Poverty & Education
By: Patricia Rebick
Marion High School
[email protected]
Schedule for today
▪ Introductions
▪ Poverty pre-test/questionnaires
▪ Discuss results
▪ Working definition of poverty (dictionary and poverty threshold). Group
activity over the six types of poverty:
– Situational
-Relative
– Generational
-Urban
– Absolute
-Rural
▪ Food Insecurity
▪ Poverty USA quick video
Schedule cont’d
▪ Poverty statistics
▪ What does it mean to come from a low SES home?
– Common behaviors (chronic tardiness, disrespect, lack of motivation &
inappropriate behavior)
– Misconceptions
▪ Risk factors associated with poverty: They start early and continue
through adolescence
– Emotional and social challenges
– Cognitive lags
▪ Playspent.org & Lunch Break
-Acute and chronic stress
-Health and safety issues
Goals and schedule cont’d
▪ The Story: Getting What You Want—The Other Way
▪ What can you do to change the path of these students?
–
–
–
–
–
Success stories
Zero-free zones
Free tutoring
Food programs
Alter the environment
-Change from pity to empathy
-Model appropriate behavior/emotions
-Empower students
-Teach problem-solving skills
▪ What doesn’t work?
– Incentive programs (mixed results, but in a recent case-study with pencils and
erasers it had a negative outcome.)
– Focusing only on the basics
-Maintaining order through force
– Eliminating or reducing funding/time for arts, sports and P.E.
Goals and schedule last slide 
▪ What doesn’t work cont’d
– Increasing and intensifying classroom discipline
– Decreasing interaction among students
– Delivering more heavy-handed top-down lectures
▪ Poverty Quiz
▪ The future is ours
– Closing discussion and personal success stories
Introductions
▪ Please introduce yourself, tell where you teach and
what subjects/grades you teach.
▪ About me ▪ Disclaimer: I do not claim to be an expert on this
topic, but I have done a lot of research on it and I
am very passionate about it.
Could you survive poverty?
▪ Take 15 minutes to complete the first three
questionnaires. Total all of your check marks
as you complete each page. If you finish early
think about the following questions:
▪ Were you surprised out how much you knew?
▪ What questions could you add to the list?
▪ Which questions would you remove?
Knowledge of “Hidden Rules”
▪ According to Ruby Payne, hidden rules exist in poverty, middle class,
and in wealth.
▪ They are unspoken understandings that send a cue to the group that
this individual does or does not fit.
▪ We probably saw quite a few on the quiz. If you found yourself going,
“I have no clue how to do this,” then chances are it was out of your
social class.
▪ Practice Scenarios:
▪ Chart from www.ahaprocess.com:
What is poverty?
▪ Dictionary.com defines poverty as:
– The state or condition of having little or no
money, goods, or means of support; condition of
being poor.
▪ Ruby Payne defines it as: “the extent to which an
individual does without resources.”
▪ (Resources = financial, emotional, mental, spiritual,
physical, support systems, relationships/role
models, knowledge of hidden rules)
The poverty threshold:
(The American Community Service Briefs)
Poverty status is determined by comparing annual income to a
set of dollar values called poverty thresholds that vary by family
size, number of children, and the age of the householder.
If a family’s before-tax money income is less than the dollar value
of their threshold, then that family and every individual in it are
considered to be in poverty.
Poverty thresholds vs. poverty guidelines:
http://www.irp.wisc.edu/faqs/faq1.htm#differences
Key Differences Between Thresholds and Guidelines
Poverty Thresholds
Poverty Guidelines
Issuing Agency
Census Bureau
Department of Health and Human Services
Purpose/Use
Statistical – calculating the number of people in Administrative – determining financial eligibility
poverty
for certain programs
Characteristics by Which They Vary
Detailed (48-cell) matrix of thresholds
Guidelines vary by family size. In addition,
varies by family size, number of children, there is one set of figures for the 48
and, for 1- & 2-person units, whether or not contiguous states and D.C.; one set for
elderly. Weighted average thresholds vary Alaska; and one set for Hawaii.
by family size and, for 1- & 2-person units,
whether or not elderly. There is no
geographic variation; the same figures are
used for all 50 states and D.C.
Poverty Thresholds
▪ Poverty thresholds are determined by the US government, and vary
according to the size of a family, and ages of the members. In 2013,
the poverty threshold—known more commonly as the poverty line—
for an individual was $11,888. For two people, the weighted average
threshold was $15,142.
▪ Three people: $18,552
Four people: $23,834
Five people: $28,268
Six people: $31,925
Seven people: $36,384
Eight people: $40,484
Nine or more people: $48,065
Poverty Thresholds for 2013 by Size of Family and Number of Related Children Under 18 Years
Related children under 18 years
Size of family unit
One person (unrelated individual).......
Weighted
average
thresholds
None
One
Two
Three
Four
Five
Six
Seven
11,888
Under 65 years..............................
12,119
12,119
65 years and over...........................
11,173
11,173
Two people......................................
15,142
Householder under 65 years...........
15,679
15,600
16,057
Householder 65 years and over........
14,095
14,081
15,996
Three people....................................
18,552
18,222
18,751
18,769
Four people.....................................
23,834
24,028
24,421
23,624
23,707
Five people......................................
28,265
28,977
29,398
28,498
27,801
27,376
Six people........................................
31,925
33,329
33,461
32,771
32,110
31,128
30,545
Seven people...................................
36,384
38,349
38,588
37,763
37,187
36,115
34,865
33,493
Eight people....................................
40,484
42,890
43,269
42,490
41,807
40,839
39,610
38,331
38,006
Nine people or more..........................
48,065
51,594
51,844
51,154
50,575
49,625
48,317
47,134
46,842
Source: U.S. Census Bureau.
Eight or more
45,037
http://www.census.gov/library/infographi
cs/poverty_measure-how.html
Let’s take a look at an infographic that easily explains poverty and how it is
measured.
http://www.census.gov/library/infographics/poverty_measurehow.html
How is poverty calculated?
▪ Examples and more information on “How Poverty Is Calculated in the
ACS” at
<www.census.gov/hhes/www/poverty/methods/definitions.html
▪ http://www.census.gov/hhes/www/poverty/methods/measure.html
All levels of education are
impacted
▪ It can start with a minor setback like quality childcare or
preschool as a young child.
▪ Carries over to elementary school – school supplies,
hunger, lack of basic skills and parent’s attitude
towards education.
▪ A child entering elementary school lacks basic skills
that their peers from upper-class families have
▪ The problem only continues as the student goes
through the education system.
▪ Home-life differences
Six types of poverty:
▪ Directions:
– Split into small groups of 6 and define the
following and provide real-life examples for each.
Try to use authentic examples, but if your group
cannot think of one, come up with a realistic one
instead.
– Situational
-Generational
– Absolute
-Relative
– Urban
-Rural
Situational Poverty:
▪ Generally caused by a sudden crisis or loss and
is often temporary.
▪ Examples:
Generational Poverty:
▪ Occurs in families where at least two
generations have been born into poverty.
▪ Examples:
Absolute Poverty:
▪ Rare in the US, involves a scarcity of such
things as water, shelter and food.
▪ This is even more than paycheck to paycheck,
it is surviving day-to-day.
▪ Examples:
Relative Poverty:
▪ Refers to the economic status of a family
whose income is insufficient to meet society’s
average standard of living.
▪ A “poor family” in Los Angeles might not be considered poor in
Mayflower.
▪ Examples:
Urban Poverty:
▪ Occurs in metropolitan areas with populations
of at least 50,000 people. (Obviously this isn’t
a major issue in AR)
▪ Examples:
Rural Poverty:
▪ Occurs in areas with populations less than
50,000
▪ This is probably what most of us come into
contact with.
▪ Examples:
Food Insecurity
▪ The World Food Summit of 1996 defined food security as existing
“when all people at all times have access to sufficient, safe, nutritious
food to maintain a healthy and active life”.
▪ According to the World Health Organization, food security is built on
three pillars: Food availability: sufficient quantities of food available
on a consistent basis. Food access: having sufficient resources to
obtain appropriate foods for a nutritious diet. Food use: appropriate
use based on knowledge of basic nutrition and care, as well as
adequate water and sanitation
▪ See more at
▪ http://www.sustainableamerica.org/blog/what-is-food-insecurity/
http://map.feedingamerica.org/county/2013/overall
What is it like in Poverty, USA?
▪ http://link.brightcove.com/services/player/bcpid1778561540001?bcke
y=AQ~~,AAAAdgye3dk~,p0Zv3iru3vJzOrpaQpjXhtIFPMWU9HYA&b
ctid=1427461935001
▪ Snapshots of poverty
▪ http://www.povertyusa.org/the-state-of-poverty/snapshots-ofpoverty/
Statistics
▪ http://www.census.gov/library/infographics/poverty_measurehow.html
▪ I want everyone to take a few minutes and find 3 statistics about
poverty
▪ In 2013, 14.7 million (19.9 percent) children under the age of 18 were
in poverty.
▪ That’s 1 in 5 children!!!!
Common behaviors and attitudes:
▪ Tardiness & absenteeism
– It’s hard to help students who are never there. Absenteeism is the factor most
closely correlated with dropout rates (Jensen, pg. 10)
– We can’t take this out on the child. It usually is out of their control.
– Attendance problems are usually an indicator of negative parent attitudes
towards school. This negative attitude can come from the parent failing in school
and then spill over to the current student.
– Parents in extreme poverty situations often see school or education as a threat
to their family.
– These are the parents that never show up to parent-teacher conferences.
– It’s hard for students to feel included at school when their home environment is
negative about it. It becomes a self-fulfilling prophecy.
Know and respect your students.
▪ Inappropriate or impulsive behavior: It’s easy to assume students who
are acting out are just choosing to be disrespectful, however it is more
helpful to understand that these students typically come to school
with a narrower range of appropriate emotional responses than we
expect. (Jensen pg. 18)
▪ We have to realize that children raised in poverty are more likely to
display:
–
–
–
–
Acting out behaviors
-impatience & impulsivity
Gaps in politeness & social graces
-inappropriate emotional responses
a more limited range of behavioral responses
Less empathy for others’ misfortunes
▪ It is crucial we avoid labeling, demeaning or blaming students.
▪ “Every proper response that you don’t see at your school is one that
you need to be teaching,” states Jensen.
▪ To shift your own responses to inappropriate behavior, reframe your
thinking: EXPECT students to be impulsive, to blurt inappropriate
language, and to act “disrespectful” until you teach them stronger
social and emotional skills.
▪ Realize they have probably never been taught.
Our emotions
▪ According to Jensen, every emotional
response other than the six hardwired
emotions of joy, anger, surprise, disgust,
sadness and fear MUST BE TAUGHT.
Cooperation, patience, embarrassment,
empathy, gratitude, and forgiveness are
crucial to a smoothly running environment.
The effects of poverty:
▪ Emotional & social challenges: many low-SES children face
emotional and social instability. Impoverished families tend
to have higher rates of teen motherhood & depression
▪ Acute & chronic stressors:
Acute & chronic stressors
–Acute: refers to severe stress resulting from
exposure to such trauma as abuse or
violence
–Chronic: high stress sustained over time
– Recognize the signs: behavior that comes off as apathetic or rude might actually
be indicators of feelings of hopelessness or despair. We as teachers MUST
recognize these warning signs
Students tend to:
-believe they have minimal control over stressors (and sometimes they
really don’t)
-have no idea how long stressors will last, or how intense they will
remain
-have few outlets through which they can release the frustration
caused by the stressors
-lack social support for the duress caused by the stressors
**Our response is paramount to a successful outcome. We have to ask
ourselves if the discipline is positive or punitive.
Effects cont’d
▪ Cognitive lags:
– Fewer opportunities: less access to books & watch television more often than
their affluent peers.
– Other areas: IQ, learning disabilities, literacy skills, memory, impulse
recognition, language skills, etc.
▪ Health & Safety Issues:
– Malnutrition, environmental hazards (lead paint exposure) and insufficient
health care. Jensen says it best when he says, “health and achievement overlap;
every cell in our body needs a healthy environment to function optimally.”
Getting What You Want – The Other Way
▪ Things to consider while you read: You can use the bottom of your story sheet to
write your responses.
– 1. How do people normally react in a situation like this one? What, generally, are the results in
such situations?
– 2. In the story the man weighs his alternatives. Confrontation would have meant yelling and
more inconsiderate behavior by the boys. So he sought an alternative. What is required of people
in order for them to stop, think, and seek another alternative? Explain a situation you’ve seen
where slowing down and exploring alternatives would certainly have been better.
– 3. What skills and attitudes are required to “shape-shift” a circumstance from one that was
potentially destructive to one that is potentially constructive? And why bother with constructive
at all?
– 4. Are there examples from your classroom or workplace where motivation and rewards might
be changed to make the outcomes of difficulties more positive? What changes can you
personally make? Explain
What works?
▪ Zero-free zones
-free tutoring
▪ Changing the attitudes from pity to empathy
▪ Food programs
-empowering students
▪ Alter the environment
-changing your approach
▪ Model appropriate behavior/emotions
▪ Patience
What Works cont’d
▪ Celebrate effort & achievement
▪ Embody respect
▪ Be inclusive
▪ Teach problem-solving skills (have a simple poster that models
problem-solving skills)
▪ Be inclusive
▪ thank them for the small things
▪ Build core skills
What doesn’t work?
▪ Incentive programs:
▪ Focusing on only the basics: (dumbing it down, lowering
expectations-
What doesn’t work cont’d
▪ Maintaining order through force:
▪ Sarcasm and embarrassing students:
▪ Eliminating or reducing funding/time for arts, sports and PE:
Poverty Quiz: www.povertyusa.org
▪ True/false time. Hold up a T if you
think the statement is true and hold
up the F if you think it is false. Be
ready to discuss your reasoning.
The future is ours!
▪ One of the most effective ways to change your school climate is to
start with yourself. Be positive and uplifting to these struggling
students and encourage your co-workers to do the same.
▪ Find other positive teachers that share your goals
▪ Resist the urge to be sarcastic and expect them to mess up……a lot.
▪ Change from pity to empathy
▪ One day at a time
Success stories
▪ The teacher who asks her elementary students every morning if they
have eaten.
Works Cited
▪ 1. DeNavas-Walt, Carmen, and Bernadette Proctor. "Income, Poverty, and
Health Insurance Coverage in the United States: 2005." Income and
Poverty in the United States: 2013 (2006): n. pag. Www.census.gov.
United States Census Bureau, Sept. 2014. Web. 2015.
<http://www.census.gov/content/dam/Census/library/publications/2
014/demo/p60-249.pdf>.
2. Jensen, Eric. Teaching with Poverty in Mind: What Being Poor Does to Kids'
Brains and What Schools Can Do about It. Alexandria, VA: ASCD,
2009.
▪ 3. Payne, Ruby K. A Framework for Understanding Poverty. Highlands, TX:
Aha! Process, 2005.
Works Cited Cont’d
▪ 4. Payne, Ruby K. Highlands, TX: Aha! Process, 2005.
http://www.ahaprocess.com/solutions/k-12-schools/eventsresources/free-resources/
▪ 5. Rothstein, Richard. Class and Schools: Using Social, Economic, and
Educational Reform to Close the Black-white Achievement Gap. New York, NY:
Teachers College, Columbia U, 2004. Print.
▪ 6."Hunger and Poverty Fact Sheet." Feeding America. Feeding America, 2013.
Web. 26 May 2015.<http://www.feedingamerica.org/hunger-inamerica/impact-of-hunger/hunger-and-poverty/hunger-and-povertyfactsheet.html?referrer=https%3A%2F%2Fwww.google.com%2F>.
Works Cited Cont’d
▪ 7. "USDA ERS - Poverty & Income Volatility." USDA - Poverty &
Income Volatility. USDA, 31 July 2013. Web. 25 May 2015.
<http://www.ers.usda.gov/topics/food-nutritionassistance/poverty-income-volatility.aspx>.
Websites:
▪ -http://www.povertyusa.org