Disrupting Rural Poverty: …what State & Federal Legislators can do to help
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Transcript of Disrupting Rural Poverty: …what State & Federal Legislators can do to help
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Disrupting Rural Poverty
…what State & Federal Legislators can do to help.
Presented at the DCMO BOCES Legislative Breakfast December 3, 2016
Robert Mackey, Superintendent, Unadilla Valley CSD
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Outcomes– Better understand
changing demographics in rural public education
– Ignite a moral imperative to address rural poverty, student learning, & school funding
The slides are posted at: http://www.slideshare.net/RobertMackey/disrupting-rural-poverty-what-state-federal-legislators-can-do-to-help
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STUDENT POVERTYIN 2013
• In 21 states more than 50% of public school students were eligible for free & reduced lunch.
• In 19 other states between 40 and 49% of students were eligible for free & reduced lunch.
• For the first time since the federal government began tracking this data, the majority of our nations students lived in poverty. 1989 2000 2006 2013
0%
10%
20%
30%
40%
50%
60%
32%
38%42%
51%
Students Eligible for Free & Reduced Lunch in Public
Schools
Year
% Lo
w In
com
e St
uden
ts
SEF January 2015
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UV
DCMO AVERAGE
City 1
City 2
City 3
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00
56.00
45.38
73.00
75.00
60.00
64.85
53.10
80.60
77.14
76.18
Poverty in Central NY Area
June 2015 % Economically Disadvantaged 2007-2008 % Economically Disadvantaged
%
FRPL
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How do we define Poverty?• Poverty is a state of deprivation, lacking the usual
or socially acceptable amount of money or material possessions. (Merriam-Webster)
• The most common measure of poverty in the U.S. is the "poverty threshold" set by the U.S. government. This measure recognizes poverty as a lack of those goods and services commonly taken for granted by members of mainstream society. The official threshold is adjusted for inflation using the consumer price index. (U.S. Census Bureau)
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Jensen’s definition of Poverty
Poverty is a chronic experience resulting from an aggregate of
adverse social and economic risk factors. (Poor Students, Rich
Learning 2016)
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Downward Social Mobility• Middle Class: odds are
25% that you’ll be poor in the next 10 years
• We are all one tragedy away from living in poverty
(Jensen 2016)
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Risk Factors Associated with Poverty and Learning
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• Unemployment• Under Employment• Teen Parent• Unmarried Parent• Frequent Change of Residence• Low Parental Education• Lack of Health Care• Poor nutrition • Non-English Speaking Household
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How These Risk Factors Effect KidsVocabulary exposure by age 4:
• high SES=46 million words• Mid SES=26 million words• Low SES=13 million words
Low family income can negatively impact children’s cognitive development and therefore their ability to learn. Contributing to:
• Behavioral problems• Social problems• Emotional problems
Later in life these impacts can have powerful ripple effects:
• Drop out• Poor health – physical and mental• Poor employment outcomes
Being poor predict(s) an excess of many health-related indicators
Children are disproportionately
affected by poverty – foreshadowing entrenched
health disparities that span generations
Ramey, 2015
National Center for Children in Poverty
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Two Kindergarten Classrooms20 students – 20% live in
poverty• 4 – 6 students affected by
significant traumatic experience(s)
• These 4 – 6 students have been exposed to 13,000,000 words by age 4
• These 4 – 6 students typically lag in speech, fine & gross motor, & social skill development.
• 14 – 16 students exposed to 36,000,000 words by age 4
20 students – 65% live in poverty
• 13 – 15 affected by significant traumatic experience(s)
• These 13 – 15 students have been exposed to 13,000,000 words by age 4
• These 13 – 15 students typically lag in speech, fine & gross motor, & social skill development.
• 5 – 8 students exposed to 36,000,000 words by age 4
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Which teacher will need more support to guarantee at least
grade level proficiency for 100% of their students this year?
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How can you give a helping hand to children in Rural
NY living in poverty?
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ALL kids college &
career ready
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DISRUPTIONDISRUPTION
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A Commitment to Improving
K-12 Educational Achievement
Begins in the First 5 Years of Life
Ramey & Ramey, 2000
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0 – 3 YEARS
• Fund Family Focused Learning Programs combined with accessible, free, health care; at least in all high-needs school districts
SCHOOL BASED HEALTH
• Fully fund current & expand SBHC; at least in all high-needs school districts
4 – 5 YEARS
• Fully Fund Universal Pre Kindergarten Programs combined with accessible, free, health care; at least in all high-needs school districts
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State Aid to SchoolsFoundation Aid• ALL new money to schools
distributed on need
Flexibility • Allow categorical aids like
transportation, BOCES, library, and textbook aid to be used in their entirety for either the categorical purpose or general education support.
• Allow districts to use retirement reserve for both the employees retirement system and the teachers retirement system to offset employer contribution
• Allow EBAL reserve to be used for post retirement benefit costs
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2007-08 2015-16 Projected 2023-240
10
20
30
40
50
60
70
80
90
100
77.5
56.8
42.843.4
36.932.334.1
19.9
10.5
K-12 Ave Class Size Students in poverty Students not in poverty
0.56
0.65
0.75
% Free & Reduced Lunch Enrollment
UVCS Average Class Size plus Free & Reduced Lunch %
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State Aid to SchoolsFoundation Aid
• ALL new money to schools distributed on need
Flexibility • Allow categorical aids like
transportation, BOCES, library, and textbook aid to be used in their entirety for either the categorical purpose or general education support.
• Allow districts to use retirement reserve for both the employees retirement system and the teachers retirement system to offset employer contribution
• Allow EBAL reserve to be used for post retirement benefit costs
You will find allies in your peers who
represent urban and suburban impoverished
school districts
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References• Dr. Craig Ramey – http://research.vtc.vt.edu/people/craig-ramey/ and Abecedarian Project as of October 2015.• Communication Across Barriers – http://www.combarriers.com/ & https://
www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf • National Center for Children in Poverty – • Jensen, Eric (2016). Poor Students, Rich Teaching: Mindsets for Change. Bloomington, IN: Solution Tree Press.• Jensen, Eric (May 2013). How Poverty Affects Classroom Engagement. Educational Leadership, volume 70,
pages24-30.• National Center for Education Statistics – https://nces.ed.gov/ • U.S. Census Bureau – http://www.census.gov/did/www/saipe/methods/schools/data/20102014.html • The New York Center for Rural Schools – http://www.nyruralschools.org/w/data-tools/#.V36HC7fmrcs • Social Security Office of Retirement and Disability Policy, Annual Statistical Supplement, 2014 – https://
www.ssa.gov/policy/docs/statcomps/supplement/2014/3e.html• The Brookings Institution, Losing Ground: Income and Poverty in Upstate New York, 1980-2000 –
http://www.brookings.edu/~/media/research/files/reports/2004/9/demographics-pendall/20040914_pendall.pdf • U.S. Department of Health and Human Services, Poverty Guidelines – https://
aspe.hhs.gov/2015-poverty-guidelines• Center for Public Education – http://
www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html
• Southern Education Foundation (2015). A New Majority: Low Income Students Now a Majority In the Nation’s Public Schools. http://www.southerneducation.org/getattachment/4ac62e27-5260-47a5-9d02-14896ec3a531/A-New-Majority-2015-Update-Low-Income-Students-Now.aspx
• Gorski, Paul C (May, 2016). Re-examining Beliefs About Students in Poverty. School Administrator, pages 17-20.• Tine, Michele T. (March 2106). Different Worlds: Rural and Urban Poverty. School Administrator, pages 38-40.
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Contact and Copy of PresentationUnadilla Valley Central School District4238 State Rte 8New Berlin, NY 13411P:(607)847-7500 F:(607)847-6924Web Page: www.uvstorm.orgFacebook: https://www.facebook.com/pages/Unadilla-Valley-Central-School-District/340853612739318?ref=bookmarksEmail: [email protected]
• Presentation link: http://www.slideshare.net/RobertMackey/disrupting-rural-poverty-what-state-federal-legislators-can-do-to-help