SolutionstoPovertyProject LINK

ATTITUDES, PERSPECTIVES, AND VIEWS ON EDUCATION 1
© 2014 A. E. Barnett and J. A. Zaloudek | University of Wisconsin-Stout
Solutions to Poverty Project: Attitudes, Perspectives, Views on Education at the Macro Level
Stacia Gregory
Jennifer Beeman
Brittany Pasanen
Chantell Larkins
Samantha Schultz
University of Wisconsin-Stout
HDFS 365
July 24th, 2016
Julie A. Zaloudek
Solutions To Poverty Project: Attitudes, Perspectives, Views on Education
at the Macro Level

When thinking about poverty, one might propose a variety of assumptions. Do the poverty
stricken lack aspirations to succeed? Do they not work hard enough to get ahead? Or is it due to
uncontrolled circumstances? Do they have lower morals? Is the government not doing enough to
help the needy? These are all assumptions the public makes. Are they true? No. Do the views on
poverty and education vary among different class systems and political parties? Yes. Are we going
to come up with a solution to these misconceptions to change the public’s attitudes, perspectives,
and views on education and poverty? Absolutely.
According to the United States Census Bureau, in 2014, the official poverty rate was 14.8
percent. There were 46.7 million people living in poverty. For the fourth consecutive year, the
number of people in poverty at the national level was not statistically different from the previous
year’s estimates. Additionally, according to the American Community Survey (ACS), the United
State’s current educational attainment for percent high school graduate or higher is 86.3%. This
tells us that poverty is not decreasing and attaining and education does not guarantee relief from
poverty.
Educational achievement and poverty affects millions with challenges and solutions on
various levels. For these reasons, this paper will help illustrate the issues tied to the Ecological
Theory on education and poverty, with a specific emphasis on the Macrosystem. The Macrosystem
is the most abstract and complex of Bronfenbrenner’s four systems. The Macrosystem is defined
as “the developing person’s society and subculture with particular reference to the belief systems,
lifestyles and options, and patterns of social interchange”. Specifically, we will be looking at parent
and children’s views, low-income, working class, and upper class attitudes on education for

children living in poverty, U.S. Democratic values and educational achievement views, and the
achievement gap. We will also be discussing the barriers that prevent low-income from getting the
education they deserve from a Family Resource Management perspective.
We argue that the best solution to achievement gap for low income children is to create a
reality show. We will choose a celebrity to take a poverty test processed by living their life in
poverty for one month. This solution will give them an idea of the struggle low income families
encounter. They will be faced with heart wrenching decisions that will go against their values or
beliefs due to the fact of not having enough income and resources to stick with their normal
lifestyle. After doing the reality show the celebrity will raise awareness about the importance of
students in poverty receiving a proper education.
Topic Related to Poverty
Parent/Children Views On Education
Education may have different opportunities and expectations that not only affect parents
view on education, but their children's as well. The views have changed with the newer generation
compared to the involvement from our parents and grandparents (Lin, Isernhagen, Scherz, &
Denner, 2014).
The Parent’s Viewpoint
When families were asked to compare a good education with having a steady career, there
were no significant differences among the four groups as a whole. 47.8% of the professional or
semi professional families, 48.4% of the clerical or sales parents, 42.1% of the skilled, and 47.4%
of the unskilled parents feel importance of both values in the study (Kinloch, G. c., 1987). The

view that a general education is more important than vocational training was highest among
clerical or sales families (75%) with professional and skills parents (54.8%, 57.3) and the unskilled
the least (40.6) (Kinloch, G. c., 1987).
Parents have many different opportunities to be involved in what their child is learning in
schools. They can participate in teacher-parent conferences where they discuss the student’s
improvements and how far they have come. It’s also a chance for the parents to ask any questions
that may be concerning them. Volunteer activities such as fundraising or committee work are
another option (Lin, et al., 2014). Throughout the years, this has been a struggle to get parents
involved. This can be due to working to many hours, not having good communication with a child
or not wanting to be involved period.
The new curriculum is the Common Core that was introduced from Obama. It specifies
the English language along with math skills that students must learn in each grade from
Kindergarten to the end of high school (Neuman, S. s., & Roskos, K. r., 2013). Since this new
curriculum many parents haven’t been able to help their children with homework which leaves
them struggling in their classes.
The Children’s Viewpoints
In a qualitative study from 76 students from six high-poverty urban schools in a
metropolitan area, their findings concluded that students viewed higher education as rewarding in
three ways: economically, symbolically, and personally. To them it symbolized something more
than just a place to get a degree. It represented family betterment; distance from rising up from the
bottom, a symbol of having “arrived” and having “made it”. One student said, “to show them I’m
not a quitter. If I can finish college, I can finish anything. I conquered. I succeeded in life”.

However, they also viewed college challenging many ways and to involve multiple risks. (Cilesiz,
S., Drotos, S. 2016). They are concerned about fitting in since they lack the family members with
college experience. Most of them also believed that college was a promise of a better economic
future. Some even considered it a necessity for a secure and decent income. They know it is very
hard to get anywhere without a college degree. They want to attend college, but many obstacles
are in their way due to their SES.
According to “Bronfenbrenner’s ecological model, each child’s cognitive and emotional
growth, as well as success in school, is impacted through the positive strengthening from a child’s
environment (Lin, Isernhagen, Scherz, & Denner, 2014).). Children who come from a higher SES
family may have a more positive outlook on education compared to those who come from a lower
SES family. For example, children from the SES may display better test scores which points them
into the direction of continuing school while those who do poorly may result in other problems
such as dropping out Children who come from a lower SES family may have negative feelings as
though they don’t belong in that school. They may withdraw from interacting with other students,
withdraw from school activities and may even end what communication they do have with their
families at home.
Upper, Middle, and Working Class Attitudes on Education for Children Living in Poverty
How a person views education for children living in poverty has a potential to become a
barrier or a support system for these individuals. There has been research that shows how
individuals in each socioeconomic class has different views on education for children living in
poverty. How students view their self while attending college play a part in their behavior while

receiving a higher education. The current paper outlines how children living in poverty have an
education that is affected differently than children from the middle or upper class.
Social class is an important indicator of college access and attendance. Research shows
that in 2004 43% of high school graduates that went on to higher education institutions came from
low income families who had an income under $30,000, compared to 75% of students from
families with an income over $50,000 that became enrolled in universities (Soria, K. k., &
Bultmann, M. b., 2014). The study showed by age 24 only 12% of students from low-income
families earn a bachelor degree compared with 73% of their higher income peers. The difference
between classes in the probability of receiving a degree creates a barrier of economic inequality
from students from a working class background.
These results show a positive relationship between social class and education. Within all
social classes, families believe that receiving a good or general education was almost as equally
important as training for a career. Although the types of jobs available are different by class
background, all classes feel it’s important and encourage working class students to receive an
education and skills for a career.
The Working Class Viewpoint
The way working class (lower class) students perceives their education has a significant
effect on their educational success. Working class students often struggle to have social
relationships since it’s hard to find students with similar backgrounds they feel comfortable
around. This factor has a negative effect on their education because they spend less times working
with other classmates compared to middle and upper-class students.

Working class students report feeling intimidated, inadequate, invisible and inferior to their
peers (Kinloch, G. c., 1987). It made working class students feel that students and faculty weren’t
aware of the issues they struggled with in education. This feeling makes working class students
feel like they are isolated and as if they are” never quite measuring up” (Kinloch, G. c., 1987).
They also felt as if people assumed they lack intelligence and do not belong in higher education
due to being in a new culture they are unfamiliar with. The negative feelings working class students
feel prevent them from feeling a sense of belonging compared to middle and upper class students.
Some researchers suggest that the struggles students from the working class struggle with
during higher education are due to the way they were socialized in their childhood (Soria, K. k., &
Bultmann, M. b. ,2014). Working-class students have less structure and interactions compared to
middle and upper class children which is associated with student’s academic success. They feel
they lack the knowledge from parents because most of them have parents who had not attended
college. Social class is associated with student’s negative feelings of acceptance and social
experiences while in college.
U.S. Democratic Values and Educational Achievement Views
U.S. democratic values largely support educational opportunity for all as indicated by
compulsory and free K-12 education, but they do not fully support opportunities for low-income
families as pre-school and college are not easily attainable to low-income children and supported
by other values such as individualism. The current section is going to touch on some factors such
as private schools, values on attitudes, and also on early childhood education, on how they could
play a role in the success for low-income students if political parties could find a way to make
these opportunities possible.

Attitudes on Private Schools for Educational Achievement
Wisconsin state legislators debated a series of bills aimed at closing low-performing public
schools and replacing them with privately run charter schools (Lafer, 2014, p. 3). These bills were
aimed for Milwaukee since Milwaukee has the poorest school district in the state. These bills
however have not passed yet, and therefore we have over-crowded schools in our big cities. Over
crowded schools do not allow much room for growth and opportunity, and in fact plays a role to
poverty because children are not getting the proper education that they deserve. Some politicians
share the attitude that children do better academically in private schools or charter schools because
of class size. Class size plays a major role for all students, but especially for students from low-
income families. Smaller classes make such a profound difference because they change the
fundamental dynamic between teachers and students in ways that are particularly important for
children from poor and working-class families (Lafer, 2014, p. 18). Class size makes a difference
because teachers can focus more on each individual student. The child has more opportunity to
learn and grow with a class that is smaller. While politicians share this attitude, nothing has been
done to make charter schools more available for those from low-income.
Attitudes on Values
Different values underlie the belief that education is a right or a privilege, and there are
differences along party lines. Democrats are more likely to share the attitude that if you are an
American who wants to get an education, you should always be able to get one: money should
never stand in the way (Education Reform Now, 2016, p. 20). Republics may have a different
opinion about this. They are more than likely to view some education as a privilege that should be
earned. Either way, education equals success. Without money and with the fear of going into major

debt, a lot of students from low-income families chose not to attend further education. The U.S.
government has looked at some policies and programs to help students handle debt and barriers.
However, continuing disparities in education of the middle class and low-income families indicates
that these efforts have not gone far enough in addressing the challenges that the low-income
families face.
Attitudes on early childhood education for educational achievement
Democrats also are more likely to have the attitude that we must have the best-educated
population and workforce in the world and this means making early childhood education a priority,
especially in light of new research showing how much early learning can impact life-long success
(Education Reform Now, 2016, p. 21). Republicans might have a different attitude towards this.
They might think early childhood education is not absolutely necessary and is just a privilege.
Democrats are looking into other early childhood programs that can provide all families of all
income statuses to high quality childcare and pre-K programs. It does not matter how much money
people make, they just want to make there more opportunities for every child out there. The U.S.
government agrees on the fact that the children are the future, and how our children learn today
will impact the world years to come. Every child deserves an opportunity to pursue their dreams
and their goals. The government seems to share this attitude and belief, but they just need to work
harder together to make this possible for the children from every income status.
The Achievement Gap
Achievement gaps in the United States are something that negatively affects many families
across the country. Factors including race, class, familial generation status and geographical

ATTITUDES, PERSPECTIVES, AND VIEWS ON EDUCATION
10
location all play a significant role in a child’s ability to be academically successful in their K-12
education. In this section, there will be a brief overview on what achievement gaps are, who is
most affected by these gaps along with the factors that cause them and suggested solution to close
the achievement gaps nationwide.
Defining what Achievement Gaps in the United States Look Like
To begin, it’s helpful to understand exactly what educational achievement gaps are and
how they affect millions in the United States every year. According to The Glossary of Education
Reform Online the Achievement Gap can be described as “Any significant and persistent disparity
in academic performance or educational attainment between different groups of students, such as
white students and minorities or students from higher-income and lower-income households.”
Other factors to consider when examining why academic achievement gaps exist include, but are
not limited to, the lack of adequate nutrition, poor overall health, environmental factors (including
one’s geographical location, family structure and dynamics), the quality of schools themselves as
well as the organization and delivery in the instruction process. Identifying and understanding
many of these contributing factors causing educational achievement gaps in the K-12 system only
can help us provide a platform to make changes and reform policies that better support the students
and families these disparities affect.
Who Achievement Gaps Affect the most in The United States
When examining the demographics of who the achievement gaps affect the most, statistics
shows that African American and Hispanic children and families suffer at a much higher rate in
the educational achievement gap than their white counterparts. This is not to say white Americans

11
cannot fall into the disparity of education but the prevalence of a large disparity in academic
achievement lies strongly in the two minority communities A few of the leading causes that support
the achievement gap in these communities includes a growing population of Black and Hispanic
families residing in low incoming housing which contributes to stressful family dynamics or poor
academic support. The lack of adequate school district funding for resources and programs. The
lack of adequate academic resources in and out the school setting. The amount of poorly staffed
schools. The level of inequality in measurements of academic success such as test scores and low
graduation completion rates among these minority groups. According to Center for American
Progress, “More than half of all babies born in the United States are children of color, and within
three decades, more than half of the population will be composed of people of color” (Lynch &
Oakford 2014, pg. 5). Understanding this factor as well as wealth and income inequality, families
of color are subjected to a stronger probability of falling into the achievement gap when economic
resources are disproportionately lower than in white neighborhoods. Also, according to the article
from the Center of American Progress titled The Economic Benefits of Closing Educational
Achievement Gaps,” School and housing segregation by race and ethnicity are related to income
inequality and weaken the academic achievement of black and Hispanic children” (Lynch &
Oakford 2014, pg.). For many African American and Hispanic Children, being raised in a low
income neighborhood has tendency to separate them from their white counterparts in school. Many
inner city schools are more densely populated with African American and Hispanic children than
schools in suburban areas. Included in that separation is the quality of materials and supplies to
help educate these children effectively. Many schools in these neighborhoods are also underfunded
and poorly staffed causing the achievement gap to start as early as Kindergarten for many of these

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children. The resources available to these children both in and out of school are more limited than
in schools in higher funded school districts. After school and extracurricular activities come a cost
most of these school districts cannot afford causing many of them to be non-existent to help support
children who do not have strong academic support at home. Also mentioned in the journal article
The Economic Benefits of Closing Educational Achievement Gaps” Black and Hispanic children,
on average, have lower test scores than native-born white children in large part because they are
more likely to be raised in poor, low-income families than are native-born white children” (Lynch
& Oakford 2014, pg. 7). As mentioned, due to lack of academic support at home, lack of academic
resources and the low-income and poverty stricken neighborhoods the emphasis on any measure
of academic achievement such as test scores is lower as well. Lastly, when considering the future
projection of lack of academic achievement over time, according to the article Health barriers to
learning and the education opportunity gap from the Education Commission of the United States
“19 percent of all public high school students who don’t graduate on time are much more likely to
have health barriers to learning. These[CL1] youth are less likely to find employment and more
likely to have a lower quality of life with respect to housing, healthcare, food and a safe
environment. Not graduating on time from high school is more common among blacks (32 percent)
and Hispanics (24 percent). (Basch, Gracy, Johnson & Fabian, 2015. Pg. 3). This final statistic
shows the long terms effects of the lack of an adequately achieved education for African American
and Hispanic Students in the K-12 public school system.
Proposed Solutions to Bridge the Achievement Gap

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Based on the information provided, minority children of low income families specifically Hispanic
and African American children suffer greatly in the achievement gap within the United States.
When taking a look at areas where improvements can be made, we should focus on how to help
support families in low income areas who have children in school as well as provide these school
districts with more financial and tangible academic resources to adequately educate and support
these children in their academic careers. We have to focus on building a stronger and more
educated youth to help support the generations before and after them. Educational reform policies
should be more adequately distributed on a state wide basis rather than some places being more
funded than others. All children school have access to a satisfactory education so that they can
succeed later in their live and know that should be enough motivation for overall change in our
education systems countrywide.
Application of Ecological Theory
Family Ecological Theory helps us understand individuals and families within their
environments. Families that are struggling with poverty have environmental factors that potentially
limit their academic success and access to education. The needs of families in poverty may be so
basic (e.g. housing, food, childcare) that they obscure the goal of academic success. Families who
may have valued education must shift their priorities to attend to basic security and stability. Even
families who do value education and have educational goals may have limited resources such as
access to quality K-12 education, knowledge of what is needed to prepare for college, and funding
to support educational success. Decision making in impoverished families may also be difficult,
such as the ability to “recognize needs, identify alternatives to fulfill identified needs, evaluate
identified alternatives, select and implement alternative and reflect and evaluate” (Moore, 2013,

14
p. 58). This is because reflecting and evaluating is challenging in situations of crisis and
disorganization, which is often the living experience of families in poverty. Lacking the ability to
go through the decision process noted above can limit a family’s ability to make decisions about
continuing education or what educational path is best, leaving a family in a cycle of poverty. This
paper will look at connections between education and poverty at one system level and suggest a
solution, based on research.
In our efforts to help find viable solutions to poverty and educational disparities, the
Ecological Theory our group is focusing on is the Macrosystem. According to Mentalhelp.net,
“The Macrosystem is Urie Bronfenbrenner's final level in the Ecological System’s Theory, which
is the largest and most remote set of people and things to a child but which still has a great influence
over the child. The Macrosystem includes things such as the relative freedoms permitted by the
national government, cultural values, the economy, wars, etc." The macrosystem is the area of
development that is affected by social and cultural values. This is important to the Family
Ecological Theory because being in poverty has an effect on education. Research from the article
Education and poverty: Confronting the evidence has shown that children from disadvantaged
households perform less well in school on average than those from more advantaged households
(Ladd, pp.204). It’s important to find the reason why children in poverty are performing less well
than children not in poverty. We need to find out the cause for this gap in education between
socioeconomic status and find a way to reduce it.
Why does this matter you may ask? It matters because we want to see a decline in poverty
and in order to see a decline, children from every income status needs to be educated because every
child deserves that opportunity so they can have a healthy and happy life for the years to come.

15
Education is the key to success and every child has the right to that key. For this group project, our
focus is going to be the attitudes, perspectives, and views at on poverty as well as the barriers at a
Macro level. We will give solutions about how education could play a role in the decline of
poverty.
Proposed Solution to Poverty
In order for us to demonstrate our explanation from a Macrosystem perspective of the
Ecological Theory, we wanted to propose a solution that could reach millions of people and could
relay our message effectively. For the millions of families who suffer from the economical and
emotional burdens that poverty places on them as well as lack of adequate education systems, our
group chose to use a reality show to help present our solution to poverty. We felt this would be an
up close and personal experience that accurately depicts what so many family encounter on living
with less and receiving sub standard education.
Reality TV has been a huge success for over 20 years on network and cable television. For
millions across the United States, tuning in to their favorite 30-60 minutes of reality excitement or
drama has helped build the television concept phenomena. According to CivicScience.com “In Q3
2013, 39% of consumers said they watch 1-5 hours of reality TV each week.” Also something to
note is that of that 39% of those who watch 1-5 hours of reality TV per week, according to
CivicScience.com “They are 60% more likely to value TV shows and say they are important to
them or are a passion of theirs.” Knowing that viewers of reality TV shows are dedicated watchers
and align their reality TV watching preferences with their own personal morals and values, our
idea solution could really touch the lives of many causing awareness or action to be taken to help
work toward taking the solutions and implementing them. With such an important and meaningful

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message to relay, using a large television network to stage a simulation where a person from the
upper and privileged class experiences what life would be like to live in poverty and experience
what a lack of education looks and feels like. They would be given the same minimal tools and
resources to try and succeed without their regular daily luxuries of life.
After taking the poverty test and living a life in poverty for one month, the celebrity would
realize how challenging it is to live a life in poverty (especially after living a life for so many years
as a rich and famous person). He or she once had everything they could ever image; fancy cars,
top name-brand clothes, trips to anywhere in the world, you name it, they had it. Now, for one
month, our celebrity would face many obstacles that they have never had to face before, living in
poverty, and their family had to face the new challenges too. The hope would be that through the
challenges, a light would be shed on some real important issues that needed to be addressed. After
taking the poverty test, living out the scenario he or she was selected for, having his or her family
involved, our celebrity will be interviewed. This is where they will share with the viewers their
reflection and how difficult it was to live the life of someone below poverty level. This is where
the viewers, too, will come to a realization and will then change their perspectives and attitudes
towards poverty stricken families. Perhaps the celebrity will take action and create a successful
foundation. Since our research showed by age 24, only 12% of students from low-income families
earn a bachelor degree compared with 73% of their higher income peers (Soria, K. k., & Bultmann,
M. b., 2014). The difference between classes in the probability of receiving a degree creates a
barrier of economic inequality from students from a working class background that needs to be
reduced. If low incomes families are able to attend college without finances becoming a barrier,
the amount of low income students receiving degrees will increase. We are also hoping to touch

17
members of the government as well to encourage them to provide more resources and programs.
It may put pressure on them to become more involved.
In addition, we would have a person from lower and under privileged class get the
opportunity to experience what it would be like to live well and experience what an exceptional
education looks and feels like. The goal in all of this would be to raise true awareness as well as
develop a genuine understanding of what it’s like to be in another person’s shoes. The show would
be used as a public service announcement that people could tune into regularly. The good thing
about using a reality show is that this form of information delivery can be something the entire
family would watch. This show could appeal to all ages, races, genders and ethnicities.
Conclusion
In conclusion, to see a decline in poverty, it is necessary that every American have the
opportunity for education that will allow them to earn a sufficient living for themselves and for
their future generations. To change the public and government views and perspectives on the
struggles poverty stricken families face at a Macro level in relation to a higher education our
solution was to turn to the media.
U.S. democratic values largely support educational opportunity for all as indicated by
compulsory and free K-12 education, but they do not fully support opportunities for low-income
families as pre-school and college are not easily attainable to low-income children.
Communicating with our government on these issues and trying to get more opportunities out there

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for children of low-income class might really push our government to make a change. If our
government can make the change, maybe we can see a decrease in poverty rates as more children
are getting the education that they deserve.
We strongly recommend that in order to address the inequities in educational achievement
gap, the best solution is to give celebrities the chance to live their life how low income families
have to live. This will give celebrities the opportunity to see the true struggles people living in
poverty are faced with every day. We believe by doing this, it will encourage the celebrities to
speak up and take action to encourage proper education for all students, regardless of SES.
The achievement gaps in America are growing at an alarming rate especially for Hispanic
and African American children. More families in poverty struggle to provide an adequate
education for their children along with living a stress-filled lifestyle. This does not dismiss the
problem for everyone who suffers in this broken system and now is the time to starting make
gradual changes to help close the gap. More collective attention and efforts need to be made to
these groups children who should be allowed and afforded a quality K-12 experience regardless of
their socioeconomic background race or geographical location.

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References
2010-2014 American Community Survey 5-Year Profiles. Educational Attainment:
Percent high school graduate or higher. Retreived from: http://www.census.gov/search-
results.html?q=education&search.x=0&search.y=0&search=submit&page=1&stateGeo=
none&searchtype=web&cssp=SERP
(2016) The Democratic party education platform positions with Amendments approved
July 9 2016. Education Reform Now, 20-23. Retrieved from:
https://edreformnow.org/app/uploads/2016/07/Democratic-Ed-Platform-with-July-9-
Amendments.pdf
Basch, C. E, Gracy, D, Johnson, D, Fabian, A. (2015). Health barriers to learning and the
education opportunity gap. Progress of Education Reform: 15(3), 1- 8. Retreived from:
http://eric.ed.gov/?id=ED558734

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Cilesiz, S., & Drotos, S. M. (2016). High-Poverty Urban High School Students' Plans for Higher
Education: Weaving Their Own Safety Nets. Urban Education, 51(1), 3-31. Retreived
from http://dx.doi.org.ezproxy.lib.uwstout.edu/10.1177/0042085914543115
Insight Report: Declines and Audience Shifts – The Unscripted Truth About Reality TV
Viewership, CivicScience.Com (2015, March 18). Civic Science. Retrieved from
https://civicscience.com/ourinsights/insightreports/insight-report-declines-and-audience-
shifts-the-unscripted-truth-about-reality-tv-viewership/
Kinloch, G. c. (1987) Social class and attitudes towards education. The Journal of Social
Psychology, 127(4), 399-401. doi: 10.1080/00224545.1987.9713722
Lafer, G., & Economic Policy, I. (2014). Do poor kids deserve lower-quality education than rich
kids? Evaluating School Privatization Proposals in Milwaukee, Wisconsin. EPI Briefing
Paper #375. Economic Policy Institute, Retrieved from: http://eric.ed.gov/?id=ED558116
Lynch, R. G, & Oakford, P. (2014). The Economic benefits of closing the achievement gaps:
Promoting growth and strengthening the nation by improving education outcomes of
children of color. Center for American Progress: p.1 – 33 Retrieved
from:http://files.eric.ed.gov/fulltext/ED561084.pdf
Neuman, S. s., & Roskos, K. r. (2013). Why Common Core Matters: What Parents Need to
Know. Reading Teacher, 67(1), 9-11. doi:10.1002/TRTR.1186
Soria, K. k., & Bultmann, M. b. (2014). Supporting working-class students in higher education.

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NACADA Journal, 34(2), 51-62. doi:10.12930/NACADA-13-017
The Glossary of Education Reform. (2013, Dec 19). Achievement Gap.
Retrieved http://edglossary.org/achievement-gap/
United States Census Bureau (2015) Income and Poverty in the United States: 2014.
Release Number: CB15-157. Retrieved from http://census.gov/newsroom/press-
releases/2015/cb15-157.html
The Democratic party education platform positions with Amendments approved July 9
2016. Education Reform Now, 20-23. Retrieved from:
https://edreformnow.org/app/uploads/2016/07/Democratic-Ed-Platform-with-July-9-
Amendments.pdf

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