Low Income Students In Paul Tough's Who Gets To Graduate

. In the article “Public College Boosting Aid to Wealthy as Poor Are Left Behind,” by Marian Wand, the author shares a story of little girl, Shauniqua Epps, she is 19 years old. Epps family lives in subsidized housing in South Philadelphia. Epps’ father died when she was in the third grade, her mother lives on social security which provides $698 a month. She has a good GPA and is also good in sports. She applied for three colleges for higher education, but none of the colleges provided financial aid to her. She did not go to any of the colleges because she could not afford the tuition. No one in family can support her because Epps’ mother does not have enough knowledge to encourage her. This proves that the students from low socio-economic background were not encouraged by their

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:

Andrew Simmons, author of the article “The Danger of Telling Poor Kids That College is the Key to Social Mobility,” argues that educators have utilized one tool in the toolbox to inspire minority students into believing that their upward social mobility is dependent on four years of college education. These educators only considered the difference in earning power of college graduates versus high school graduates to buttress their argument. With so much emphasis on going to college, Simmons also contends that the educators miss the boat and end up causing harm to the poor students. There is no denying that poor students start from disadvantaged position compared to their white counterparts in high school, their career parts seem to via in two different directions. Many of the poor students gravitate towards the liberal arts colleges while the privileged kids dream of medical or law schools and becoming future doctors and lawyers. Simmons offers the study conducted by Jean Anyon as another example of how schools teaching poor students from low-income families emphasize “keeping students busy and managing behavior,” while a middle –class school “deemphasizes individual expression and in-depth analysis and reward the dutiful completion of specific rote tasks.” Because the educators have stressed so much on attending college, thirty-two percent of students end up with a major they never intended to, or

In ‘The Diploma Divide’, the author said, “Schools may have also changed ways that make parental income and education more important. SAT coaches were once rare, even families that could afford them. Now they are part of a vast college preparation industry.” (pg. 6) There is a huge difference between a low-income neighborhood and a high-income neighborhood. In a low-income neighborhood, nobody would help you out and more such as telling you how to prepare for college. Thus, education is really based off your parent’s income so the higher your parent’s income the better education your child

The value of achieving a bachelor's degree from a 4-year collegiate institution is unparalleled in today's society. Obtaining such a degree does not just illustrate a person's intellectual capacity, but more significantly, it shows that they have learned to utilize a successful work ethic. Almost all professional employers in today's job market have come to expect nothing less from students seeking employment. Accordingly, the level of education completed has a direct impact on the level of income college graduates can anticipate to make throughout their careers. Evidence exists that high school's in low-income areas lack the ability to prepare all students for the four-year college experience. Also, those that are prepared can rarely afford

“Low class” families usually aren’t able to afford college. Their income is very low, and hard to afford some needs. Most colleges help them because they want them in their school. Radford was interested in the college choices of ambitious and high-performing high school students from different class backgrounds”(Lisa Wade). “Middle class” families can usually afford college. They make pretty good income. Usually have two or more cars. Can afford getting their kids in college. “High class” families can afford college. They usually have a lot of money. Also most likely they have a big house, and more than two cars for sure. They shouldn’t have any issues paying for tuitions. Most high class kids have no trouble getting into college because they are confident they will get accepted. “They also felt more confident that they’d be successful at such an institution; less affluent students were more intimidated by these schools”(Lisa

Today there is a colossal gap in education among the wealthy and underprivileged. There is also a significant gap in education based on race. Does growing up in a family with or without money really impact your education? Are kids given a better education if they have money? Education should be equal to everyone, but it is not. One obstacle facing kids living at or below the poverty level is that their parents didn’t have a valuable education. Either they didn’t finish high school or they didn’t go to college. Consequently, the reason most people don’t go to college is that cannot afford it. Kids who grow up in families that don’t have a lot of money normally don’t have the skills they need to enter kindergarten. On the other side kids who

Seventy-four percent of students in the top 146 colleges in America come from the top quarter of socioeconomic societies while only three percent come from the bottom quarter (Wickenden 2). This statistic shows that low-income families in America do not have much of a chance for admission into these prestigious universities. Why is that so? Should prestigious universities lower their admission standards for these underprivileged students? Yes, Ivy League Schools should lower their admission standard for students coming from low-income families.

This recession created an increasing number of families that have been plummeted into the ranks of the working poor and have had to rely on government assistance to meet the most basic of needs. This creates environments for students that are less than conducive to academic achievement. Students are coming home in the evening to homes that are struggling to provide shelter, utilities, food and hygiene products, the very necessities of life. Many times these students come home to no adult supervision because mom and dad are working to support them. The student may be required to supervise younger siblings. These burdens are very heavy for them to carry and make their education less important than family pressures. This review of the research will argue that low socioeconomic status negatively impacts student achievement in public

It has been proven that low income students are less likely to even apply or attend a four year college. In a recent study around 54% of lower income students attended a four year college, while 84% of upper and middle class students were enrolled (“Should More College” 1). Not only did the lower class student not have the funds to attend college, but their grades were

Schools face considerable pressure to be held accountable for student success by legislators, parents and other stakeholders (Toutkoushian 2005, p. 259). Policymakers want results; they do not consider that there exist factors with respect to student performance that are outside the schools' control. Research supports the assertion that educational outcomes are largely determined by social class. Parent education and income are related strongly to student outcomes at all levels. Toutkoushian cites numerous studies of student populations across the United States where achievement on standardized tests correlates strongly with the socio-economic status of families as well as communities. The purpose of this paper is to correlate statistics on university admissions with social class. College attendance is a predictor of life success; higher education level correlates with significantly higher income for all ethnic and racial groups and for both genders. Individuals with a bachelor's degree earn an average of one million dollars more over a lifetime than those who graduate from high school only. Higher education correlates with lower unemployment, lower poverty rates, higher contributions to the nation's tax base, and less dependence on social safety-net programs. (Ballinger 2007, p. 4). Higher education directly affects the quality of life of individuals and their families; lack of a college education can keep individuals and families in the underclass for generations.

Mulhern et al. (2015) quoted, “As part of the special American dream of ‘equal opportunity for all,” public higher education also plays a critical role in seeking to eliminate, or at least narrow, gaps in opportunity between young people born in different socioeconomic circumstance.” If the current climate in higher education continues; it will have a negative impact on narrowing the gap of educating students from lower income families.

Whereas Sabrina Tavernise, a journalist for The New York Times, would say that this delayed pursuit of higher education is more of a result of my parents not being of the upper echelon of financial individuals, hindering me from attending or even completing college. Where I agree with Freedman’s notion that most top colleges’ reliance on their current business model is preventing their financial support of low-income and middle-income students, I also agree with Tavernise’s claim that education is not achieving its intended purpose and is transforming from a great equalizer of the classes for underprivileged students who had a knack for learning to another gap in the playing fields of society that we find today. As such, I consider that it is the transition of the financial affliction from schools to the students that is causing a reduction in colleges’ support of students, particularly low-income students, resulting in an ever-growing gap between the privileged and

Low Income Equals Low Academic Achievement Some may not want to believe that the world revolves around money, but it does. Goals in life cannot be taken anywhere without money. Money is the most important thing when it comes to quality education. The children from low income families academic performance is highly affected. Low income families struggle with educating their children. Income and wealth can affect educational outcomes in a number of ways. Income has a direct impact on the affordability and accessibility of those educational services which charge fees or if transport and other costs are significant.Low-income students as a group have performed than high-income students on most measures of academic success (Jensen). Family income level affects academic performance.

Low Income Equals Low Academic Achievement Some may not want to believe that the world revolves around money, but it does. Goals in life cannot be taken anywhere without money. Money is the most important thing when it comes to quality education. The children from low income families academic performance is highly affected. Low income families struggle with educating their children. Income and wealth can affect educational outcomes in a number of ways. Income has a direct impact on the affordability and accessibility of those educational services which charge fees or if transport and other costs are significant.Low-income students as a group have performed than high-income students on most measures of academic success (Jensen). Family income level affects academic performance.