In this preface to his book Engaging Students With Poverty in Mind, Eric Jensen gives a personal narrative of challenges met and struggles overcome, providing a first-person perspective on poverty that he uses to lend credibility to his claims. While lacking in concrete advice or ideas on how to best reach struggling students or disadvantaged…
Eric Jensen highlights seven issues that disproportionately affect students from lower socioeconomic backgrounds in the classroom. Jensen outlines each of these issues and provides ways for students to address them. He reminds educators that poor students are still students and that teachers can support students in overcoming the obstacles they face. The common differences between…
Author Pedro A. Noguera argues that education policy must address the outside-of-school challenges that students in poverty face if the system is to be just and effective. He identifies some of the ways in which concentrated poverty affects schools and discusses how to mitigate those effects.
Karin Chenoweth tackles issues surrounding disadvantaged students and elevates them from the classroom level to the school level. Based on research in nearly two dozen high performance, high poverty schools, Chenoweth constructs a model of how schools can reach disadvantaged students. She shares these insights: It’s everyone’s job to run the school Inspect what you…
A report for a six-year study funded by the Wallace Foundation with the purpose of identifying the nature of successful educational leadership and to better understand how such leadership can improve educational practices and student learning.
Author: Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson
Paul Gorski debunks many of the various myths associated with the concept of the “culture of poverty” and addresses what he believes is the real reason an achievement gap exists between low and high income students: a culture of classism. Throughout the article, Gorski explores what it means to be a class conscious educator and…
This chapter explores the common characteristics of schools that have high poverty rates, high ethnic/racial minority populations, and high academic achievement. These characteristics include:
- A focus on academic achievement
- Clear curriculum choices
- Frequent assessment of student progress and multiple opportunities for improvement
- An emphasis on nonfiction writing
- Collaborative scoring of student work
Author: Douglas B. Reeves