Education+-+Wiki+Example



**Education** is defined as "the knowledge and development resulting from an educational process" (Merriam-Webster). However, inequality of early childhood experiences and education produces inequality in ability, achievement, health, and adult success.

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**Causes related to inequality of early childhood experiences?** **Inequality in Achievement:** Children from low socioeconomic classes are more likely than their more affluent peers to be raised by parents who have completed fewer years of education, and to grow up in households that are less cognitively stimulating, which can negatively affect children’s cognitive and academic attainment (Moore et al., 2009). They are also more likely to attend schools that lack the resources and rigor of schools in more prosperous neighborhoods. **Inequality in Social and Emotional Development:** Poverty is also related to children’s social and emotional development. Children in poverty have a greater risk of displaying behavior and emotional problems, such as disobedience, impulsiveness, and difficulty getting along with peers (Moore et al, 2009). One explanation for the inequality in a child 's social and emotional development related to poverty is that poor children are more likely to be raised by single parents and to live in households where there is less parental supervision and more parental distress. Research finds that poor children are more likely to experience frequent moves and changes in family structure than more affluent children (Moore et al., 2009). In turn, children with such turbulent lives are more likely to have negative social and emotional outcomes than children whose lives are relatively stable. Another explanation for the influence of poverty on children’s social, emotional, and behavioral outcomes is that children in low-income families and neighborhoods may be less likely than children who grow up in more economically comfortable circumstances to be exposed to positive social norms in their lives and neighborhoods (Moore et al, 2009) In cities and towns where poverty is concentrated, rates of inter-personal violence tend to be higher, health indicators tend to be more negative, stress and overall psychological and emotional well-being tends to be substantially worse. These conditions influence academic and developmental outcomes (Nougera, 2011, 10). Without the resources to support children or a strategy to protect children from the harmful effects of dangerous and even toxic conditions in their communities schools can be overwhelmed. The inability to respond to the nonacademic needs of their students often compromises the ability of schools to meet the academic needs (Nougera, 2011, 10). **Inequality in Health:** National data indicate that poor health outcomes are more prevalent among poor children from birth onward. Poor children are more likely to be of low birth weight and to die in the first month of life than children who are not born into poverty. Infants living in poor households are more likely to experience food insecurity. In addition, children who are poor are at greater risk of experiencing accidents and injuries than children who are not living in poverty (Moore et al., 2009). Research finds that experiencing poverty during the first three years of life is related to substandard nutritional status and poor motor skills. Childhood poverty is also related to “age-normed growth stunting”(low height-for-age) and “wasting” (low weight-for-age), common indicators of poor nutritional status (Moore et al., 2009). Children who come from low socioeconomic families are more likely than other children to have chronic health problems such as asthma and anemia.






 * Nationwide 7,000 students drop out of school every day (1.3 million less graduates per year)
 * Relatively small number of persistently under-performing schools are responsible for more than half of the dropouts
 * Students 16-24 who come from the lowest quartile of family income are **//seven times more likel//**//y// to drop out than students from the highest income quartile
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Six million students comprising the lowest 25% of achievement are **//twenty times more likely//** to drop out than those in the top 25%

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">__**Costs of dropping out**__
 * **<span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 130%; text-align: left;">For dropouts **
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Diminish Opportunity to secure a job for a promising future
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Dropouts earn on average $260,000 less than high school graduates (lifetime)


 * <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**For Society**
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">If the dropouts from 2006 graduated, the **//US could have//** **//saved over $17B//** in Medicaid and expenditures for uninsured health care and expenditures for uninsured health care (lifetime)
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">If high schools and colleges were to raise the graduation rates of Hispanic, African American and Native American students to the levels of white students by 2020, the potential increase in personal income would add over $310B to the economy
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Increasing grad rates

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">(Alliance for Excellent Education)

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 140%; text-align: left;">NECAP: New England Common Assessment Program ("NECAP 2010")
 * <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">The NECAP tests are administered to students in Maine, New Hampshire, Rhode Island and Vermont as part of each state's statewide assessment program.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">NECAP tests are results used primarily for school improvement and accountability.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">NECAP tests are designed to measure student performance on grade level expectations.

<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">__**The following are results for Grade 3 Students in Fall 2010 (2010-2011 school year) in areas of reading and mathematics ("NECAP 2010") :**__ <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">School: Frenchtown School <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">District: East Greenwich <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Number of students who participated in testing: 83 <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Reading:** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">31% Proficient with distinction <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">59% Proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">6% Partially Proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">4% Substantially below proficient

<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Mathematics:** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">47% Proficient with distinction <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">59% Proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">8% Partially proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">4% Substantially below proficient



<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">*Frenchtown School reported 9 out of 83 students as being economically disadvantaged. According to the U.S. Census Bureau (2009), the median household income for East Greenwich, Rhode Island in 2009 is $90,495. The per-pupil expenditure for the East Greenwich School District is $14,086 and the District Property Value per Student is $1,002,895.24 [|("InfoWorks!" 2010)]

<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">School: Ella Risk School <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">District: Central Falls <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Number of students who participated in testing: 94 <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Reading:** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">5% Proficient with distinction <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">37% Proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">29% Partially proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">29% Substantially below proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 20px; text-align: left;">

<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Mathematics:** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">4% Proficient with distinction <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">25% Proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">25% Partially proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">46% Substantially below proficient <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 20px; text-align: left;">

<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">*Ella Risk School reported 81 out of 93 students as being economically disadvantaged. According to the U.S. Census Bureau (2009), the median household income for Central Falls, Rhode Island in 2009 is $33,520. The expenditure per pupil for the district of Central Falls is $14,347.00 and the District Property Value per Student is $196,417.72 ("InfoWorks!" 2010).

<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">The explanation for the differences in test scores are related to the quality of schooling and financial resources. Schools that enroll high proportions of students from minority or economically disadvantaged backgrounds suffer from a multitude of factors related to a decrease in fiscal and human resources. These schools tend to have a more challenging time recruiting and retaining teachers and suffer from high turnover rates. In addition, students who attend such schools are also less likely to be provided access to challenging curricula and have more of a focus on basic and vocational skills (Clayton 2011). As school budgets are tied to property taxes, the disparities in the income reflect upon the differences in NECAP test scores.



<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 150%; text-align: left;">**Head Start** **<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">What is Head Start? ** >>> <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Early Head Start**: prenatal-age 3 <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">home base option program --> teachers can visit homes to establish educational plan with family (National Head Start Association) ­­­ **<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Who is Eligible? ** <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">(Based off of RI Head Start Eligibility Criteria)
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Early childhood development program primarily serving at-risk preschool aged children and their families
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Launched in 1965, originally a 6-week catch-up summer school program
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Designed to teach low-income incoming kindergartners what they missed in preschool
 * <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Currently comprised of two programs: <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">** Head Start ** **:** ages 3-5
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Program run by the Administration for Children and Families within US Department of Health and Human Services
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Includes:
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Comprehensive education: focus on learning and student activities
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Health: screenings, health and dental checkups, hygiene
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Nutrition; meals and snacks provided
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Parental involvement: parent-teacher conferences, parents visit classes
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Family support services: social workers and teachers
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Allows children to grow mentally, socially, emotionally, and physically
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Nation’s leading investment in early childhood care and education
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">One of the longest running programs to address systemic poverty in the US
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">In the 2009-2010 school year, HS served 983,809 children and their families, and 133,878 in Early Head Start
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">As of 2005, served > 22 million children and families <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">As of 2005, served > 22 million children and families <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">


 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Children under 3 (EHS) or between 3 and 5 (HS) who live in RI,
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Whose Families income is at or below the federal poverty level
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">$22,350 during 2011 for a family of 4

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**//However,//** <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">(RIHSA) **<span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Is (E)HS Effective? ** <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Mixed results, but overall, YES
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">10% of funded for families above Federal Poverty Guideline
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Foster children who receive SSI or TANF benefits automatically eligible
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Students diagnosed with special needs (10% funding available)

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Early Head Start:**
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Children in EHS were lower in aggressive behavior
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Performed better in cognitive and language development
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Displayed higher emotional engagement of the parent
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Sustained attention with play objects
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Parents more emotionally supportive
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Provided more language and learning stimulation
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Read to their children more, spanked them less
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Strongest impacts shown in programs offering a mix of home-visiting and center-based services**

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Study in the Journal of Developmental Psychology published by the APA(APA) <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">** Head Start: ** > **Why?**
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Increased number of graduation rates
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Fewer grade repetitions
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Fewer children taking special education classes
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Higher vocabulary levels
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Better emotional development
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Reduced mortality rates of young kids
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Families moving out of poverty
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Significant impact on long-term outcomes of adults 19 years or older
 * <span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Variability within each program
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">National program made up many branches
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Teachers with varying degrees
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Some bus service, some mixed-home visits, some parental involvement
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Constantly evolving program
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Different mission
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Different goals
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Increasing budget
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Discrepancy in test reports
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Some assess for IQ, while others look for behavioral changes
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Hard to find a control group comparable to HS group

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 140%; text-align: center;">**A typical day at Head Start:** <span style="color: #800000; display: block; font-family: 'comic sans ms',cursive; text-align: left;">

<span style="color: #000000; display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">

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** <span style="font-family: Tahoma,Geneva,sans-serif;">Harlem Children's Zone : ** media type="youtube" key="7SYwR4yuv3A" height="315" width="560" align="center"

**<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Harlem Gems: **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Harlem Gems is an all-day pre-kindergarten program that gets children ready to enter kindergarten. Classes have a 4:1 child-to-adult ratio, teach English, Spanish and French, and run from 8 a.m. to 6 p.m. Harlem Children's Zone runs three pre-kindergarten sites, serving 200 children. <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">**Promise Academy:**The first Promise Academy, created in 2004, is a charter school with the mission to give the children in Harlem a well-rounded, high quality education. There are now three Promise Academies. The results from the Promise Academies show promise for the future for children who are in poverty. (Promise Academy Charter Schools)


 * <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">100% of third graders at Promise Academy I and II tested at or above grade level on the math exam, outperforming their peers in New York State, New York City, District 5, and black and white students throughout the state.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">In English and Language Arts (ELA), over 93% of Promise Academy I third graders tested at or above grade level, outperforming their peers in New York State, New York City, District 5 peers, as well as black and white students in New York State. (Promise Academy Charter Schools)

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**<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">College Success: ** **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Family Support Center: ** **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Asthma Initiative: ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">The HCZAI has enrolled 1,436 children since the program's inception. The program works closely with asthmatic children and their families so they can learn to manage the disease and lessen it's effects (Quane, 2011, 10). **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Participants have experienced: ** <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">(Promise Academies)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">626 HCZ after-school program participants are enrolled in college (Quane, 2011, 10)
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">254 students were accepted into college for the 2010-2011 school year, representing 90% of the high-school seniors.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">This incoming freshman class obtained over 6.4 million in scholarships and grants.
 * <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">In 2009-2010, the family support center staff served 152 families.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">99% of the families remained intact during this period
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">100% of these families received counseling at the individual, family, and/or group level.
 * **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Fewer missed days of school: **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Pre-test: 29.7% of children had missed school due to the asthma in the previous 14 days
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Forty-two months later, only 6.8% had missed school due to asthma in the previous 14 days
 * **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Fewer emergency room visits: **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Pre-test: 47.2% of children had visited the emergency room for treatment of asthma in the last three months.
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Forty-two months later, 16.1% of children had visited the emergency room for treatment of asthma in the last three months



<span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">The proposal to address the inequalities faced by children in education related to their disadvantaged socioeconomic status is based on the philosophy of comprehensive programs developed to address all areas of need in a child's life. It is critical that these programs intervene during childhood, as these years are the most crucial regarding a child's overall development. These comprehensive programs like Head Start and the Harlem Children's Zone place emphasis on: the importance of quality education, social and cognitive development, the development of a strong family support system, and the importance of addressing any health issues. With concentration on all of these areas, these programs can effectively prepare a child for achievement in adulthood and hopefully, break the cycle of poverty. <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">We agree with President Obama's initiative regarding the expansion of the Harlem Children's Zone Project and believe the program should be expanded beyond the 20 Promise Neighborhoods being implemented by the Obama Administration. <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">In addition, improvements can be made to the Head Start program regarding additional funding and higher teacher standards. Currently, 80% of funding comes from the federal government. In 2010, $7.2 billion was spent, and is projected that in 2011 $10 billion will be spent. The other 20% comes from "local matches" and "in-kind" services. It is important to increase awareness of volunteer opportunities, and hire more workers to find donations. <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">As found during the interview with a Head Start school teacher, the budget cuts are negatively impacting the effectiveness of the program. One classroom ran by South County Community Action was closed in 2010, and that same year they also stopped providing transportation for the children. This cut of transportation has resulted in several of the children being unable to attend class regularly, and therefore the program will not be as effective for them. <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">In regards to higher teacher standards, the National Research Council recommends every preschool teacher have a 4-year degree specialized in education related to early childhood education. In addition, teacher education and compensation strongly predicts the quality of teaching. 1:3 High School teachers have a 4 year degree. Also, the average kindergarten teacher salary is $48,874 whereas a high school teacher with a bachelors degree average $29,300.



__**<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Interview with Ms. Sue a Head Start classroom teacher: **__ **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">1) What is your experience of working with children who come from low income families? ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">I frequently find that parents from low socioeconomic classes treasure their children. I come from Jamestown which is a more affluent community and it appears to me that the children of these parents are just "trophies". The parents are very committed to their children. The children also do the best that they can and we provide a lot of nurturing. We are not just teachers, we are mothers, friends, and whoever we need to be for them. **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">2) In your opinion, what would be the greatest benefit for the children from the Head Start Program? ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">The family support is probably the greatest benefit. We provide two home visits each year, as well as two parent-teacher conferences. We listen to their issues and try our best to address their needs. The nutrition and health portion of the program is also very important, as the two meals that we provide for them may be the only meals that they eat throughout the day. **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">3) For the majority of the children in the program, how would you describe their parent(s) involvement? ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">We really push parent involvement. We understand that most of the parents do have jobs, and they do the best they can to be involved. We will sometimes send home projects for them to help their child with and we also have nightly functions throughout the year. **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">4) How effective do you think the program is for low-income children? ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">Very effective. Our ultimate goal is to help them prepare for kindergarten by developing their social skills and verbal skills. We teach them to behave appropriately and always in a positive way. We will never tell them "Don't do this or that". We will tell them how we want them to act always in a positive way. We often receive positive feedback from school programs that some of the children are involved with, and we also receive very positive feedback from the parents after the child's first month at Head Start. **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">5) In your opinion, are there are changes to the program that can be made to increase it's effectiveness? ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">It has been very difficult with the economy and budget cuts. We used to provide transportation in the form of buses for the families to ensure that the children would attend every single day. However, the budget cuts no longer allow us to do that, and we find that some families really struggle to get their child to the classroom due to the price of gas or lack of reliable transportation. We also are lacking in supplies for the children and therefore buy them ourselves. One classroom was also shut down last year because of the cuts.

<span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: center;"><span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">** 7th Grade Teacher Interview in Central Falls ** <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: center;">// “You need to plant seeds in order for kids to grow. If they’re uprooted, their growth is going to be stunted and their potential will be washed away” //


 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">**What is your experience with children who come from low-income families?**
 * <span style="color: #595959; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 110%; text-align: left;">They’re all different
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Some dropout some are determined to be successful
 * <span style="color: #595959; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Teaching is a communal effort
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">If the parents aren’t involved, it’s much more difficult


 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">** What changes do you think would be beneficial to address the dropout rate? **
 * <span style="color: #595959; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">More help in the classrooms from assistants
 * <span style="color: #595959; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 130%; text-align: left;">Providence uses City Year (an AmeriCorps program), Central Falls doesn’t
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Really helpful in tutoring before/after school, during lunch, grading papers
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Catches the kids borderline failing and gives them that little bit of extra help they need


 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">The permission to drug test
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">“Small window where you can hold the kids back but by 7th grade there is already so much negative influence”
 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Impressionable consequences for truancy
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">It’s either not addressed or students get detentions
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">When students don’t attend detention, there is no consequence


 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">** Have you taught in other school districts? How did it vary? **
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Newport, Middletown, Providence
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Huge degree of variability from class to class
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">“Kids are kids no matter where you go. There are developmental differences but they still have the same interests—who is dating who, what’s going on after school, stuff like that”
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">“The worst classes in Middletown are just as bad as those in Providence and Central Falls”
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">“The impoverished kids are definitely at a disadvantage because there is no solid foundation”


 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Why do you think the dropout rate is so high? **
 * <span style="color: #595959; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Lack of parental involvement
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Often when the kids come home from school their parents are still at work


 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Bounced around
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">different districts in different houses with different families


 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Lacking food or materials
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Sometimes it’s as simple as not enough pens and pencils to do their work
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Pencils are rationed-- school only provides 10 pencils per week
 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Language barrier
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Kids come from Puerto Rico, Dominican, Guatemala, etc and don’t know English well


 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Peer Influence/pressure
 * “gang mentality” à education isn’t important à “anti-school”


 * Class sizes
 * <span style="color: #000000; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">Not enough personal attention
 * Too many kids with not enough teachers


 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">** How many kids go though Head Start? **
 * <span style="color: #595959; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">It’s unclear
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">There is preschool in Central Falls public schools
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Students move in every year in the middle of grades
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">Kids who go to Head Start move out of Central Falls
 * <span style="color: #000000; display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 120%; text-align: left;">By 7th grade, it’s hard to tell


 * <span style="font-family: Tahoma,Geneva,sans-serif;">** Is there anything else you would like to add? **
 * <span style="color: #595959; font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">The school system isn’t collaborative
 * Because teachers have been fired, everyone is looking out for her/himself—don’t want to be thrown under the bus
 * Becomes a competition with colleagues rather than collaboration—everyone is trying to one-up to keep their jobs
 * Therefore, focus on NECAP scores more than the curriculum learning


 * Losing battle
 * Only about half the time am I laughing, being inspired, and proud of my kids
 * Disheartening and disillusioning à easy to get burnt out

<span style="color: #800080; display: block; font-family: 'Comic Sans MS',cursive; font-size: 200%; text-align: center;">References <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">1. Barnett, Steven & Hustedt, Jason. (2005).“Head Start’s Lasting Benefits.” //Infants & Young Children.// Volume 18, No 1, pp. 16-24. Retrieved from [] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">2. Barnett, Steven. (2003). “The Battle Over Head Start: What the Research Shows.” National Institute for Early Education Research. Retrieved from [] 3."Basic Head Start Facts." (2011). National Head Start Association. Retrieved from <span style="font-family: Tahoma,Geneva,sans-serif;">[] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 120%;">4. “EHS Home Base Program Option.” SETA Early Head Start. (2007). Retrieved from [] <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">5. "Eligibility Information." (n.d.) Rhode Island National Head Start Association. Retrieved from [] //6. High School Dropouts in America//. (2009). Fact Sheet, Alliance for Excellent Education. Retrieved from [] <span style="display: block; font-family: Tahoma,Geneva,sans-serif; font-size: 130%; text-align: left;">7. Clayton, Jennifer. 2011. "Changing Diversity in U.S. Schools: The Impact on Elementary Student Performance and Achievement." //Education and Urban Society, 43, 671-695.// 2. Education. (n.d.) In Merriam-Webster Dictionary online. Retrieved from [] <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">8. Moore, K., Redd, Z., Burkhauser, M., Mbwana, K., Collins, A. (2009). "Children in poverty: Trends, consequences, and policy options." // <span class="wiki_link_ext">Child Trends: Research Brief//, 1-12. //Child Trends//. Retrieved from http://www.sp2.upenn.edu/ostrc/docs/document_library/cci/Children%20in%20Poverty/Children%20in%20Poverty%20-%20Trends,%20Consequences,%20and%20Policy%20Options%20-%202009.pdf. <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">9. NECAP Results, Reports, and Interpretation Guides. 2010. //Rhode Island Department of Elementary and Secondary Education.// Retrieved October 31, 2011 from http://www.ride.ri.gov/assessment/results.aspx <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">10. Promise Academy Charter Schools. (n.d.) The Harlem Children's Zone. Retrieved from http://www.hcz.org/programs/promise-academy-charter-schools <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">11. Statewide Funding and Resources Data. 2010. //InfoWorks Live! A Rhode Island Education Data Initiative.// Retrieved from http://www.infoworks.ride.gov/funding-and-resources/statewide-data <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">12.United States Census Bureau. 2009. //2005-2009 American Community Survey 5-Year Estimates// [Data File]. Retrieved from [|http://factfinder.census.gov/home/saff/main.html?_lang=e]n <span style="display: block; font-family: tahoma,geneva,sans-serif; font-size: 130%; text-align: left;">13. Quane, James and Wilson, William. 2011. "All Together Now, One by One." //Pathways, Summer, 9-13.//

**<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">University of Rhode Island - Fall 2011 ** **<span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Children and Families in Poverty HPR310/HDF434H **
 * <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">Alison Wisher & Stephanie Marsh **