Relationship between Poverty and Educational Outcomes

Relationship between Poverty and Educational Outcomes Children in Poverty:  Addressing Inequalities in Educational Outcomes Jodie Somerville The American Psychological Association (2007) asserts that socioeconomic factors and social class are fundamental determinants of human functioning across the lifespan including development. Levels of parental education, occupation and income are factors used to quantify socio-economic status and classify social class (Duchesne, McMaugh, Bochner Krause, 2013). Socioeconomic status (SES) is a recognition of the economic, environmental and education factors in the lives of parents, which affect educational outcomes of children. Often the relationship between SES and education focuses on those individuals living in poverty, the lowest tranche of economic privilege. Boston (2013) asserts that there are disparities evident in educational achievement between children from advantaged backgrounds and those experiencing deprivation. Students with higher family SES have higher educational achievement than students with lower family SES with a wide gap evidenced between the two (Thrupp, as cit ed in Boston, 2013). Those disparities and the inherent causes thereof will be outlined herein. Changes that may alleviate the effect of poverty on educational outcomes in New Zealand will also be highlighted. In particular, the need for a multi-faceted approach towards addressing inequalities in educational outcomes arising from poverty and SES. In 2012, 285,000 children in this country aged 0–17 years lived in poverty equating 27% of all New Zealand children (Craig, Reddington, Wicken, Oben Simpson, 2013). It is important to note that poverty rates for MÄ ori and Pasifika children are around double those for PÄ kehÄ /European children with evidence suggesting that MÄ ori and Pasifika children are almost twice as likely to be living in severe poverty and face a higher risk of remaining in poverty for extended periods of time (Boston, 2013). Major influences on the overall level of child poverty are changes in demographics, family structure, unemployment rates, benefit and retraining levels, childcare services and housing costs, all of which are influenced in broad terms by social policy and legislation to some degree (Davies, Crothers, Hanna, 2010). These factors have led to a rise in the cost of living particularly housing affordability, food and medical care (Boston, 2013). The changes have also seen low wages and relatively high taxes for low income families with family assistance programmes not sufficient to meet shortfalls for those in poverty (Every Child Counts, 2010). These aforementioned factors that give rise to poverty and low SES have subsequent health, cognitive and socio emotional outcomes which affect child development (Duchesene et al., 2013). The development of the child then in turn affects his or her educational achievement. The relationship between SES and educational attainment of children is evidenced in a New Zealand study by Fergusson and Woodward (2000). That study noted that children from higher SES backgrounds achieved university entrance rates five times higher (57%) than those of children from families of a lower SES (11%). Further, there is a statistically significant relationship between family income during the early years of a childs life and subsequent school completion rates and adults income with children from poorer families having worse outcomes (Gibb, Fergusson, Horwood, 2012). Boston (2013) cautions that although there is evidence of a strong correlation between the socio economic status of children and their education achievement, socio economic status in itself is not the only cause of poor educational outcomes. He asserts there other interlinking factors associated with SES, particularly factors prevalent in situations of poverty, that contribute to the educational attainment gap . The first aspect affecting educational achievement is family SES and income. Duchesne et al. (2013) state that children of low SES backgrounds often have poor nutrition, are exposed to environmental hazards and have inadequate access to healthcare. Boston (2013) highlights that limited finances place constraints on choices and opportunities for those living in poverty. This includes being able to afford nutritious food, access to primary healthcare and quality early childhood education, accommodation choices and providing for a stimulating home environment. The effects of poverty on educational outcomes are wide reaching. Poor nutrition can effect physical and mental growth and development and cognitive function. It can also result in lethargy and resultant decreased motivation to learn. Boston (2013) states that children from low SES backgrounds are likely to eat fewer healthy foods and have higher cholesterol intake than their peers in elevated socioeconomic circumstances. They are also much more likely to start the school day hungry and have little or no lunch. This reduces the child’s ability to concentrate and learn and generates negative behaviours. In New Zealand lack of access to health care for children living in poverty is linked to the high rates of otitis media, an infection of the middle ear particularly prevalent in MÄ ori children, which leads to hearing loss (Duchesne et al., 2013). Boston (2013) also notes that during their early school years economically disadvantaged children typically have less access to a variety of important learning resources such as books, newspapers and the internet. The second link between poverty and educational achievement are parenting factors. Bradley Corwyn (as cited in Duchesne et al., 2013) highlight a strong association between poverty, low levels of parental education and lower levels of school achievement for children. Parental education has an effect on interactions at home and the ways in which parents interact with their children (Duchesne et al., 2013). Children whose parents, especially mothers, have higher levels of education were more likely to be supported in ways that encouraged engagement in education including better resources. Overall experience in homes with lower levels of parental education was likely to be less with lower parental input (Duchesne et al., 2013). This is evidenced in activity levels and language use with parents in poorest families using only one third of the spoken language of other families when conversing with their children (Hart Risley as cited in Duchesne et al., 2013). Language is important to le arning and displaying knowledge at school. Parents own experience of education affects interactions with children including their ability to prepare children for school, their expectations and attitudes towards education. Parents from lower SES groups may value education but have little expectation for their children to excel. They may have little or no relationship or trust towards the school or teachers. This low level of expectation is linked with a negative orientation towards school, a sense of indifference and alienation from education and influences the attendance and participation patterns of children (Boston, 2013) making further schooling beyond what is compulsory less likely (Duchesne et al., 2013). Parents with low educational achievement were also less likely to provide cognitively stimulating enrichment such as trips to libraries or specialist classes such as music lessons for their children (Duchesne et al., 2013). The third link between poverty and educational achievement is stress. Families living in poverty encounter employment uncertainty, poor financial stability, transience and often live in substandard overcrowded accommodation in neighbourhoods where violence is prevalent (Duchesne et al., 2013). These conditions of hardship are contributors to parental stress, relationship difficulties and mental health issues (Boston, 2013). Both Duchesne et al. (2013) and Boston (2013) assert a correlation between stress and maladaptive parenting behaviours (including a higher incidence of neglect and maltreatment) and lower levels of warmth and responsiveness in familial relationships. This situation undermines a child’s sense of security and self-esteem, identified as factors that may provide some resilience for children at risk from poverty (Duchesne et al., 2013). Stress also contributes to learnt helplessness and feelings of powerlessness. Children living in stressful environments, partic ularly substandard accommodation and more likely to suffer illness that impacts on learning. The transient nature of low socio economic households also has damaging educational outcomes. A fourth connection can be made between school factors and educational achievement. In the same way that a childs school outcomes are not purely as a result of their individual characteristics but subject to wider family and environmental influences, there are influential factors within schools themselves and their interactions with families that affect educational achievement for low SES children (Duchesne et al., 2013). McLloyd, 1998 (as cited in Duchesne et al., 2013) suggests that teachers often perceive students ability and behaviour more negatively for those from lower SES circumstances. Children from poverty were less likely to receive positive attention and reinforcement for academic achievement possibly attributable to lower teacher expectation for those students. Duchesne et al. (2013) highlights that there are a number of ways in which the relationship between schools and their families and communities contribute to educational disadvantage. Firstly, children whose home ex periences fit the style of the school experience better educational outcomes than those who dont. Secondly, a division may exist and be maintained between home and school where the values of the school and home differ with home values of lower SES families, particularly ethnic minorities, perceived as less valuable. In line with that, differing communication styles of home and school also serve to create a barrier for lower SES children with misunderstandings and conflict between the two environments. Lastly the perceptions of and about minority groups, who are often over represented in lower SES families, may be stereotypically based in wider societal beliefs. This can be exacerbated by practices within schools that reject or marginalise those students. Overall, these school factors can lead to withdrawal and alienation from the education system and poor outcomes for disadvantaged children. It is clear that children from lower SES backgrounds experience poor educational outcomes. The challenge of policy makers and educators is to work together collaboratively to mitigate the effects of child poverty on the education of our most vulnerable citizens. A 2014 report by the Child Poverty Action Group entitled Our Children, Our Choice sets out a number of measures which it asserts will alleviate some of the effects of poverty on childrens education. Its first recommendation is to develop culturally appropriate measures of the cognitive, affective, behavioural and developmental needs of new entrants. This data could then be used to make funding allocations to ensure children in poverty receive meaningful, enjoyable and empowering experiences to address their disadvantage, not a narrow focus on standards. In line with that, the reports second recommendation was to abandon national standards as they have been found ineffective, disadvantaging poor children’s learning and teaching in low decile schools. The third recommendation is the provision a 100% government subsidy to the lowest decile secondary schools for NCEA and scholarship examination fees. It also recommends providing NCEA subject pathway guidance to tertiary study on entry to secondary school for all students. In particular, academic counselling and target setting to improve outcomes for Pasifika students and extension of kura kaupapa MÄ ori and wharekura to more communities. The Child Poverty Action Group report from 2014 also highlighted some social measures to mitigate some of the environmental disadvantage experienced by children from low SES homes. Its first recommendation in that regard was to provide free breakfast and lunch for children in decile 1-4 schools. It extrapolated on that with an assertion that low decile schools have multi-agency services on site which would include social workers, health workers, alternative education programmes and providers and teen parent units. The Child Poverty Action Group (2014) highlight the recommendations of the Expert Advisory Group on Solutions to Child Poverty which suggest solutions also include expansion of the positive behaviour plans and extension of school-local community collaboration initiatives. The report also recommended a reduction in class sizes in lower decile primary schools and providing salary incentives to encourage quality teachers into schools in areas of low SES. Its final recommendati on was to retain the decile funding system principles currently in place, which are based on need and equality of outcome. In conclusion, there is substantial evidence of the correlation between socio economic deprivation and low levels of educational achievement. Boston (2013) asserts that child poverty, especially when experienced in early childhood and/or when persistent and severe, has damaging effects which are twofold firstly to the individual child but secondly the wider society. Child poverty contributes to the large educational achievement gaps between children with different SES backgrounds. The Child Poverty Action Groups measures target investment of resources and interventions towards those of highest need. Boston (2013) notes that the goal of such interventions is not merely to assist the children and families currently experiencing situations of disadvantage, but also to break the intergenerational cycle of poverty and its effect on educational achievement. By ensuring that more of the children from current low-income families achieve educational success, this will translate to improved o utcomes for the next generation. Children whose material circumstances, quality of life and experiences are improved through a multifaceted approach aimed at reducing child poverty will enjoy greater choices, opportunities and success and have more favourable educational outcomes. REFERENCES: American Psychological Association Task Force on Socioeconomic Status. (2007). Report of the APA Task Force on Socioeconomic Status. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/pi/ses/resources/publications/task-force-2006.pdf Boston, J. (2013, May). Improving educational performance: why tackling child poverty must be part of the solution. Symposium conducted at the Poverty Impacts on Learning Conference, Victoria University, Wellington, New Zealand. Retrieved from http://igps.victoria.ac.nz/staff/team/Education and child poverty V4.pdf Child Poverty Action Group (2014). Our children, our choice: Priorities for policy. Retrieved from http://www.cpag.org.nz/assets/Publications/1-0 Our Children Our Choice Part 3.pdf Craig, E., Reddington, A., Wicken, A., Oben, G., Simpson, J. (2013). Child Poverty Monitor 2013 Technical Report (Updated 2014). Dunedin. New Zealand: Child Youth Epidemiology Service, University of Otago. Retrieved from http://nzchildren.co.nz/document_downloads/2013 Child Poverty Monitor Technical Report MASTER.pdf Davies, E., Crothers, C., Hanna, K. (2010). Preventing child poverty: barriers and solutions. New Zealand Journal of Psychology. 39 (2) 20-31. Duchesne, S., McMaugh, A., Bochner, S., Krause, K.-L. D. (2013).Educational psychology : for learning and teaching(4th ed.). South Melbourne, Vic.: Cengage Learning Every Child Counts (2010). Eradicating child poverty in New Zealand. Retrieved from http://www.everychildcounts.org.nz/resources/child-poverty/ Fergusson, D. M., and Woodward, L.J. (2000). Family socioeconomic status at birth and rates of university participation. New Zealand Journal of Educational Studies, (1), 25. Gibb, S. J., Fergusson, D. M., Horwood, L. J. (2012). Childhood family income and life outcomes in adulthood: Findings from a 30-year longitudinal study in New Zealand. Social Science Medicine(12), 1979. doi: 10.1016/j.socscimed.2012.02.028

The Importance of Respect in John Steinbecks Cannery Row Essay example

The Importance of Respect in John Steinbeck's Cannery Row Cannery Row is a novel John Steinbeck wrote after World War I. At first, the novel almost seems like a humorous book, written in a style commonly used by Steinbeck. The book has its main plot, but also has side chapters that periodically interrupt the main idea, which adds to the story. One would think that these side chapters are there to universalize the book, but in fact that is not true. The side chapters tell their own story, and they have a message that Steinbeck was clearly trying to show through his book. The novel has a main point about respect. In Cannery Row , Steinbeck is trying to say that respectability is the destructive force that preys on the world. Steinbeck uses his characters to tell this story about respect and its effect on society. The central figure of the whole book, Doc, better explains this point by saying, "It has always seemed strange to me . . . The things we admire in men, kindness and generosity, openness, honesty, understanding and feeling are the con comitants of failure in our system. And those traits we detest, sharpness, greed, acquisitive, meanness, egotism and self-interest are the traits of success. And while men admire the quality of the first they love the produce of the second" (131). In chapter three, the respect issue is brought up and is closely related to chapter four. Chapter three introduces Dora and her prostitutes. It also introduces a character named William, who is the bouncer at Dora's Bear Flag Restaurant. William finds out that the tight society of Cannery Row rejects him and laughs at him. William had no friends and no respect from others, so he thought that suicide was his only way out. Chapter four talks ab... ...s respect was at the lowest it had been in his life when he explained to Doc, "It don't do no good to say I'm sorry. I been sorry all my life" (119). Respect is something everyone wants in their society. If one is respected, it also brings on a self-comfort in that society. Mack and the boys showed that they had respect even though they were nothing more than bums. Doc always showed unselfish respect and was admired for that. Steinbeck does a perfect job of showing how respect from individuals has an affect on society. Cannery Row is a very humorous book, but it also has its points about respect hidden inside of it. One can find many places where Steinbeck shows the differences of respect in Cannery Row, and there are many more that are hidden in this humorous novel by John Steinbeck. Work Cited Steinbeck, John. Cannery Row, Viking Press., New York: 1973.

Manual Inventory System Essay

Manual Inventory System involves all concerns within its transactions, on how the staff would be able to maintain the current status of their inventory, whether adding, deleting, and ordering a stock, the manual process consumes too much time for the staff and rigid time to process a transaction every year, the demand for the computer based systems for the businesses just keeps on growing. Companies have improved their old system for ease of work in accessing files and organizing records. Converting their old system into a much efficient computerized system, this will have a great effect on the grocery; this also helps ease the work to the staff maintaining the inventory. This contains the proposed inventory system for the store. It contains diagrams, data flows and flowcharts that describe on how the system flows. The proposed system utilizes the best way to organize the database type of system and to improve the services of the people involve. 1 Manually carry the products in each store , but if you use the computer and the other can be used to facilitate the bringing of products will improve the workers who are making it but still no use, so the difficulty manual workers because they do it, but persistent level for its workers and also requirements of shops and companies. A point of sale inventory management system allows a business owner to have more than one business location and adequately keep track of inventory at each without being present. No more worries about employee theft or pricing inconsistency between one location and another. 2In order not to sink the sale of products and requirements are also always looking at each along with your wither to be rising in the sale without having to fooling. Well not to worry, the boss of the company of the product taken. The way in which an organization manages its inventory levels has a significant impact on that organization’s profitability. If an organization is unable to anticipate product demand they could find themselves with inadequate product to meet customers’ needs or in a different regard too much product that remains unsold in the warehouse. 3 Should not keep the  product in a warehouse to be wasted and should also always much makes it to facilitate the sale. This barcode is also added to the documentation used during manufacturing and when a component has been identified as necessary, assembly line workers or assembler can scan the part number or numbers that they need and the parts will be ordering for delivery the next day from the supply warehouse. 4 To know also if not level for the product and should be will disposed. Selecting business software for inventory control must be intensely analyzed. Any manufacturer, distributor, warehouse or retail operation knows that controlling inventory and inventory levels can make or break your operation. Selecting the right business software for your inventory control system will enable you to successfully manage and control your inventory levels and costs. The foundation of this is your inventory database. 5 Because I need to correct sells products to sink and not yet settled to the manufacture of products and a successful business. Customers are ordering from the store every other day , the store personnel distribute drinks nearly 60-80 stores within the said area. The store sold approximately 90-100 cases of beverages in normal days and as far as possible the day they sold nearly two hundred cases of beverages while on off peak days they only sell eighty cases. At the end of the day, the shop keeper checks their stocks of how many drinks will be available for delivery on the next day anyway. The shop keeper also checks the cash on hand with receipts released today that they provided made their courier delivery to their customers in their area. They will verify if the cash in hand is equal from all receipts issued for the entire day. 6 I need no unclaimed money from the products in the unified confidentiality. Automated inventory is a system of keeping track of inventory on a perpetual basis. This type of inventory control ensures items are accounted for and that inflow and outflow status is updated on a continual basis. Automated inventory may be implemented through things like vending machines or with inventory management companies. Based on controlling costs, automated inventory systems track each item or product used in production or retail sales through an inventory software system. When the minimum quantity of an item is reached, an order can be placed immediately and automatically to  restock that item. This process takes into account the time needed for an order to be placed and for the company to receive and restock the item. An inventory system of this type can ensure enough products are available for sale so that customers do not go elsewhere to buy it.

The Prince Questions - 1103 Words

Genesis Gonzalez Mr.Lee-5 AP European History 29 October 2012 â€Å"The Prince† Project Of the Qualities for Which Men, and Most of all Princes, are Praised and Blamed 1. Which qualities does Machiavelli say leaders will reap praise? Blame? a. Praise: courageous, merciful, faithful, religious, trustworthy, generosity, humane b. Blame: coward, miserliness, cruelty, treacherous, unbeliever 2. Which kind of qualities does Machiavelli recommend rulers to follow? Machiavelli recommends the rulers to follow the good qualities, unless needs to protect himself from a vice who would not lose the state for him or be prudent enough to escape a vice who would lose the state for him. Of Liberality and Miserliness 3. Why does†¦show more content†¦A prince is respected as well when he is a true friend and a true enemy, meaning that he sides with another prince against another with no reservation. A prince should show that he that he is a lover of talent and give recognition to men who have ability. He should encourage his subjects to be free in trade and reward them because they are benefiting his city or state by aggrandizing it. How Flatterers Should Be Avoided 13. What is the danger of flattery? The danger of flattery is that it is common that powerful men become self-absorbed, and wanting to defend yourself brings the danger of being despised. 14. How should a prince go about avoiding flattery? A prince should go about flattery by making men understand that telling the truth will not offend him. He should only let wise advisors speak to him and only when he calls for their advice. He should not listen to anyone else and be firm in his decisions. If the prince is kept from the truth, there will be punishment. Analysis: 15. Describe the ideal leader, according to Machiavelli. According to Machiavelli, the ideal leader has good qualities in him unless provoked and in need to protect himself. A leader should not be too generous because then he will become poor. 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