Educational Experiences and Needs of Middle School Students in Poverty.

Autor/inn/en	Peng, Samuel S.; Lee, Ralph M.
Institution	National Center for Education Statistics (ED), Washington, DC.
Titel	Educational Experiences and Needs of Middle School Students in Poverty.
Quelle	(1993), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Disadvantaged Youth; Economically Disadvantaged; Educational Attitudes; Educational Improvement; Educational Quality; Educationally Disadvantaged; Grade 8; Junior High School Students; Junior High Schools; Low Income Groups; Middle School Students; Middle Schools; Poverty Areas; Special Needs Students; Student Needs; Teacher Improvement; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Benachteiligter Jugendlicher; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Sonderpädagogischer Förderbedarf; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	Students in poverty areas still perform poorly on achievement tests, have high dropout rates, and are not receiving the kind of assistance they need. This paper reports the educational experiences and needs of middle school students in poverty. Specific topics include: (1) the distribution of middle school students in poverty by social background, community type, and geographic region; (2) educational opportunities for middle school students in poverty as measured by school characteristics, curriculum, teacher qualification, and special services; (3) deficiencies in student performance in school; and (4) educational emphases for the future. In addressing most of these topics, students in poverty are compared with less economically disadvantaged students. Study results do not show any significant differences in curriculum requirements and offerings; thus, no special effort would be necessary in that area. However, the study does reveal deficiencies in teacher qualifications for students in poverty. More qualified and experienced teachers, especially teachers with positive attitudes toward students, are needed in schools where students in poverty concentrate. In these schools, emphasis should be placed on programs for improved safety and discipline, teacher improvement, improved student attendance and classroom behaviors, and improved communication with parents including support to parents in teaching students what is right. (Contains 7 references.) (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01