Leaders in Education: Principals

    While teachers are typically considered the leaders in classrooms across America, it is important to recognize that these educators usually have leaders of their own who are there to offer support, continuous education, and guidance in our school systems. These leaders we often refer to as principals. It is their responsibility to ensure that schools are safe and productive, to oversee the staff, monitor student achievement, and coordinate curriculum (Dowd, 2018). In 2018, there were approximately 91,000 principals in schools across our country indicating that there are many individuals who are leading our teachers and the next generation of leaders. I have addressed many stakeholders over the last seven weeks, but perhaps educational leaders are one of the most important groups to oversee this Passion Project and to help us further our advocacy to stimulate upward mobility. Leaders in education have the power and the platform to incite real change not only in their schools but in communities across America. Because social mobility is complex and communities are diverse in each county in America, I am asking leaders in education to evaluate themselves and to start inward in an effort to work outward (Covey, 2004).    

(Meador, 2019)

   

    

   Leaders in education, it is my hope that you authentically value the role you play in our students lives. You are in a position that is vital to the sustainability of our country. Many leaders in education that I have contacted over the years have expressed their concerns with politics and other community factors that have impacted how they lead their students and staff. I understand that your job is difficult and complex, but I am asking you to put all of that aside and begin by evaluating yourself. Are you living a life that is balanced? Are you mentally sound, working on your health and social/emotional skills, and do you have a spiritual ritual that you can lean on in trying times? Your job is to be effective and I know this is of great value to many leaders. Unfortunately, we cannot be authentically effective in our endeavors unless we first begin with ourselves (Covey, 2004). Focusing on this first will help us take the right steps to advocate for equality and mobility regardless of the politics and other factors that may stunt us.  

    Leaders, I know that your job requires you to give yourself to many different people. You work closely with parents, students, teachers, and the local government to efficiently run your school. This can be very mentally taxing, and it can impact how effective you are. It can be hard to balance all of these factors, but our most vulnerable population of students need us to reassure them that we are doing everything we can to provide them with the quality curriculum and teachers they need to further their education and to climb out of the poverty they were born into. They need to see firsthand that we support and foster an environment that is diverse and inclusive. While you understand the needs of those around you, I feel it is urgent that you first begin with your needs. If you are able to live a balanced life, then you can find the clarity you may be seeking to be more effective in your leadership.

      Leaders, you have a lot on your plate. Many people in your field demand so much from you that it can be hard to even think about advocating for a specific cause; however, this cause of stimulating upward social mobility is not something we can put off any longer. We must advocate for our students by ensuring they have the resources they need to be successful. We must provide our children with quality teachers so that every child has a fair chance at gaining and retaining knowledge. Most importantly, I am asking that you take time to reflect on who you are as an individual. If you are not living a life that is balanced, then your effectiveness and ability to incite change will decrease. Leaders, you are at the forefront of this cause and I cannot advocate for real change without you.  

References

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

Dowd, M. (2018, March 15). Duties and Responsibilities of School Principals. Chron. Retrieved from: https://work.chron.com/duties-responsibilities-school-principals-7885.html

Media Sources

Meador, D. (2049, November 19). The Role of Principals in Schools [Digital image]. Retrieved from: https://www.thoughtco.com/role-of-principal-in-schools-3194583

My Community: Fernandina Beach, Florida

    There are many valuable stakeholders in this fight to stimulate upward social mobility, but when this topic inevitably arises in everyday conversation, I can’t help but think about my own community of Fernandina Beach, Florida. The population of my hometown is still relatively small, with only approximately 13,000 people living on our island (U.S. Census Bureau, 2019a). While our town has seen the average household income increase dramatically over the years to almost $95,00, there are still about 1,500 people living in poverty (U.S. Census Bureau, 2019a). 12% of the children in our county live in poverty and their opportunities to escape our small town and pursue higher levels of education remain small (U.S. Census Bureau, 2019a). Social mobility is a problem in every community across America, but I am concerned with the place I call home and I urge my valued community members to be stakeholders in this advocacy effort with me.

(U.S. Census Bureau, 2019b)

    Community members of Fernandina Beach, I have seen so many of you pour your heart and soul into this community that we love. I have seen you out cleaning the beaches, volunteering at the animal shelters, and sponsoring races for charities. A sincere commitment to making our town the best place in Florida is evident in everything that you do. All of your efforts make a huge difference, but I do believe that we need to pour more of our time and effort into our children and with those who work with our children. Spending time with our most vulnerable children can allow us to see their perspective, understand their value, and then we can help them get the resources they need to be successful. I can not do this alone. We have to work together to get to a level of synergy so that we can experience all of the innovative solutions that we’re capable of generating together. Overall, this will contribute to a better community because our children will have an environment to thrive. 

      Members of our community, I know that some of you do not believe in social mobility. I have spoken to many of you who are from more privileged beginnings and I know that this idea does not align with what you’ve been taught growing up. While some of you may be skeptical, I invite you to be open to the idea of understanding another human being’s perspective. I have provided copious amounts of data in other posts, but the best way to understand our children and their families is to spend time with them. Empathy comes first and from there we can begin to see other perspectives. We have to begin here if we want to move on to this level of synergy where creative solutions are derived from (Covey, 2004).

    Together, there are many actions that we can take to help our community's children move upward in mobility. We can work together to provide our town with more resources. These resources will help our children get all of the assistance they need so they can thrive developmentally and emotionally. This will translate to better achievement in schools and, overall, a better town. We can call on other stakeholders, like The Boys and Girls Club, to help us get connected with the educators and mentors of these children and, in this way, we can broaden our perspectives and see why our work matters. Community members, I need your help with these advocacy efforts. The connections you have, the resources, and your skills can be valuable to stimulating mobility, and together we can make our community the best place to call home.

References

U.S. Census Bureau (2019a). QuickFacts Fernandina Beach city, Florida. Retrieved from                 https://www.census.gov/quickfacts/fact/table/fernandinabeachcityflorida/IPE120218#IPE120218

Media Source

U.S. Census Bureau. (2019b). Educational Attainment. Retrieved from: https://data.census.gov/cedsci/table?g=1600000US1222175&tid=ACSST5Y2019.S1501

 

Organization: The Boys and Girls Club

 

    While social mobility remains an issue in our society, there are still those organizations out there that are committing resources, time, and funding to help those who are the most vulnerable to issues surrounding the inability to move upward in society. With the help of organizations, such as The Boys and Girls Club, 76% of low-income children that are between the ages of 12 to 18 report As and Bs in their classes, compared to the 67% of their peers nationally (Boys and Girls Club, n.d.). Yet, we still have children that lack the resources they need to succeed in school. For example, 4.4 million households in America report that they don’t have consistent access to computers for online learning. This is essential for both our digital era and during the pandemic ( USA Facts, 2020). Boys and Girls Club, I am asking you to continue your efforts in closing the achievement gap and help me in my effort to see to it that every child has the education they deserve.

(USA Facts, 2020)

    In my local community, there are many children who are involved in the Boys and Girls Club. But sometimes, it can be challenging for the younger children to access these facilities because their parents don’t have cars or transportation. Boys and Girls Club of America, I know that you value diversity, innovation, and helping those excel beyond grade school. With your help, we can reach into every community across America and ensure that they have the resources they need to get to your organization, get involved, and develop the skills they need to succeed. Together, we can work towards equality in communities across America.

     Our society needs these children’s skills, talent, and knowledge but they need our help. I know that the Boys and Girls Club is committed to this cause every day and that innovation is a priority. With your help, together we can reach your goals and live by your mission to assist those children in need and close the achievement gap. Unfortunately, there are many children who still do not seek your resources and I’m asking for help in finding ways that we can reach them all. This will create a society that fights for equality and is driven towards success.

     Boys and Girls Club, I am thankful for you and your efforts thus far. I know children who utilized your organization that go on the achieve greatness. What we need to do is find a way to dig deeper into these vulnerable communities and ensure no child is left behind. We need to provide transpiration, resources, and we need creative ways to gather funding from local communities. With COVID-19, we need this more than ever. Innovation and creativity are the keys to our success and I understand that this fight to close the achievement gap and promote upward mobility could not be done without an organization as wonderful as this one.

References

 

Boys and Girls Club. (n.d.). Club Impact. Retrieved from: https://www.bgca.org/about-us/club-impact

USA Facts. (2020, September 28). Millions of students have no internet while sheltering at home. Retrieved from:  https://usafacts.org/articles/internet-access-students-at-home/

Media Source 

USA Facts. (2020, September 28). Millions of students have no internet while sheltering at home. Retrieved from:  https://usafacts.org/articles/internet-access-students-at-home/

Parents as Stakeholders

 In my opinion, being a parent is the hardest job that there is. As a mother to two toddlers, I constantly find myself on an emotional rollercoaster with no manual and no plan, as each child is unique in their temperament and development. But nurturing our children and fostering healthy development is essential as a parent, as these children will be leaders in our society one day. Parents in poverty, I understand that you have a major disadvantage. In 2019, 91.3% of families with children in the U.S.  had at least one employed parent, meaning that you are out there in the workforce doing what you can to support your family, yet poverty remains a societal issue (Bureau of Labor Statistics, 2020). Children’s cognitive and socioemotional development can take a hard hit from poverty, as parents who are stressed to make ends meet may partake in more conflict which, in turn, can hinder a child’s development (National Academies Press, 2019).  The odds are against you, parents, but with your effort to advocate for social mobility, together we can pave a new road for our children that have no say in the intergenerational cycles that they may succumb to.

(Brookings, 2018)

Parents living in poverty, you play a vital role in this effort to stimulate social mobility. You are your child’s first educator. You have the ability to help your children reach their full potential by first understanding that your situation may not be entirely in your control and when you see that, you can begin to implement small changes to reverse this intergenerational cycle. Small actions that you take now can have a large impact on how your child will grow and learn. Children in poverty who are exposed to resources and quality education can move towards upward mobility in their adulthood, but they need your guidance in their life now to get there.

Parents, right now in your life you have many needs. You may need food, water, maybe even shelter. You may need to figure out how you’re going to pay a bill or get to work. All of these factors are stressful and they are probably not how you pictured your life. Your inability to move upward in socio-economics classes is usually a product of your own childhood. With this self-realization, we can work together to shift our thinking, focus, and efforts to your children so that they do not have to deal with the same stressors that you’ve had to.

Parents, I am asking you to be a stakeholder in our children’s ability to move upward in society and to help close the achievement gap. To do this, I ask that you connect you and your family with every resource available to you. This may mean putting your children in Head Start programs or have your children actively engaging with The Boys and Girls Clubs in your area. In my next post, I will ask these organizations to come to you as well. I am also asking that you reach out to your child’s school and ensure that the teachers are of high quality and that they are giving your child the education they deserve. If this is not the case, please write to your local and state politicians and ask them why your child’s classroom looks different than the “nice” school in a different area. Lastly, I am asking you to take time to reduce your stress. Your stressors may not go away, but taking the time to understand how you feel and why you react a certain way can shift the entire dynamic of your home and it can allow your child to grow positively both cognitively and emotionally. Please, stand by me and be the voice for our children. Your situation is one that we want to change and while we work on that, we must ensure that we are doing everything we can to break the cycle of poverty for your children and their future.

References

Bureau of Labor Statistics. (2020, April 21). EMPLOYMENT CHARACTERISTICS OF

FAMILIES — 2019. Retrieved from: https://www.bls.gov/news.release/pdf/famee.pdf

National Academies Press (US). (2019, February 28). A Roadmap to Reducing Child Poverty.

Washington (DC). Retrieved from: https://www.ncbi.nlm.nih.gov/books/NBK547361/

Media Sources

Brookings. (2018). Metropolitan Policy Program at Brookings [Digital Image]. Retrieved from:

https://www.brookings.edu/research/working-parents-are-key-to-covid-19-recovery/

Organizational Leaders

      When we think about social mobility, we must ask ourselves: what drives social mobility upwards? I have already addressed educators and policymakers, but perhaps one of the most essential players in this fight for equality are organizational leaders. The entire goal of advocating for this vital issue stems from a desire to cultivate a more inclusive society, one that allows everyone equal opportunity to flourish. Data consistently shows us that white males continue to have the highest incomes, while African Americans and Latinos remain at the bottom of the spectrum. The average income of a white family in 2019 was approximately $101,732, and $75,058 for Hispanic families. Black families only earned approximately $56,812 in 2019. (U.S. Census Bureau, 2019). When we break the data down further, we’ll find that only 3.2% of senior leadership roles at  large corporations are held by black people (Coqual, 2019).

(Coqual, 2019)

                Organizational leaders, I am asking you to assess who you are hiring and why. Due to outside societal influences and experiences, it's our human nature to have implicit biases. This does not mean it is okay. As leaders, we must be self-aware and strive to change the dynamic in our work culture. A research experiment was done by the National Bureau of Economic Research, titled Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination, researchers Bertrand and Mullainathan (2003), indicated that those with names from Black culture we’re less likely to receive a call back from an interview, regardless of their credentials. Proactive leaders can look to the future and help break these trends and biases that are hindering the advancement of people from lower socioeconomic statuses.

                Leaders, I understand that you are constantly addressing big issues and the people under your leadership look to you to be effective, as being efficient and effective are not congruent (Covey, 2004). When we consider how we can have an authentic impact on those we are serving, one of the greatest contributions we can have to our community and to the country is by assessing how we can close these wage gaps that keep these vulnerable populations in the socioeconomic status that they are born into. There is talent out there that may never have the opportunity to make your company, business, or organization better simply because we are not considering our implicit biases or the situations that may have stunted these individuals from obtaining a higher education or formal training.

                Fortunately, there are many actions that can be taken to help stimulate social mobility as an organizational leader. Leaders in education and in organizations can partner together to help hire those from more diverse backgrounds and help them with the resources they need to reach their full potential. Organizational leaders can examine their empathy and integrity and ensure that their core mission and values are inclusive and equal for people from every background and that it reflects a deep, shared vision across the board (Covey, 2004). Finally, organizational leaders can effectively impact change by creating a plan to solve this problem of social mobility and ensuring that it is a priority. As stakeholders in this effort, both the organization and society have a chance at prospering.

References

Bertrand, M. & Mullainathan, S. (2003, July). Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination [PDF]. National Bureau of Economic Research: NBER WORKING PAPER SERIES. DOI 10.3386/w9873. Retrieved from: https://www.nber.org/system/files/working_papers/w9873/w9873.pdf

Brooks, K. (2019, December 10). Why so many black business professionals are missing from the C-suite.

Coqual. (2019). Being Black in Corporate America. Center for Talen Innovation [PDF]. Retrieved from: https://coqual.org/wp-content/uploads/2020/09/CoqualBeingBlackinCorporateAmerica090720-1.pdf

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

U.S. Census Bureau. (2019). Income and Poverty in the United States: 2019. Retrieved from: https://www.census.gov/data/tables/2020/demo/income-poverty/p60-270.html

Image Reference

Coqual. (2019). Being Black in Corporate America. Center for Talen Innovation [PDF]. Retrieved from: https://coqual.org/wp-content/uploads/2020/09/CoqualBeingBlackinCorporateAmerica090720-1.pdf

Policy Makers: Fight for Equality

 

   

     When we speak about social mobility, we can focus on income, jobs, and higher educational opportunities, but it is vital that we do not overlook the racial injustices that are involved in stimulating upward social mobility. Educational opportunities and upward mobility are not available to everyone equally (Schwartz & Brody, 2012). When we really break down social mobility to its core, we will find that race, social status, and parental education all play a part in how likely an individual is to find success in life (Stephens, Hamedani, & Destin, 2014). Statistically speaking, if you are a black American born into poverty, there is a 51% chance that you will remain in poverty and only a 3% chance of making it to the upper class (Brookings Institute, 2014). In contrast, white Americans have only a 23% chance of remaining in poverty and a 16% chance of making it to the top (Brookings Institute, 2014). According to the Center for American Progress’s report on Systemic Inequality, authors Hanks, Solomon, and Weller (2018) indicate that “the persistent racial wealth gap leaves African Americans in an economically precarious situation and creates a vicious cycle of economic struggle.” In our homes, jobs, and schools we so often talk about a society that is fair and just, but I wonder if we are really focusing on the end results or if we are just satisfying the issues presented in the here and now. Policymakers, people that we have elected to offices across the nation, you are capable of efficiency, but that is not enough. To be effective, we have to focus on the end and begin there (Covey, 2004). If this “American Dream” we’ve discussed in our culture is something that we genuinely believe in, we have to address the equal opportunity for all.   Policymakers across America, I am asking you to evaluate your leadership and ask yourself if equality and justice for all is what you are authentically fighting for.

                When discussing the promotion and advocacy of upward social mobility and racial equality, we have to start at the top. Educators and individuals alike can put motions in place to make schools and jobs more equal, but genuine change has to come from laws and policies. Politics can be controversial in its nature, but this is not an issue that should be debated. Our country has a long history of inequality and it will not go away on its own. Policymakers, when you take an oath to serve and defend, that encompasses Americans from all walks of life. I challenge you to ask yourself why you are in the position you are in. Is it to cultivate a more meaningful society, one that will make our children proud? If that is the case, we have to allow others from all walks of life and from all socioeconomic statuses the opportunity to thrive. We should challenge how schools are funded, as property taxes play a large role in this area. We should evaluate how resources are allocated to those in vulnerable populations and ensure that they can maximize their potential. We must ask the hard questions about how race plays into this and why are white Americans more advantaged? What can we do to foster a community and a nation that is essentially this “land of opportunity”  that we speak of and how can we do it equally? This is how we can walk together towards a peaceful society. If we keep our focus on a better end, then we can start at the beginning (Covey, 2004).

(Sawhill, Winship, and Grannis, 2012)

                Policy makers, I understand that it is not an easy time to be in politics. Our nation is more divided than ever and the stakes for your current role are extremely high. Leadership roles are never easy, but genuine leaders have the capacity to empathize with those they are leading, and they have the resources to be innovative and create real social change. Anyone can be taught to manage something, but valued leadership is about the individual and their ability to be self-aware and to think about those they are leading (Covey, 2004). Budgets and funding are hard, and it always comes down to money, but you were put in your position of power because you are capable. Social equality, justice, and the ability to move upward in society are priceless. Stimulating social mobility is complex and involves many factors, but with more people tackling this crisis together we can find a solution.

                Policy makers, I am asking that you fight for equality every day. Not just with words, but with actions. We have to come together and be partners in this advocacy for stimulating social mobility. One of the first steps we can take is to evaluate our public school’s funding. A mix of federal, state, and local money provides the school with the finances they need for each student, but property taxes – that which makes up most of the local money- are not the same across the country. Children born in poverty are more likely to attend schools that are not well-funded and in turn, they might not receive the fair education they deserve. The interactive map on this page allows you to see the discrepancies in our funding of education for counties across the U.S. We need policies in place that will ensure an equal opportunity for students from these vulnerable populations so that they can attend higher levels of education and have a chance to be whatever they desire. That is the real American dream. Finally, we have to acknowledge years of systemic racism and be innovative in our ideas to end it. Leadership begs us to look at ourselves and to identify what it is we care about the most and never cease in our efforts to achieve our goals and dreams. I hope that the policymakers in our country and people-driven, and in this, they can find the compassion and empathy to help grow a society that is utopian in its nature.

References

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

Hanks, A., Solomon, D., & Weller, C. (2018, February 21). Systematic Inequality: How America's Structural Racism Helped Create the Black-White Wealth Gap. Center for American Progress. Retrieved from: https://www.americanprogress.org/issues/race/reports/2018/02/21/447051/systematic-inequality/

Schwartz, R. & Brody, B. (2012). ETS POLICY NOTES: News from the ETS Policy Information Center. ETS Policy Information Center Educational Testing Service. (20)3. 1-12. Retrieved from: https://www.ets.org/Media/Research/pdf/PICPNV20n3.pdf

Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the Social-Class Achievement Gap. Psychological Science, 25(4), 943-953. doi:10.1177/0956797613518349

Media References

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Sawhill, I., Winship, S., & Grannis, K. (2012, September 20). Pathways to the Middle Class: Balancing Personal and Public Responsibilities [PDF]. Center on Children and Families at Brookings. Retrieved from: https://www.brookings.edu/wp-content/uploads/2016/06/0920-pathways-middle-class-sawhill-winship.pdf

Florida Educators: Why We Should Work Together

 

    The United States of America has one of the largest economies in the world and yet, approximately 11.9 million children are living in poverty which equates to about 1 out of every 6 children (Children’s DefenseFund, n.d.).  Poverty is a dire issue for the children of our country, as toxic stress and food insecurity can create severe opportunity gaps in our society and have an impact that lasts well into these children’s adulthood (Children International, n.d.).  Children that grow up in low-income families are more likely to have family transitions, frequent moves, and they tend to change schools often. When they do attend school, their schools are typically not well-funded, therefore, the education they receive is not going to be comparable to that of a child who was born with more advantage (Wagmiller & Adelman, 2009). Parents who are low-income earners may not have the tools and resources they need to enrich their environment; therefore, these children may never receive the cognitive stimulation opportunities that their peers of higher income may (Wagmiller & Adelman, 2009). These alarming facts contribute to the idea that upward social mobility is a problem in our nation because studies show that those born into poverty will more than likely remain there throughout adulthood (Brookings Institute, 2013). While these facts are national statistics, I am asking educators here in my state of Florida to hear me when I say that these issues exist in our communities as well. Educators are in the classroom working hand-in-hand with our state’s most vulnerable children, and we have the platform to insight into real, authentic, long-lasting change. There are many people I can ask to help tackle this problem, but teachers in my state are on the frontlines working day in and day out with those students closest to home. If we want to go big with our change, we must begin by reflecting on ourselves and then extend out into our home base, which in this case encompasses the state of Florida.

(Baldari, 2019)

 

    Social mobility can be a subject that is slightly controversial, simply because it demolishes the American Dream ideology we’ve always been taught (McDermott,2013). It challenges us to look at the inequality in our communities and to set aside our political and societal views for the sake of the future of our nation and to see the evidence in front of us. If we want to be an educator who paves the road to a bright future for our students, we must work to close the achievement gap and allow these vulnerable children the same opportunities as their peers of better future. We can begin to do this by first changing the way we perceive our students. We should partner with community members that have the resources to help these students in poverty so that they can have a chance for a better life. This idea is also a great way to cultivate a harmonious relationship between schools and their communities. We have to challenge ourselves to look at teaching as more than just curriculum. We are investing time into our students so that they can have a chance at being the best version of themselves. This response translates to a society that is better because it would be one that is fair and just. Students of poverty with great talents will have the chance to use those talents and make our society better. This is a win-win situation for both the educator and the student.

    I have had the wonderful opportunity to spend some time in several classrooms in my area and it was during this time that I realized that teaching can be a monotonous job for some. Educators may build rapport with their students, but I often wondered if they thought about what happens when the children leave the classroom. What kind of life do they go home to? Do they care? These are tough questions to present, but they are the reality. As educators, we must ask ourselves what do we value most about the career path we have chosen? Anyone can teach anything, but educators know they are doing so much more than just providing curriculum. We have to take care of our children and that begins right at their basic needs. Children in poverty may not perform well in school simply because their most basic needs aren’t being tended to. Educators have the unique opportunity to reach out to these students and explore their needs, as they spend a lot of time with them in the classroom. Getting the students what they need can translate not only to a better student but also to a better classroom environment.

    Educators, specifically those in the state of Florida, I am asking you to first examine yourself. Why are you an educator? What is it that makes this career worthwhile? I challenge you to explore any implicit biases you may have and to understand why they’re there and how you can work to change how you may view some of your students.  Children from low-income homes can have behavioral issues, making teaching them a challenge, but if we shift our perspective from surface thinking and dig deep for answers, we will often find that these students are simply products of their environments, and we have access to resources that can help change their situation. If there aren’t resources, we have the power to create those resources. All of these small actions contribute to a society that is better for you and one that is better for the student. Every child deserves the chance to thrive and we can help them in our classroom, through our interactions, and by always working for what is fair and just.        

References

Baldari, C. (2019, September 10). We Know We Can Cut Child Poverty in Half, So Why Aren’t We? First Focus on the Children. Retrieved from: https://firstfocus.org/blog/we-know-we-can-cut-child-poverty-in-half-so-why-arent-we

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Children’s Defense Fund. (n.d.). The State of America's Children® 2020. Retrieved from: https://www.childrensdefense.org/policy/resources/soac-2020-child-poverty/#:~:text=Children%20remain%20the%20poorest%20age,and%20older%20(10%20percent).

Children International. ( n.d.).  Child poverty in the U.S. facts & stats about children in poverty in the United States. Retrieved from: https://www.children.org/global-poverty/global-poverty-facts/facts-about-poverty-in-usa

Schwartz, R. & Brody, B. (2012). ETS POLICY NOTES: News from the ETS Policy Information Center. ETS Policy Information Center Educational Testing Service. (20)3. 1-12. Retrieved from: https://www.ets.org/Media/Research/pdf/PICPNV20n3.pdf

Wagmiller, R. & Adelman, R. (2009, November). Childhood and Intergenerational Poverty: The Long-Term Consequences of Growing Up Poor [PDF]. National Center for Children in Poverty. Retrieved from: https://www.nccp.org/wp-content/uploads/2020/05/text_909.pdf