Sentences with phrase «poverty as a barrier»

New poll finds most teachers nationally see poverty as a barrier to learning in their school.

Nevertheless, leading scholars have powerfully refocused attention in recent years on the role of poverty as a barrier to teaching and learning.6 Ladd, H., Noguera, P., Reville, P., & Starr, J. (2016, May 11).

Not exact matches

Once these people have reached «moderate poverty» — average income between one and two dollars a day — then the worst is over; as long as the rich countries do not «advertently or inadvertently set snares along the lower rungs» with protectionist trade barriers and the like, these people should make steady progress, «even if it is uneven and sometimes painfully slow.»

Unfortunately, many parents face obstacles — such as those caused by stress, language barriers, geographic and social isolation, poverty, and their own adverse childhood experiences that leave them without a positive parenting model — that impacts their ability to fully support their baby's development during these critical years.

The UFT began its Community Learning Schools Initiative in 2012 as a way to help schools overcome the academic, social and emotional barriers that poverty creates for too many New York City students.

Electronic learning is revolutionizing education as we know it, but it can also be used to fight poverty and overcome cultural and linguistic barriers as we move towards a global community.

Poverty poses a variety of barriers to participation for many students, such as the cost of fees, equipment or instruments, uniforms, and transportation home after participation.

Children face barriers because of their parents» undocumented status, often related to poverty, fears of deportation, and more, while undocumented youth themselves face increasing barriers to social mobility as they enter adolescence and hope to obtain driver's licenses, afterschool work, and financial aid for college.

Community schools, or full - service schools, address the barriers to learning created by social problems, such as poverty, that affect students» home life and well - being.

Panelist Paul Reville, a Harvard University professor and former Massachusetts Secretary of Education, said a primary goal in Massachusetts during his tenure as secretary was to tackle poverty - related barriers to teaching and learning while ensuring all children had opportunities to learn and build the foundations for healthy, productive lives.

In a district where barriers such as poverty and lack of transportation have long inhibited access to enrichment activities, Meriden's leaders view the mere availability of such programs as a milestone.

What happens when warning systems point to barriers outside of the school's control — barriers such as transiency, family changes, poverty, immigration, addiction, mental health?

He uses the KIPP schools in one chapter as an example of strong culture and hard work overcoming the seemingly intractable barriers of poverty and low expectations.

Poverty is a barrier to learning in the classroom, according to a national poll of teachers, who also identified student behavior and a lack of parent engagement as problems in their school.

Other high - performing / high - poverty schools provide additional protective factors, such as restructuring into small learning communities and removing economic barriers to participation in various extracurricular activities.

This may be because poverty presents barriers — such as transportation — to attending other schools.

Recalling that the greatest barriers to academic success, as measured by standardized tests, are poverty, language barriers and special education needs, what do the Connecticut Mastery Tests Mean?

Since poverty and language barriers are obviously factors as to who approaches the lottery process and who does not, it is not surprising that the «open enrollment process» ends up with fewer poor students, fewer non-English language students and fewer students who go home to households in which English is not the primary language.

On the other hand, in Hamden, where poverty and language barriers are not as great as in New Britain, 54 percent of 4th graders are at goal in reading and 58 percent are at goal in math.

That is because poverty, language barriers and the need for special education services are the greatest predictors of academic success as measured by standardized test scores.

In a recent survey by the Council of Chief State School Officers of 46 state teachers of the year, 76 percent named family stress and 63 percent named poverty as significant barriers to student achievement.8 And in a Communities In Schools survey, 88 percent of teachers said poverty is a major barrier to learning.9 Additionally, a survey conducted by the AFT in spring 2015 highlighted the workplace stress that teachers face — stress that many educators believe impedes instruction and demeans the profession.

MIECHV funding makes it possible to serve families across the state, most of whom live below the federal poverty line (68 percent) and face other barriers such as low educational attainment (33 percent) or lack health insurance coverage (28 percent).

Unfortunately, many parents face obstacles — such as those caused by stress, language barriers, geographic and social isolation, poverty, and their own adverse childhood experiences that leave them without a positive parenting model — that impacts their ability to fully support their baby's development during these critical years.

When these barriers are not addressed, homeless children and youth often are unable to attend, or even enroll in, early childhood programs or school, which prevents them from obtaining the early care and education that is their best hope of escaping poverty as adults.

Not only migratory labour, but unemployment, poverty, HIV / AIDS and strained personal relationships disempower men and can act as barriers to men fulfilling the new fatherhood role (Desmond & Desmond, 2006; Mkhize, 2006; Montgomery et al., 2006; Rabe, 2007).

This support is particularly important in tribal communities, which disproportionately experience poor health outcomes associated with factors such as poverty, unemployment, substance abuse, and barriers to education.

Moreover, these efforts should begin early in development, as children are likely to benefit most from supportive home environments during the formative years of rapid language growth and learning.22, 62,63 Finally, interventions with parents that aim to support children's learning should attend to the cultural context of early development when working with parents from different backgrounds, and also consider the broader social context of parenting by attending to the barriers created by poverty and low parental education.