Poverty's Role in America's Education Conundrum

Within the past ten years, there has been a grand effort in the United States to invigorate its education systems with sweeping changes being implemented. For instance, standardization of learning outcomes ensures that all children will learn the same material. Rigor has increased. Student achievement is quantified and the data drives decisions regarding curriculum and instruction. Teachers, schools, and school systems are being held more accountable for student achievement. Swaths of legislation, education programs, and volunteer efforts have attempted to tackle the issue. This "reform" of sort has brought much success to struggling schools and school districts.  However, time and time again, many efforts still miss the mark, and the country's educational system still lags behind much of the developed world. One reason for this may not be an issue with the educational system but more so of child poverty.

Earlier this year, UNICEF published a report detailing child poverty rates in the richest countries of the world. Interestingly enough, the United States, with 23.1% of its children living in relative poverty, ranks the 2nd highest among the world's 35 richest countries in terms of children living in poverty. If this is the case, it is no wonder that many failing schools exist in poor areas and much of our efforts need to be focused on the eradication of poverty in those school zones.

How exactly does poverty affect learning? Children raised in poverty encounter a number of external stressors that children living outside of poverty don't come into contact with: they receive less cognitive stimulation other than what goes on in school, emotional and social challenges of parents lead to children not having many of their crucial needs met, and they receive insufficient nutrition and healthcare. Each of these stressors are detrimental to the developing brain, and the combination of two or more of them working in tandem generally results in poor behavior and/or academic performance in school. It is no wonder then that there is a gulf in achievement between more affluent students and those living in poverty.

As we can see, the answer to the country's conundrum in regards to academic achievement may not solely be one that concerns the education systems. With a sizable population of school-aged children living in poverty, there seriously needs to be an effort to relieve and eradicate poverty and its effects in zones of failing schools.

The New Adult Education

In years past, when people heard the words "Adult Education", a certain stereotypical image came to mind. One pictured a high school dropout who finally had come back to school in order to obtain a GED. These students accomplished this by going to night school at a small technical institution in a program that may have ranged from a few weeks to a few months. At the end of the program, the students took the GED exam and, upon completion, received a diploma.

While there is no doubt that these students still exist today, "Adult Education" has evolved into something much broader that includes the following:

• Adult basic education programs- these include General Education Development (GED) programs along with adult high school programs.
• ESL (English as Second Language) programs- these include classes for adults who's main language is not English and need to learn the language in order to pursue the job or career of their choice
• Vocational and technical diploma/certification programs- these programs prepare students to work in a specific trade, craft, or technology.
• Apprenticeship programs- formal, on the job training leading to journeyman status in a skilled craft or trade
• Work related learning- classes designed to increase the efficiency of employees 
• College and university degree programs- classes are designed to count towards a degree ranging from an associates to terminal degrees.

Along with being able to serve the learning needs of almost any adult, Adult Education programs have become extremely streamlined in helping students reach career goals. Providers now create highly specialized programs that focus on desired segments of a local population. This increased specialization in turn creates opportunities for people that may not have been available without the program along with increasing the level of education of the population as a whole. One such institution that has streamlined its programs is Central Georgia Technical College. Boasting 190 certificate, diploma, and degree programs, campuses and centers in 7 counties in Georgia, and online and distance learning programs, CGTC can offer courses in just about any industry imaginable. 

However, one program that CGTC offers mirrors a trend in a number of other cities. At no cost, the PowerUp program helps students earn their GED in 6 months along with assisting them with jumpstarting a career. CGTC understands that there are many environmental issues that may block students from participating and the PowerUp program offers eligible students childcare, meals, transportation, and more. Many Adult Education programs are doing the same by recognizing that people aren't completing their educations due to lack of competence. More often than not, those who participate in the programs drop out because of happenings outside of school. Schools realize that if they can help students remove or simply get around those barriers, then they may have a chance of changing a few lives.

And that, in itself, is good.