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Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Founded in 1988, Communities In Schools of Chicago is partnering in 2019-20 with 175 Chicago Public Schools and 200+ service providers to facilitate program and service connections that address students' needs – all at no cost to students or schools. Many of these services are basic but essential, from health services to arts enrichment to ...
This is holding back money from the schools that are in great need. High poverty schools have less-qualified teachers with a much higher turnover rate. [3] In every subject area, students in high poverty schools are more likely than other students to be taught by teachers without even a minor in their subject matter. [7]
An innovative new pilot program in Chicago will give 5,000 residents of the city $500 per month for a year as a way of helping them overcome poverty. Discover: 9 Bills You Should Never Put on ...
As of 1992, children were the largest age group living below the poverty line, [1] and around 1 in 5 children were affected as of 2016. [2] Child poverty is measured using absolute and relative methods. It is caused by many factors, including race, education, and family structure, but ultimately race correlates with these factors. There are ...
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
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Inadequate school funding has a disproportionate impact on low-income students and high-poverty schools. 14% of 4th graders at poor schools were at or above proficient in reading and 17% at math while in low poverty schools, more than twice as many were at proficiency or above in reading and 60% were for math.