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RESULTS is a US non-partisan citizens' advocacy organization founded in 1980. The organization aims to find long-term solutions to poverty by focusing on its root causes. It lobbies public officials, does research, and works with the media and the public to fight hunger and poverty. RESULTS has 100 U.S. local chapters and works in six other ...
Poverty, by America received critical acclaim upon release. [4] Kirkus Reviews wrote positively about Desmond's policy proposals, describing the book as a "clearly delineated guide to finally eradicate poverty in America." [3] Booklist and BookPage similarly praised the book, singling out Desmond's solutions as a highlight.
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.
The Education Amendments of 1972 made several changes to the American education system, including the implementation of Title IX, which prohibits discrimination on the basis of sex in schools that receive federal funding. The Department of Health, Education, and Welfare developed a detailed list of regulations that school systems were required ...
Through Goal 4 (SDG 4), the United Nations seeks to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all." [ 13 ] As of 2017, the UN reported that despite that more children in the world are attending school than ever before, millions of children still do not meet standard levels in math and reading.
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President Lyndon B. Johnson signing the Civil Rights Act of 1964 on July 2, 1964. The Great Society was a series of domestic programs enacted by President Lyndon B. Johnson in the United States from 1964 to 1968, with the stated goals of totally eliminating poverty and racial injustice in the country.
Numerous sources also found that students, especially those in rural and low-income areas, struggle to maintain consistent access to the technology needed for virtual learning. School-aged children below the federal poverty line at 26% less likely to have access to both internet and a computer than students above the federal poverty threshold. [18]