Sentences with phrase «when children live in poverty»

Furthermore, today children are more likely than people of any other age group to live in poverty, and, as Mintz explains in such excellent detail, it has always been true that when children live in poverty both their physical and social needs are apt to go unmet.

Not exact matches

But at a time when ever more American children are living in poverty, better schools remain the most powerful anti-poverty tool available.

Home visiting programs are generally more effective when services are provided to the neediest subgroups in a population (e.g., parents living in poverty, with psychological difficulties or children with disabilities) and when participants are fully involved in the intervention.

«At a time when there are over 3.7 million children in the UK living in poverty, and families already hit hard by the Coalition Government's economic and social policies, it is scandalous that parents now face an additional, unacceptable tax on their children's learning.»

«When half the children in our major upstate cities are living in poverty, how can the Governor possibly justify giving more than half of his projected $ 2 billion surplus to the state's millionaire and billionaires through dramatic reductions in the estate tax and tax breaks for big Wall Street banks,» said Ron Deutsch, Executive Director for Fiscal Fairness.

Intervening on Work and Pensions Secretary Iain Duncan Smith in the Commons, his Labour shadow, Helen Goodman asked: «Could you explain to the House why cutting tax credits for large families is a fair thing to do when it will be concentrated... on families where children are living in poverty, on Roman Catholic families, on Catholics from other minorities.

But she also admits there is an impact on learning when almost half of the children in Syracuse are living in poverty.

When broken down by race, non-Hispanic white children had the largest change in terms of living in high - poverty neighborhoods.

By 2003, when the national child poverty rate had fallen to 17.6 percent, approximately 54 percent of children of immigrants lived in families with incomes under twice the federal poverty level, compared to 36 percent of children of native - born parents.

Having had children — particularly early in life — and a dysfunctional romantic relationship are the two most frequently cited reasons when low - income mothers are asked about why they find themselves in poverty.

I feel successful when I look at my kids and see how far they made it, especially when many of those kids are homeless, are foster children, and are living in poverty.

Fifty - one percent of children in public schools live in low - income households, and when poverty levels exceed 50 percent, there's a significant drop in academic performance across all grade levels.

However, when one looks at the Census data for those two towns it is apparent that Salem has a higher percentage of students living in poverty and higher percentages of children eligible for free lunch and that Harrison has more students eligible for reduced lunch.

When I walk in this room, I think about what if the 100 people that were here were children living in poverty in the United States?

These efforts are largely unstudied, however, and they are also small when set against the magnitude of the need, serving thousands of children at a time when close to 11 million children and teens in the U.S. live below 100 percent of the poverty level.

All of which continues to miss the point: The real issue, especially when it comes to children living in poverty, is whether all students have access to good schools regardless of whether they are charters, District schools, parochial, or private schools.

This is distorting the impact of the premium and adding extra workload on to schools at a time when school budgets are being pushed to breaking point by the need to step in and help children living near or below the poverty line.

While parents are responsible for getting their children to school every day, schools and communities need to recognize and address the barriers and challenges that may inhibit them from doing so, especially when they are living in poverty.

When the Census Bureau factored in healthcare and other child - rearing costs, it calculated that 56.7 percent of all U.S. children live near poverty.

According to federally funded research, students who are living in poverty, are learning English as a second language, and are from racial and ethnic minority groups are 250 percent less likely to be identified for, and served in gifted programs, even when they perform at a comparable level to children in the program.

In terms of achievement, charter schools do not serve similar proportions of students living in poverty, bilingual children, and children with disabilities when compared to the local districts where they are locateIn terms of achievement, charter schools do not serve similar proportions of students living in poverty, bilingual children, and children with disabilities when compared to the local districts where they are locatein poverty, bilingual children, and children with disabilities when compared to the local districts where they are located.

«Sadly, gifted minority children living in poverty are 250 % less likely to be identified for, and served in gifted programs, even when they are performing at the same level as their peers.

In an era when more than 16 million children in the United States — 22 % of all children — live in families with incomes below the federal poverty level, the school library, when properly resourced and wired, is the nexus of many pathways toward the realization of dreamIn an era when more than 16 million children in the United States — 22 % of all children — live in families with incomes below the federal poverty level, the school library, when properly resourced and wired, is the nexus of many pathways toward the realization of dreamin the United States — 22 % of all children — live in families with incomes below the federal poverty level, the school library, when properly resourced and wired, is the nexus of many pathways toward the realization of dreamin families with incomes below the federal poverty level, the school library, when properly resourced and wired, is the nexus of many pathways toward the realization of dreams.

John P. Holdren, now President Obama's science adviser, wrote in «Science and Technology for Sustainable Well - Being» that when you measure human harm in years of life lost (e.g., a child cut down by disease loses decades; a grandmother dying of a stroke at 80 loses a few years), the major afflictions of poverty and affluence do us in at roughly equal rates.

The problem is compounded when things like divorce come into play; female householder families in New Orleans with children under the age of 5 and no husband present live below the poverty line an astonishing 61 percent of the time [2].

Indicators of the number of episodes a child has experienced poverty, for example, may ignore the consequences of when those episodes occurred in a child's life.

In addition, studies have reported that families living in chronic poverty have differential outcomes based on when and for how long poverty was experienced (National Institute of Child Health and Human Development Early Child Care Research Network, 2005In addition, studies have reported that families living in chronic poverty have differential outcomes based on when and for how long poverty was experienced (National Institute of Child Health and Human Development Early Child Care Research Network, 2005in chronic poverty have differential outcomes based on when and for how long poverty was experienced (National Institute of Child Health and Human Development Early Child Care Research Network, 2005).

Further research, advocacy, and continuing education will improve the ability of pediatricians to address the social determinants of health when caring for children who live in poverty.

Home visiting programs are generally more effective when services are provided to the neediest subgroups in a population (e.g., parents living in poverty, with psychological difficulties or children with disabilities) and when participants are fully involved in the intervention.

Home visiting has been part of the landscape of the United States since the late 1800s when home visitors were sent to the homes of the poor to act as exemplars on how to live appropriately.1 Beginning in the 1960s with the War on Poverty, the home visitor became a catalyst for addressing children's health and development through working with parents.1 In 2009, the field was estimated to include between $ 500 million and $ 750 million of state investment and served more than half a million childrenin the 1960s with the War on Poverty, the home visitor became a catalyst for addressing children's health and development through working with parents.1 In 2009, the field was estimated to include between $ 500 million and $ 750 million of state investment and served more than half a million childrenIn 2009, the field was estimated to include between $ 500 million and $ 750 million of state investment and served more than half a million children.2

In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develoChildren living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's develochildren's development.14

The child poverty rate in Union County declined from 17 percent in 2010 to 14 percent in 2011 when 18,000 children lived in families earning too little to meet their children's needs.

While these changes may not appear to be significant when looking at the actual numbers, we see that 81,000 Nebraska kids were living in poverty in 2013, 100,000 children were living in families where their parents lacked secure employment, 119,000 were living in a home with a high cost burden, and 4,000 Nebraska teens were not in school and not working.

Young children under age 6 are more likely than any other age group to be poor, with nearly one - quarter of children living in poverty and nearly half living in low - income families.2 Children are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bchildren under age 6 are more likely than any other age group to be poor, with nearly one - quarter of children living in poverty and nearly half living in low - income families.2 Children are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bchildren living in poverty and nearly half living in low - income families.2 Children are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced bChildren are also the largest age cohort participating in public benefit programs such as SNAP, Medicaid, and Temporary Assistance for Needy Families (TANF), and research shows that these programs that help families meet their basic needs are effective at lifting families like Kelly's out of poverty and promoting child well - being.3 When benefit programs such as nutrition assistance, Medicaid, and tax credits are taken into consideration, the child poverty rate in the United States is reduced by half.4