Education Week: A Community Unites to Send Low-Income Kids to College

Education Week: A Community Unites to Send Low-Income Kids to College Full Article

                             Matthew Lynch | November 4, 2016

Key Issue:  In the heart of Portland's Rockwood neighborhood sits Alder Elementary, where approximately 20% of students are homeless, 100% of students are on free or reduced lunch, and more than 60% are English language learners. This school has consistently ranked in the bottom 15% in the state. Even in the face of such challenging poverty and language-related barriers, Alder students and staff continue to amaze our community and beat the odds by holding the title of fastest improving school in the Reynolds School District. 

Passion Counts: The “I Love” Admissions Essay

• Passion Counts: The “I Love” Admissions Essay
• Rethinking Schools - by Linda Christensen – Fall 2016
• Article Link

Educators Dipping Into Their Own Pockets To Help Fill Funding Gaps

• Educators Dipping Into Their Own Pockets To Help Fill Funding Gaps
• NeaToday - by Tim Walker on November 30, 2016
• Article Link
• Key Points: This article examines a very important issue in education that seems to be relevant year after year: funding. The author takes into consideration outside barriers as well as poverty levels throughout schools. He also takes a look at how many students do not have year-round access to books as well as how high quality teachers aren’t being retained and how educators continue to spend their own money for school supplies and classroom needs.
• Relevance: This article is very relevant to myself and others in this program as the majority of us are beginning teachers with a large debt to be paid back. Many school districts were recently awarded large bonds which will help immensely for future schools and classrooms. From my personal experience, I have already dug into my pockets to pay for small classroom needs. I think it’s vital that as newcomers we don’t shy away from these issues, that we voice our opinions at union meetings and advocate for funding for our classrooms and schools.

My Lesson From White America

“These days, economic forces are conspiring to make the stories of many of my white Oregon students more similar to those of my Latino students”

Key Points: The author takes on the topic of “white privilege” from the viewpoint of a professor who, after reading the journal assignments of white students, recognizes that many of them have had the same struggles as members of the latino community. These struggles include overworked parents, poverty, and discrimination. “You’re supposed to be able to make yourself rich, and if you can’t, it’s your own fault.” But still, you’re white.

Audience: Teachers, administrators

Relevance: We need to consider that there are stereotypes about whites that can be damaging as we instruct and mentor our students.

Why Open a School? To Close a Prison

Why Open a School? To Close a Prison

TEDxColoradoSprings 
Filmed Nov 2015
7:10 

Key Points: Nadia Lopez founded the Mott Hall Bridges Academy in 2010 to offer quality instruction to a community of children in a disadvantaged area of Brooklyn, NY. The challenges this middle school faces are common to schools all across the United States. These include poverty, lack of funding, exposure to violence and gang involvement at an early age. She talks about the importance of cultivating dynamic, successful teachers and motivating students to become scholars.

One of her scholars was interviewed by Brandon Stanton founder of the blog, “Humans of New York.” This exposure led to 1.4 million dollars (!) of donations to the school to be used for university visits, summer steam programs and college scholarships.

Student Poverty is a Barrier

http://www.edweek.org/ew/articles/2016/05/11/student-poverty-isnt-an-excuse-its-a.html?qs=critical+perspectives+in+education

Rosa Parks Elementary Higher Test Scores

• Two takeaways from Rosa Parks Elementary's higher test scores: Editorial Agenda 2016
  

Portland Elementary School Bans Homework

• Portland Elementary School Bans Homework
• By Betsy Hammond, The Oregonian/OregonLive, September 9, 2016
• Website Link Here

Teaching in High Poverty Schools

How do we Keep Teachers in High Poverty Schools?

Response: 'Teachers Don't Leave High-Poverty Urban Districts; They Are Exiled'

The combination of poor management, under prepared students, and lack of sufficient resources makes teaching in high poverty schools very difficult and frustrating. I like this article because I have seen this situation happen myself where good teachers want out of a situation where they feel they are ineffective and are unhappy. The article lists some areas to be addressed, including a lack of social-emotional services. This seems to reflect basic needs not being met including nutrition, safety, and mental health, especially in high crime areas where there is the concept of the school to prison pipeline.  Other areas to improve are resources, parent accountability, resources, professional learning, and teacher support. Unfortunately in these schools the teachers are often under a lot of pressure for results but don't feel supported or valued. In fact, they often are the recipients of blame for the lack of success of the student for not doing enough to help them. Over all, it takes a very dedicated teacher to stay in a situation like this and not move across town where they will have an easier job for the same pay. This is a situation that really needs attention and improvement. I think most teachers  want to make a difference but if they don't feel like they can and don't get the support that they need, they won't stay in the schools that need them the most.

Brain Development / SES / Poverty

"Family income, parental education and brain structure in children and adolescents"

Nature Neuroscience and Nova Next (PBS), Allison Eck, 3/31/2015

NovaNow Link: http://www.pbs.org/wgbh/nova/next/body/stress-from-poverty-decreases-child-brain-sizes-even-at-birth/?utm_source=facebook&utm_medium=pbsofficial&utm_campaign=nova_next

Nature Neuroscience Link: http://www.nature.com/neuro/journal/vaop/ncurrent/full/nn.3983.html#access

I believe this article is a very important reading for educators! This article points to the issues of brain development and socioeconomic status (SES). The researchers have found and argued that brain development is affected by the SES of the person. This research may point to more importance and need in prenatal and early childhood development focus among those families of poverty.

Here is a quote from the journal: "Among children from lower income families, small differences in income were associated with relatively large differences in surface area, whereas, among children

Study Reveals Shocking Effect Of Poverty On Children's Brain Development

       By Caroling Gregoire       The Huffington Post

       March 30, 2015

      http://www.huffingtonpost.com/2015/03/30/brain-development-poverty_n_6968758.html?cps=gravity_2443_4648557740919786609

        While it's been well known that children from affluent households have an advantage over their peers from low income families, we don't know all the factors that cause this advantage. This article discusses research which has discovered a physical difference in brain size. The findings, published in the latest issue of Nature Neuroscience, are the result of  research conducted at 9 different universities across the country.  1,100 individuals ranging in age from 3 to 20 years old were studied and the results revealed a strong positive association between family income and brain surface area, largely in those brain areas that are linked to skills instrumental in learning and academic.

The "Top" Rated Elementary Schools in Oregon?

Best Public Elementary Schools in Oregon

Niche.com/ March 2015 Url: https://k12.niche.com/rankings/public-elementary-schools/best-overall/s/oregon/

Relevance: school ratings Audience: public, parents

       I am often intrigued when I see the "rating" lists that come out in news and blogs. Generally, I like to look at them so I can see where the schools in the neighborhood fit and I feel fortunate that the schools where my son will go not only get rated well, but I know as an educator they are good schools. Quickly after looking at the neighborhood school I look with great skepticism at the ratings. This rating came out recently via a feed on my Facebook page by a website group called Niche (https://k12.niche.com).
       I found there information to be heavily biased to high socioeconomic status areas and schools in metro/suburban areas. When looking at the data they provide one might only think you have a great school if you are in Lake Oswego, West Linn, or more affluent areas of Beaverton. There are so

Hunger in Schools

A Whopping 76% Of Teachers Say Kids Come To School Hungry. Here's What's Being Done

In Huffington Post Education
By Eleanor Goldberg
March 4, 2015  

Click Here for Article

 Key Points

This article is written in conjunction with a recent survey done by No Kids Hungry. It focuses on the importance of proper nutrition for students and shows a shocking result that more than half of public school students are from low income families.  It touches on the social aspect of free lunches and why so many students refuse services for fear of judgement from peers or inability to get to school during breakfast hours. The article finds that schools that serve lunch at the beginning of class in the classroom ease these pressures and give students a higher chance of success both physically and emotionally in learning environments. The video is published by No Kids Hungry and is related to the article posted by Huffington Post Education.

Intended Audience

The intended audience of this article is educators, teacher researchers, lawmakers, and policymakers.


Relevance

This really tied together a few points for me especially in relation to the Iceberg Model and understanding that what we often see as educators is just the surface of matters that are deeper than that. Hunger is something that isn't always visible. Yes there is a physical aspect of it (weight and malnutrition) but there's also an emotional aspect that isn't present to the blind eye. Hunger becomes an emotional hindrance in learning and a very serious, and real one at that. It also raises the ethical question as to whose responsibility is it? Ultimately it's the parent or guardian who plays the sole provider but what happens when that isn't the case and those needs are being met? I just wonder how we as educators and teacher researchers can help alleviate the pressures that hunger in students bring to learning and what options are there to ensure that students don't lack basic needs?

Countries With The Widest Gap Between Rich And Poor

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24/7 Wall Street
December 6, 2011 at 6:30 am
http://247wallst.com/2011/12/06/countries-with-biggest-spread-between-rich-and-poor/

'“In OECD countries today, the average income of the richest 10% of the population is about nine times that of the poorest 10%,” the study reports. And in many of these countries, income inequality is increasing as more and more wealth is concentrated in the hands of the rich.'

10. New Zealand       9. Australia       8. Italy      7. United Kingdom       6. Portugal

5. Israel         4. United States      3. Turkey        2. Mexico        1. Chile

Read more: Countries With The Widest Gap Between Rich And Poor - 24/7 Wall St. http://247wallst.com/2011/12/06/countries-with-biggest-spread-between-rich-and-poor/#ixzz1fsKDf34r

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Helping with Homelessness in School and Out

Article Author name(s): Helena Holgersson-Shorter
Title of article: Helping with Homelessness in School and Out
Title of journal: Teaching Tolerance
Date of publication: Fall 2010
Volume of the journal: Thirty eight

http://www.tolerance.org/magazine/number-38-fall-2010/helping-homeless-school-and-out

Summary: Poverty and student homelessness.
Topic: Schools and teachers can help homeless students by proving information and resources.
Introduction: A large number of students in this country are defined as homeless, and the figure is very likely significantly under reported. This article addresses the ways that teachers can relate to students and help provide resources. Teachers should build relationships so they can be part of the solution.
Intended audience: Educators, parents, students.
Key Points: During the 2006-2007 and 2008-2009 schools years, the nation saw a 50% increase in student homelessness. Homeless students are thinking about survival (lack of food, shelter, clothing, social anxiety, etc.) and not focusing on cognitive development. NCLB provides each school district must have a “homelessness coordinator”, must allow student to enroll without a permanent address and must provide transportation to and from schools that accommodates a “highly mobile” student. When their home is an uncertain place, with teachers and in school is where homeless students often feel the most secure.
Relevance: A huge number of students are affected by not having a consistent place to live, and often suffer the effects of great poverty. Teachers in most all communities will be able to relate to this article and see that it is a prevalent issue among students.