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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.
Trauma-informed education has been termed a social justice imperative by some academics owing to the disproportionate impact of childhood trauma on marginalized communities including low-income communities, communities of color, sexual and gender minorities, and immigrants. [121]
Flags for the U.S. and the U.S. Department of Education fly outside the Department of Education building in Washington, D.C. Credit - Erin Scott—Bloomberg/Getty Images Today, Black students ...
The Elementary and Secondary Education Act (ESEA) was passed by the 89th United States Congress and signed into law by President Lyndon B. Johnson on April 11, 1965. Part of Johnson's "War on Poverty", the act has been one of the most far-reaching laws affecting education passed by the United States Congress, and was reauthorized by the No Child Left Behind Act of 2001.
The U.S. Census Bureau recently released alarming data: Poverty nationwide rose for the first time in 13 years, affecting more than 37 million people across the U.S. But the challenge is ...
Each nation has its own threshold for absolute poverty line; in the United States, for example, the absolute poverty line was US$15.15 per day in 2010 (US$22,000 per year for a family of four), [22] while in India it was US$1.0 per day [23] and in China the absolute poverty line was US$0.55 per day, each on PPP basis in 2010. [24]
Effects on health and development cause lifelong problems and lower educational outcomes, and food insecurity can also be caused by child poverty. The United States government has put in place programs using tax credits and transfers. There are also community programs that have impacted specific communities that have high child poverty rates.
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.