Japanese people as the nation’s most valuable natural resource” (Center for US-Japan Comparative Social Studies, 2005). Read complete document: Complete Report Poverty supports education
 * Poverty supports education: Holistic education dollars eliminates poverty. **
 * Written Wednesday, November 16, 2011 ** **by Kathy Scott-Morris **

Educators must understand schools effectiveness plays a major role in determining a country economic success and predicting national growth. Schools effectiveness

An article, No Child Left Behind Funding Gets Big Increase in House Stimulus Bill, posted on civil rights.org February 2, 2009 by Antoine Morris announced, “With passage of the $819 billion economic stimulus package in the House of Representatives on January 28, the nation's primary and secondary schools could finally receive the level of funding under No Child Left Behind (NCLB) originally envisioned when the law was enacted in 2002.” What Happened to this Money?

The US Census Bureau reports poverty data from several major household surveys and programs. Despite research and availability of data reporting on increasing disparities in education of ethnic groups, educated men and women in position to make social transformation possible use their authority to place barriers into the development of a intellectual multicultural society. Why are we fighting the same battles? Why argue with facts that since 1965 ESEA authorization, 46 years later we are more of a //Nation at Risk//, and closing our eyes to moral standards in exchange for standardized educational funding results in brutal competitions that lack of ethical concerns for others. We live in a nation stricken with poverty, which allows most minority children to seek schools for limited provisional offerings of free breakfasts and free or reduced lunch Data, U.S. Census Bureau, 2010

Rose Garrett’s article, //NCLB Reauthorization: The New Blueprint,// provide an overview of new NCLB funding plans. “We have $4 billion for turning around our nation’s lowest performing schools,” said Secretary of Education Arne Duncan in his testimony before the House Education and Labor Committee. “This money targets the bottom 5% of schools, roughly 5,000 schools nationwide, including 2,000 high schools that, by themselves, produce about half of our nation’s dropouts.” Schools district in the lowest performing 5% have four options  Issues confronted in a low-socio economic environment not only address abuse of power, misuses of federal funds, but assistance to the congestion of OHI students inclusion within the same classroom. A Dissertation, //EDUCATING ADOLESCENTS IN THE CONTEXT OF SECTION 504 POLICIES: A COMPARATIVE STUDY OF TWO MIDDLE SCHOOLS,// by Martha Asterilla Taylor, provides research material for a clearer view to similar issues. Research undertaken by the Carnegie Council on Adoloscent Development in 1993.

Increasing enrollment totals threaten the intent of middle schools and the benefits to students served in them. Enrollment projections for grades 6-8 convincingly indicate that one-half million additional students will enter school. Their presence may impinge upon the sense of community fostered by small school enrollments. Speculatively, growth in enrollment totals will accelerate the need for solutions to issues of diversity, overcrowding, large class size, and outdated technology, particularly at the upper school levels. report entitled New Education Study Shows U. S. Schools Face Third Consecutive Year of Record Enrollment

__School teacher-pupil ratio: __Glass and Smith (1980) point out that how some students perform in schools is influenced by how many students are assigned to receive instruction from a given teacher during an instructional period. The number of students assigned to a teacher is identified as pupil-teacher ratio. This ratio also is identified as class size. theory that class size affects teachers & students performance

According to //Status and Trends in the Education of Racial and Ethnic Minorities// a statistical data research report published by nces.ed.gov, “In order to understand the status of minorities in this country’s education system, it is important to understand the relative size of each minority group, where they come from, and where they live.” In 2005, minorities made up one-third of the population. Between 1999 and 2000, Hispanics surpassed Blacks as the country’s largest minority group, while Asians/Pacific Islanders have experienced the largest rate of growth in the past two decades. Poverty and family structure influence a child's learning environment

__Ethnic groups__: Recently, Section 21 of the 1992 Amendments to the Rehabilitation Act of 1973 called for the establishment of the Rehabilitation Cultural Diversity Initiative (29 U.S.C. 718a). Acknowledged within this document was evidence of "a changing racial profile in which one of every three Americans will be either African American, Latino, or Asian American by the year 2000" [Sec 21. (a)(1)]. the notion of inequitable treatment of minorities

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">The United States has the highest documented incarceration rate in the world (743 per 100,000 populations).On January 1, 2008 more than 1 in 100 adults in the United States were in prison or jail. In 2008 approximately one in every 31 adults (7.3 million) in the United States was behind bars, or being monitored (probation and parole). In 2008 the breakdown for adults under correctional control was as follows: one out of 18 men, one in 89 women, one in 11 African-Americans (9.2 percent), one in 27 Latinos (3.7 percent), and one in 45 whites (2.2 percent).

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">The United States documented incarceration rate

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Poverty supports education