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Economic on Education Access among Children Affected by Low-Income Households: A Call to Action
Kaci Thomas, Dana Garner, Maya Guibeaux
School of Social Work
SOWK 701
Dr. Catherine Patteson Poehling
February 12, 2022
Abstract
The literature review and call to action examines the effects of economic status in correlation with educational access. A purposive sampling technique was used to select the sample of 490 participants. This study used a questionnaire survey to collect data from random selection to determine findings. The descriptives in the survey were used to compare how economics affect educational access. Other data collected were race and current salaries. Those factors could affect your economic status. Participants were selected at random. The participants were also anonymous. The IVs were not a predictor of what ethnicity or gender the participants would be. The study also looked at multiple sub-variables. It was determined that the sub-variables did not directly correlate to the DV of the study but could have a correlation to the IV. The majority of the participants were making either right at the poverty line or below. Only 26.4% of the participants make well above the poverty line. It was determined that further research should be done to determine accurate findings for the correlation between the sub-variables and the IV. [PCJ1]
Keywords: low-income household, racial disparity, education, poverty, minority communities
Economic on Education Access among Children Affected by Low-Income Households: A Call to Action
This study accumulates and examines available evidence on how economics affects low-income households’ access to quality education. This study breaks down the correlation between the economics of a low-income household and their access to grade A and grade B schools for their children. According to the National Center for Children in Poverty, 54% of low-income households have a single parent as the head of the household (Card & Giuliano, 2016). A sentence about your call to action. Should there be an intervention to support access to quality education for low income students? Funding? Teacher training?
Socio-Economic Status and Access to Quality Education
In most cases, low-income neighborhoods have low-grade schools and poor test results (Reardon, 2013). In modern research, we can see how schools in poverty-driven neighborhoods lack resources to better the schools in that neighborhood(Card & Giuliano, 2016). In the state of Texas, schools that have more than 80% of low-income students received an F from the Texas Education Agency (Chang, 2019). Schools in the wealthy regions of Texas received no less thana B (Chang, 2019).
The researchers seek to determine whether economics affect the educational access to certain populations, [PCJ2] especially the low-income earning families in Texas schools. If a difference in access is found, the researcherswill propose a solution to alleviating barriersto receiving Grade A or B school access for education[PCJ3] . Low-income households are faced with more challenges than none than households above x poverty line? (Reardon et al., 2012). Education access is just one challenge faced by low income households? (Card & Giuliano, 2016). The lack of proper education tools for those in poverty can create a cycle of repeated problems (Reardon, 2013). Knowledge is agateway to more opportunities (Wamba, 2010). A person gains knowledge from being educated (Simms et al., 2009).
The family structure of low-income households is one with one person adult working to earn money for the household (citation). In most instances, the earned money is little to cater to the household needs and provide the children with quality education (citation. This results in children receiving poor grades as they cannot have what is needed to access quality schooling (citation). However, a working two-person household would logically make more money than a one-person working adult household; that is not always the case (citation).We see the variation of working adults in a household by their ethnicities (Simms et al., 2009).
Race disparities are another issue that affects low-income households (citation[PCJ4] ). According to Simms et al. (2009), 30% of low-income households are Hispanic, 22% are African American. This data shows that these ethnic backgrounds face challenges every day because of the color of their skin. Among these ethnic groups, 72% of them have at least one working adult (Simms et al., 2009). Since race disparities are apparent in economics, they likely correlate with educational access (Crosnoe et al., 2016).
In an analysis study for schools across the country, it was shown that the poorest district in the state of Illinois received 22 % less in state and local funding for lower poverty districts (Camera, 2018). If schools are receiving less funding in certain districts, then the material provided to those students is inadequate compared to other districts (Eden, 2020). When a school is receiving inadequate resources, it may affect the students’ learning process because it affects the teaching process of the educators.
Methods
This study aims to culminate and assess available evidence onthe relationshipbetweenlow-grade schoolsand and low-income household neighborhoods or that the population of the school is 80% or more low-income(Card & Giuliano, 2016). [PCJ5] It also explores the family structure of low-income households.[PCJ6] The variation of the working adults in the household plays a part in the purpose of the study. It is a key factor because of its role in the economic aspect. Therefore, we must look at variables for the purpose of the study to find our conclusions.
Need to include the methods of the search, I’m copying the feedback from your first draft:
Need to include your methods:
Search terms
Database used
Parameters of search
Dates of search
Which authors were involved in search?
How many articles search yielded?
How many were included or excluded and why
Low-income household children often experience a poor education system unless they attend a charter school. Charter schools have been known to provide some extra calendar days in two core subjects (Eden, 2020). This allows for access to knowledge on these two core subjects for a longer period. Charter schools are usually non-profit organizations, and most government systems say that Charter schools are harmful to minorities. Although this is what politicians say, most minorities support Charter Schools. Especially in urban (low income) areas (Eden, 2020).
“Do Texas School Ratings Measure Campus Success or Student Poverty”
Schools with higher test scores and school grades normally include children from more affluent households (Chang, 2019). This statement gives the idea that there is a disconnect in equal educational access to children. For example, Schools with students from the more affluent households did not receive failing grades; nothing lower than a grade of B (Chang, 2019). The low-income students have challenges accessing grade A and B schools due to family structure and funding. They come from families where one individual is responsible for household obligations (Nord & Parker, 2010). The income earned is too little to allow them to access the grade A and B schools like the students coming from affluent households. This is a problem common with the minority groups that are comprised of African America and Hispanics.
School grades are based on statewide test results. If most of your students do not score a proficient or above, that is considered failing for the statewide assessment. In Chang’s article, we see the correlation between students of low-income households failing the statewide assessment vs. those who come from more economically stable households. Due to this correlation, it is evident that coming from a low-income household affects access to education because where a child goes to school is typically based on zones. If 80% of children in a school are low-income and those low-income students are failing statewide tests causing the school grade to be failing, then the educational access to that area is not a Grade A or B for the economic status of households in that area (Chang, 2019).
Racial and Ethnic Disparities among Low-Income Families
This study looks at how ethnicities affect the income being brought into households. It also discusses the educational access amongst different ethnic households that are low-income. In the study, we say that African-American households are then likely to be single-parent head households and be in poverty compared to white or Hispanic households (Simms et al., 2009). The article also points out how the racial disparities of low-income households affect other aspects such as educational attainment. In this society, the more you make, the easier it is to attain educational attainment because you can afford it (Simms et al., 2009). Without having some type of educational attainment, you can potentially create a repetitive cycle for children in that household.
A Call to Action
The group intends to use questionnaires to collect data from participants to be selected randomly. It intends to gather data from 490 participants from different ethnical groups comprising of the African Americans, Asian/Pacific Islanders, Hispanic/Latino, Whites or Caucasian. The selection process will consider gender equality through considering almost equal percentage of males and females. Also, the study will look into the number of participants from these ethnic groups have earned master’s degree, bachelor’s degree, and other certifications of education. The other group will comprise of participants from a single working adult household, two working adults’ household structure and two-person adult household but only one of the adults are working. Lastly, participants from other household structures.
From the research of the 490 random select participants, 487 responded to the questionnaire. Of the 487 that responded, 470 or 96.5% of the participants were African American. 4 or 0.8% of the participants were Asian/Pacific Islander. 9 or 1.8% of the 487 participants that responded were White or Caucasian.13 or 2.7% of the 487 participants that responded were of Hispanic/Latino decent. 10 or 0.2% of the 487 participants that responded were of other ethnicities or races. 94.3% of the participants were female and 5.7% were male. 54.7% of the participants have earned a master’s degree. 37.5% have earned a bachelor’s degree. 7.8 of the participants have obtained other certifications of education. 57.9% of the participants were part of a single working adult household. 35.6% were part of a two working adult’s household structure. 4.5% of the participants were part of a two-person adult household but onlyone of the adults is working. 1% of the participants had some other household structure.
This study shows that low-income students have limited access to grade A and B schools. The issue results from low income earned by families making it difficult to provide their children with quality education compared to affluent families. This calls for the government to fund the schools within the low-income households to ensure that students access quality education similar to one received by affluent children. The schools should be equipped with resources, technical expertise, and skilled teachers. Schools need to be judged by their effectiveness in educating all students, which is a significant step forward for disadvantaged children (Crosnoe et al., 2016). A well-designed accountability system will promote a willingness to use the available resources effectively and offer incentives for school faculties to work together to develop each child’s skills. This way, every child will be considered and have a chance to score better grades. The move could push for the strengthening of educational accountability through amending the NO Child Left Behind Act of 2001 (NCLB)(Reardon, 2013). Hence, it will be easy to make test score goals attainable as well as develop meaningful goals for all children, especially those from minority groups.
Conclusions
The study examined if educational access and economic status correlate with each other. It was determined that they do. Households that earned a salary above the line had more access to grade A or B schools. In our study majority of the participants did not have access to grade A or grade B schools, and a majority of participants were barely above the poverty line. Awareness was also made available because the sub-variables of the study can affect the IV. It has been known that gender and race often affect one’s salary off the table.[PCJ7]
Simms, M., Fortuny, K., & Henderson, E. (n.d.). The Urban Institute Liwf fact sheet. Retrieved November 29, 2021, from https://www.urban.org/sites/default/files/publication/32976/411936-Racial-and-Ethnic-Disparities-Among-Low-Income-Families.PDF.
Warren, L. (n.d.). In most states, the poorest school districts get less funding … Retrieved November 29, 2021, from https://www.usnews.com/news/best-states/articles/2018-02-27/in-most-states-poorest-school-districts-get-less-funding.
Whitehurst, G. J., & Croft, M. (n.d.). The Harlem Children’s Zone, promise neighborhoods, and the … Retrieved November 29, 2021, from https://aca.interfaith.issuelab.org/resources/9543/9543.pdf.
Nord, M., & Parker, L. (2010). How adequately are the food needs of children in low-income households being met?.Children and youth services review, 32(9), 1175-1185.[PCJ9]
Magnuson, K., &Shager, H. (2010). Early education: Progress and promise for children from low-income families. Children and Youth Services Review, 32(9), 1186-1198.[PCJ10]
Crosnoe, R., Purtell, K. M., Davis-Kean, P., Ansari, A., & Benner, A. D. (2016). The selection of children from low-income families into preschool. Developmental Psychology, 52(4), 599.[PCJ11]
Ludwig, J., Duncan, G. J., Gennetian, L. A., Katz, L. F., Kessler, R. C., Kling, J. R., &Sanbonmatsu, L. (2013). Long-term neighborhood effects on low-income families: Evidence from Moving to Opportunity. American Economic Review, 103(3), 226-31[PCJ12]
Wamba, N. G. (2010). Poverty and literacy: An introduction. Reading & Writing Quarterly, 26(3), 189-194.[PCJ13]
Lacour, M., &Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527[PCJ14] .
Reardon, S. F. (2013). The widening income achievement gap. Educational leadership, 70(8), 10-16.[PCJ15]
Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678-13683.[PCJ16]
Reardon, S. F., Valentino, R. A., & Shores, K. A. (2012). Patterns of literacy among US students. The Future of Children, 17-37.[PCJ17]
Chang, J. (2020, January 14). Do Texas School ratings measure student poverty or campus success? Low-Income Students and School Ratings. Retrieved November 29, 2021, from https://stories.usatodaynetwork.com/low-income-students-and-school-ratings/home/
Robb, D., Pickford, J., Rufo, C. F., & Eden, M. (2020, January 28). Issues 2020: Charter Schools Boost Results for disadvantaged students and everyone else. Manhattan Institute. Retrieved November 29, 2021, from https://www.manhattan-institute.org/issues-2020-charter-schools-benefits-for-low-income-minority-students.
| Item | Description | Instructor Comments | Possible points |
| APA formatting | Structure of APA and writing style is in line with APA 7th edition guidelines | Abstract is from previous proposal. Minor formatting to remove unnecessary spaces. Small edits to reference section – put in alphabetical order, capitalize journal titles, include DOI if possible. | 7/10 |
| Identify a hypothesis or research question | Identify a hypothesis or research question consistent with problem statement | This study aims to culminate and assess available evidence on the relationship between low-grade schools andand low-income household neighborhoods or that the population of the school is 80% or more low-income | 10/10 |
| Literature review | Include 15 citations from peer reviewed sources in the last 15 years and are appropriately noted to support hypothesis or research questions (suggested databases to search include Ebsco, ProQuest, Sage, and Taylor and Francis) | 9/15 | 6/10 |
| Identify variables | Student demonstrates conceptualization of studied concept as specific variables and notes independent and dependent variables as outlined by study. What level of measurement is being used for each variable? | Low income households and access to grade a schools | 10/10 |
| Identify study design | Student identifies specific study design type (e.g., call to action policy analysis, systematic review, descriptive study using secondary data, content analysis). | Literature review and call to action – this is not listed in the paper. It seems like there is some carry over from the previous human participants study. | 0/20 |
| Sampling procedure | What population was the focus of this study? Which sampling procedure or search terms were used and what was the rationale for this choice? How was the sampling conducted? | Need to include the methods of the search, I’m copying the feedback from your first draft: Need to include your methods: Search terms Database used Parameters of search Dates of search Which authors were involved in search? How many articles search yielded? How many were included or excluded and why | 0/20 |
| Identify measurement tools | Student describes how the variables will be measured (e.r., evidence-based measurement tools, grouping in themes (content analysis), Bardach’s eightfold policy analysis). Identify level of measurement for identified tools used. What is the reliability and validity for each tool? | Literature review and call to action | 20/20 |
| Overall | 53/100 |
[PCJ1]this looks like carry over from the previous research design, make sure to edit out any human participant research references unless you have obtained IRB approval.
[PCJ2]this is a little different than how you define it below. Choose which question you want to go with, below is a little more specific and may work better for the lit search
[PCJ3]consider moving this up to the intro
[PCJ4]add citation here
[PCJ5]is this is you original idea for research, no need for a citation
[PCJ6]I’m not sure how you will do this and the previous objective. Are these tied together? Are you looking for themes about family structure within the evidence about low SES households and quality education?
[PCJ7]this will be used for future assignments 2-4
[PCJ8]make sure to alphabetize for APA format guidelines
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