Theeducation system has been faced with many problems. The issues in thesystem are the ones to be thought of in contributing to poorperformance by the students. School reforms have been put in place totry to mitigate this problem. However, these school reforms failbecause of focusing on too many issues and ignoring other criticalones that seem underlying. Therefore, the blame has been always onineffective teacher, low standards, and expectations of schools andthe society, and dysfunctional parents.
Allthese claims are valid and contribute substantially to the problem ineducation, and they are an issue for the school system. However,there is still a factor that is greatly ignored. This factor has anenormous impact on the system because it is growing bigger every day.This factor is poverty among students and their families. Manystudents are coming from families that have low income. The U.S.censors Bureau, nearly half of the US is living below the federalpoverty lines. It is a struggle for this families even to get theirbasic needs. Children from these families are at a disadvantage evenwhen it comes to learning (Brooks 87).
Povertyis a compound challenge that causes a lot of different problems tochildren and their families. This problem has caused manydifficulties especially to the south where it is more rampant. Manyreports have shown that among schoolchildren it demands immediateattention (Bok 176). However, this is not the case as poverty iscreeping in, and more families are finding it hard to develop fromtheir present conditions but still are in the low-income class.
Thiseffect is worsening as the middle class has been steadily decreasingsince the 1970s and is expected to continue declining. The result ofthis is that more privilege has been given to the high-incomestudents. In addition, the class inequity follows where thehigh-income students would be with other high-income students andlow-income students are expected to be with other low-incomestudents. This puts much pressure and discrimination to the poorstudents by from peers from wealthier families. In addition, it alsohelps to further the inequity brought by socioeconomics. As naresult, many problem arises one main one is the so-called schooleffect (Brooks 75).
Theschool effect is where schools that serve poor students offer lowquality and insufficiently financed options in education. For aconsiderable period, the federal government has ignored the factor ofpoverty in schools. It argues that poverty is a mega obstacle toachieve in schools whose larger proportion lives in poverty. It alsocontinues that schools can overcome poverty since students in othercountries who live in poverty do perform well. Therefore, the focusshould not be on that the students live in poverty but on theirperformance.
Inconclusion, children in poverty are disadvantaged than theircounterparts in high-income. This is because they report a greatnumber in absenteeism and are more likely to drop out of school totake care of their families. These students too are enrolled in lessfortunate school. Schools that have the lowest paid teacher areinadequately funded and in poorly maintained buildings. Thesestudents are also much more likely to be bullied by their wealthiercolleagues in their schools. Access to resources and opportunities islacking, or it is at the very minimal for this students. They aredenied privileges like engaging pedagogies, a well-stocked library,and even a dedicated school nurse. This privileges other childrentake for granted, privileges that would serve as a motivating factorto this students in order for them to perform well.
Itis saddening that little income in the family closely correlates withpoor performance of students in schools. Students from low-incomefamilies are the ones who are most likely to get lowest scores thantheir wealthier peers. In addition, when they do pass, they are lessliable to attend colleges. Even teachers who teach these students areunsure of what they should expect from them. In addition, they findthemselves in a puzzle of what to do differently in order to make atleast these students perform a bit better.
However,the poor and the wealthy have many corresponding values. Values likehow they both cherish education and the significance of hard work.However, child from a poor background is different than that whocomes from a wealthier background. These difference show themselveswhen the child undergoes schooling. If they were the same physically,socially, emotionally and mentally then the teaching methods used forthe wealthier students should bring the same exact result whenaccustomed to the poor children. However, this is not the case asstudents from poor back struggle with many issues. Children from poorbackgrounds struggle with engagement in school than their wealthierpeers. This is because they a substantial amount of differences thataffect and bring about their difference in performance (Edmundson167).
Childrenfrom poor backgrounds experience poor nutrition and health. Thisaffects their performance at school since it is harder for them toconcentrate and understand correctly. Poor people, in general, do notreceive adequate medical care. They eat less nutritious and are alsoless likely to excise. This condition affects a student’s abilityto listen and learn. It is said that intelligence is connected withhealth in which many times the poor students do not get.
Childrenof who live in a lower socioeconomic have a less vocabulary thantheir counterparts do in a better socioeconomic class. This may beone of the factors contributing to academic failure. A vocabulary isa mental toolkit that enables learning, memory, and cognition. Sincechildren from fewer fortunate backgrounds do not have a bigvocabulary, their learning may be slow a bit. This is because theycannot connect what the teacher is teaching, and it is difficult toidentify and assimilate ideas they read (Edmundson 76).
Thestudents in the lower income class also do not have the hope tolearn. Their attitude towards learning hinders them from moving upthe academic ladder. They associate the future with having more ofthe negative than the positive and have a feeling of helplessness.This majorly impairs their success not only in education but also inlife. Since they are poor, they associate themselves with lowerexpectation in life making them not to want more of what they have.
Inconclusion, children in the lower income families are not damaged orbroken but just have an unfortunate lively hood. In regards to thisthe children living in poor families they have a chance of making agood life only if they are considered and not neglected. Theirschools should be made up to date with libraries. This to give themthe motivation they need to perform adequately. Education is whatlevels the fields for the poor and the rich. So if it is allowed thepoor and in the standards and expectation required, then the quicklygrowing gap between the poor and the rich will be narrowed. Aconsideration of how to improve the learning of children in poorfamilies will indeed help in solving this big, big, educationproblem.
Aldridge,Jerry, and Renitta L. Goldman. CurrentIssues and Trends in Education.Boston, MA: Pearson/Allyn and Bacon, 2007. Print.
Bok,Derek C. HigherEducation in America., 2013. Print.
Brooks,Jeffrey S. ConfrontingRacism in Higher Education: Problems and Possibilities for FightingIgnorance, Bigotry and Isolation., 2013. Print.
Carl,John D. ThinkSocial Problems 2013.Boston, Mass: Pearson, 2012. Print.
Edmundson,Mark. WhyTeach?: In Defense of a Real Education., 2013. Print.
Keskitalo,Pigga, Kaarina Maeaettae, and Satu Uusiautti. SamiEducation.Frankfurt: Peter Lang GmbH, Internationaler Verlag derWissenschaften, 2013. Internet resource.