Unit 2 Assignment 2 Education

The first determinant of one’s fate is their family’s background. Almost none of the children from low-income families made it through college. With the expenses of college today, I’m actually not surprised by that statistic. Of the children from low-income families, only 4 percent had a college degree at age 28, compared to 45 percent of the children from higher-income backgrounds. "That 's a shocking tenfold

Education and wealth have a big impact on income inequality. Education and wealth go hand in hand when talking about income inequality. When a family is more wealthy, they can afford a better education. One article from ACE states that “currently in America, getting a postsecondary degree—in particular a bachelor’s degree—generally results in higher incomes, greater job choice, satisfaction, and security, as well as other outcomes considered good for our society, such as voting and community service.” This is important because if

I will help the teacher to implement learning amongst the pupil’s. This may include preparing the classroom, tidying up after activities etc. general classroom duties that are

* Observe and record certain elements of the pupil’s academic work therefore taking some pressure off the teacher having to complete all observations themselves.

In their article “The Upside of Income Inequality” authors Gary Becker and Kevin M. Murphy argue that the solution to income inequality is to have more and more students attend and graduate from colleges. Becker and Murphy imply that students from “broken households” earn lower grades and test scores, therefore reducing their chances at entering and staying enrolled in colleges due to subpar cognitive skills. Throughout the article, charts are shown to show promising statistics of students of all ethnicities being successful in colleges. However they later state:

In "A Degree is a Risky Investment But You're Still Better Off Going to College, Tim Levin (2016), he argues that all the students should go to a college rather than start a business because it’s the best way to reap the rate of return. However, Levin does not understand that for many low income students, going to a good college is high pressure. At the same time, this can limit their chances at financial success. In Levin's (2016) article, he thinks that students should go to college in order to change their environment especially low-income students, but the decision of whether to attend college is different for those who come from rich families and those who come from low income families. This is because the rich families or the upper

Many middle to lower class families cannot afford to send their kids to school and with Ivy League schools like Harvard and Princeton giving out generous financial packages to their student, who mostly come from wealthy background. The poorer students are on the losing end because they are not given the opportunity for aid. As Terry Hartle, the senior vice president of the American Council of Education, says, "Smart poor kids go to college at the same rate as stupid rich kids." What this is saying is that the wealthy families have vastly more opportunity to succeed in the college system even though they have equal or lesser smarts. Well respected schools such as NYU are now admitting students based on the financial fit not by merit.

Tuition and finances are among the most commonly inquired topics regarding college. Socioeconomic status, one’s social and economic position within society, directly and indirectly influences the ability to attend college. It directly relates to the financial aspect of higher education. One explanation for this is the human capital theory, which suggests a negative correlation exists between parents’ income and educational level and the amount of student loan debt their

Educational Researcher by Gloria Ladson-Billings looked into the ratio between education and achievement and what the gap was between them and how to fix it. According to an interview with strict economist Professor Emeritus Robert Haveman of the University of Wisconsin’s Department of Economics he makes it clear by stating that “ In order to reduce the debt or gap in one being achievement you must then close the gap of the other being education” Ladson-Billings also goes on to recognize the parallel between not only your economic status when it comes to education but how well your parents did before you among many other things including your health along with your overall well being playing a factor into your education ( Ladson-Billings, Oct 2006, P 5). Additionally the first teachers of a student are their parents whom in the home are responsible for teaching their children the basic fundamentals they must adhere to within society in order to navigate throughout life.Thus giving them many opportunities to experience cultural and life development (Wilburn, Smith & Hill-Carter, 2013, P 242). This research ties into chapter three of our book where education is discussed and one such topic that Michael’s remarks upon would be annual family incomes and how depending on what is made shows what the students of the

Education is provided to people who come from all economic backgrounds. However, not everyone is able to use the education system to the best of their abilities. For example, children who live in poor situations might not be able to focus only on their studies such as taking up a job to help support their families. Moreover, it’s a fact that the areas that have a higher income generally often have a better schooling system. This might be arising from donations from local families and from a better economic structure in the area. A higher social class has advantages to access to resources such as tutors, private lessons, private schools and higher quality public schools. On the other hand, children in lower socioeconomic classes might live in impoverished, stressful environments with fewer resources.

The first factor that may affect number skills development is national and community factors. A Country and community’s political, cultural, social and economic policies all contribute to the environment in which children develop. The success a country has in educating it’s children and producing a numerate population depends greatly on the country’s emphasis on the goal of numeracy for all, the resources it has available, and the mechanisms it has in place for providing effective programs and incentives that encourage number skills.

It is assumed that if you are poor then you will not receive a form of higher education. It is even more realistic that when this is the case lack of education impairs your chances of gaining ground beyond that of poverty. About 34% of unemployed people never got a high school diploma compared to the 6% of unemployed people who have attained a bachelor's degree (U.S. Census Bureau). These unemployed individuals never got the education needed to hold a middle-class worthy job so they live in poverty. This chart below demonstrates how education increases chances of employment, allowing an income that may keep you above poverty level.

Inclusive learning is about ensuring all your learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by the words or actions of others. You are not teaching you’re subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be recognised and respected. Agreeing individual learning plans (ILPs) and/or action plans can help formalise

The literature thus firmly supports the thesis that socio-economic status is directly correlated with academic success, due to the superior financial and social capital resources available to the middle-class student. Furthermore, the interdependence between multiple factors means that the cumulative impact of risk factors may be greater than the simple sum of separate factors (Sparks, 1999:10)

Students coming from the working class structure seem to have more of a financial struggle than people who are above them. This resulted to them having a less likely chance of attending college because they are always working to earn money. For example in the article Class in America written by Gregory Mantsios, he created three profiles. One of the profiles he had created was an African American woman 's name Cheryl Mitchell. She only attended community college for one semester before dropping out because of her financial