Poverty and Potential: Out-of-School Factors and School Success

Autor/in	Berliner, David C.
Institution	Arizona State University, Education Policy Research Unit; University of Colorado at Boulder, Education and the Public Interest Center
Titel	Poverty and Potential: Out-of-School Factors and School Success
Quelle	(2009), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Poverty; Federal Legislation; Ethnic Groups; Academic Achievement; Performance Factors; Barriers; Achievement Gap; Social Differences; Latchkey Children; Educational Assessment; Educational Indicators; Social Class; After School Programs + Suchen Sie Ihr Suchwort? Armut; Bundesrecht; Ethnie; Schulleistung; Leistungsindikator; Sozialer Unterschied; Schlüsselkind; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Social classes; Soziale Klasse; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	The U.S. has set as a national goal the narrowing of the achievement gap between lower income and middle-class students, and that between racial and ethnic groups. This is a key purpose of the No Child Left Behind act, which relies primarily on assessment to promote changes within schools to accomplish that goal. However, out-of-school factors (OSFs) play a powerful role in generating existing achievement gaps, and if these factors are not attended to with equal vigor, everyone's national aspirations will be thwarted. This brief details six out-of-school factors (OSFs) common among the poor that significantly affect the health and learning opportunities of children, and accordingly limit what schools can accomplish "on their own": (1) low birth-weight and non-genetic prenatal influences on children; (2) inadequate medical, dental, and vision care, often a result of inadequate or no medical insurance; (3) food insecurity; (4) environmental pollutants; (5) family relations and family stress; and (6) neighborhood characteristics. These OSFs are related to a host of poverty-induced physical, sociological, and psychological problems that children often bring to school, ranging from neurological damage and attention disorders to excessive absenteeism, linguistic underdevelopment, and oppositional behavior. Also discussed is a seventh OSF, extended learning opportunities, such as preschool, after school, and summer school programs that can help to mitigate some of the harm caused by the first six factors. (Contains 7 figures, 6 tables, and 157 notes.) (ERIC).
Anmerkungen	Education Policy Research Unit. Arizona State University, Division of Advanced Studies in Education Policy, Leadership, and Curriculum, Mary Lou Fulton Institute and Graduate School of Education, P.O. Box 872411, Tempe, AZ 85287. Tel: 480-965-1886; e-mail: epsi@asu.edu; Web site: http://epicpolicy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10