A complex array of forces acts on the cassava sector, some of which favor its competitiveness, and others that are a detriment. The outcome will be crucial to the segment of rural Asia that depends on cassava. Because of environmental constraints in most of the areas where it is cultivated, growers have few options for alternative crops.
If American teachers in struggling U. But does the room actually Poverty case studies in america the elephant? Poverty is related to lower levels of student learning. The poverty rate in the United States is substantially higher than the rates in countries with which it is compared.
Is Poverty Related to Lackluster Learning? To this first question, the answer is obviously in the affirmative. As can be seen in Figure 1a, states with higher percentages of students from low-income families report lower average scale scores in 8th-grade math on the National Assessment of Educational Progress NAEP.
The same connection between poverty and academic performance can be observed at the school level see Figure 1b. Why do kids from low-income families tend to score so much lower on average than their more-affluent peers? Is it something about poverty itself, that is, a lack of financial resources in the family?
Poverty is associated with a host of other social ills that have a negative impact on learning.
For instance, children in poverty are much more likely to be living in single-parent families headed by young, poorly educated mothers. Poverty is also associated with higher rates of alcoholism and other substance abuse in the home; greater incidence of child abuse and neglect; and heightened family involvement in the criminal justice system.
So, yes, in general, poverty and factors correlated with low family income are strongly related to low test scores. The next question is whether U. The problem is complicated because no international data set contains both good measures of family income and good measures of student test-score performance.
Not everyone will agree with the way the ESCS index is constructed, but the data presented in Figure 2 are nonetheless quite instructive. The test scores of students in the bottom quartile of the ESCS index are plotted against those of students in the top quartile.
If students in these two quartiles did equally well in each country as compared to similarly situated students in other countriesthen the dotted regression line displayed in green would have a steeper slope, and every dot would fall exactly on that line.
As you can see, the actual pattern is not that perfect, as some countries, such as Belgium and France, are relatively better at teaching the higher-status students, while other countries, such as Canada and Finland, do relatively well at instructing students from lower-status families.
But notice that the United States falls almost exactly on the regression line. It does equally well or equally poorly, if you prefer at teaching its least well-off as those coming from families in the top quartile of the ESCS index.
The case studies presented in this paper contribute to the development and testing of a relatively simple method that can be used to assess the poverty level of clients of development projects in relation to non-clients. This publication presents a review of cassava in Asia with country case studies on Thailand and Viet Nam as well as the conclusions of the Regional Consultation on the Global Cassava Strategy. The information was presented at the Validation Forum on the Global Cassava Development Strategy, held at FAO headquarters, Rome from 26 to 28 April The Stanford Center on Poverty and Inequality is committed to providing research, policy analysis, and training on issues of poverty and inequality.
If we look at a different marker of socioeconomic status, parental education levels, we find a similar pattern. In a study that examined whether some countries are particularly effective at teaching students from disadvantaged backgrounds, Eric A.
Peterson, and Ludger Woessmann find little difference in the rank order of countries by the performance of students from families where a parent had a college education and the rank order of countries by the performance of students whose parents had no more than a high school diploma.
They find that if a country is comparatively effective at teaching the first group, it tends to be no less effective as compared to others at teaching the second.
The United States performs as expected, proving not to be especially effective at teaching students from the best-educated or the least-educated families. The authors write, Overall, the U. That ranking is somewhat lower for students from advantaged backgrounds 28th than for those from disadvantaged ones 20th.
But if more students are poor in the U. If that is true, poverty could still be the elephant in the classroom. But does the U.
|Youth Offenders||Malnutrition Rises in the costs of living make poor people less able to afford items. Poor people spend a greater portion of their budgets on food than wealthy people.|
|Youth in Juvenile Residential Placement Facilities||Poverty is an uncomfortable word.|
|Related Content||For hundreds of years, through a network of slaveholders and plantations, enslaved Africans and their American-born progeny harvested great wealth from Southern sugar, cotton and other cash crops.|
|Feedback Survey||The richest 20 percent accounts for three-quarters of world income.|
For those educators quoted at the beginning of this essay, the answer is yes.NAL Call. No.: HCP6F57 Poverty in rural America a case study. Fitchen, Janet M. Boulder, Colo.: Westview Press,; Two case studies are used to demonstrate caseload management principles.
Sample calendar flow sheets are provided to record caseload figures and predict program participation. With member countries, staff from more than countries, and offices in over locations, the World Bank Group is a unique global partnership: five institutions working for sustainable solutions that reduce poverty and build shared prosperity in developing countries.
Update, November 18, The method used to calculate absolute poverty rates in , as reported in Figure 3 of “America’s Mediocre Test Scores,” required estimations from data made available by Timothy Smeeding.
This case study of poverty in the contemporary United States examines a problem that is widespread but little studied: run-down neighborhoods of intergenerational poverty scattered on the rural fringes of urban areas.
The Case for Reparations. Two hundred fifty years of slavery. Ninety years of Jim Crow. Sixty years of separate but equal.
Thirty-five years of racist housing policy. Wealth and Poverty Web Page. MIDDLE AMERICA Guatemala City. Franklin, Kristine L & Nancy McGirr. (). Out of the Dump: Writing .