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The Faces of Poverty
Written By: Laura Varlas, ASCD Newsletters & Publications
|March 4, 2013
|Posted In:
Tags: ASCD Express
A new look at poverty and schools is due, partly because so many families face reduced economic circumstances. Indeed, today’s “poor kids” don’t fit the stereotypes. Two-thirds live in families in which at least one adult works, and the percentage of poor students in many rural districts equals that in inner-city districts. For all these children, educators must contend with the correlation between being poor and dropping out of high school.
ASCD Express is looking for short, 600–1,000-word essays on the theme “The Faces of Poverty.” Guidelines for submissions are here; please send us your submissions to express@ascd.org by March 15, 2013.
This issue will explore how schools must challenge traditional ideas of poverty and formulate new responses. What policies can get more master teachers into high-poverty schools? How can we help more low-income students earn a postsecondary credential? We welcome articles on serving immigrant students, ELLs, and homeless youth; solutions for resource shortages in rural areas; and support for low-income students who attend relatively affluent suburban schools.
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About Author
Laura Varlas, ASCD Newsletters & Publications
Laura Varlas is an ASCD project manager in publishing, and a graduate student in the secondary education: English/language arts program at George Washington University.
Amy
April 10, 2013 at 9:01 pmArkansas (and I am sure many other states) are trying to catch this problem at a very early age. I teach at an ABC Preschool (Arkansas Better Chance) and we serve students which come from families of 200% above poverty level, or less. Our state also has many Headstart programs which only serve families that are below the poverty level. Both programs require their lead teachers to have their bachelor degree in Early Childhood Education, and their paraprofessionals must have an associates in Early Childhood Education, or their CDA. I know the ABC program offers their teachers the same benefits and salary as public school employees. Therefore, many highly-qualified teachers are willing to work there.