Disrupting Rural Poverty: …what State & Federal Legislators can do to help
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The challenges faced by public schools operating in rural NY State where poverty levels are increasing rapidly and key resources, staff, time, and money, are not increasing at nearly the same pace. Presented at the DCMO BOCES Legislative Breakfast held on December 3, 2016.
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Disrupting Rural Poverty: …what State & Federal Legislators can do to help
- 1. 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
- 2. 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
- 3. STUDENT POVERTY IN 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. 0% 10% 20% 30% 40% 50% 60% 1989 2000 2006 2013 32% 38% 42% 51% %LowIncomeStudents Year Students Eligible for Free & Reduced Lunch in Public Schools SEF January 2015
- 4. 56.00 45.38 73.00 75.00 60.00 64.85 53.10 80.60 77.14 76.18 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 UV DCMO AVERAGE City 1 City 2 City 3 Poverty in Central NY Area June 2015 % Economically Disadvantaged 2007-2008 % Economically Disadvantaged %FRPL
- 5. 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)
- 6. 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)
- 7. 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)
- 8. Risk Factors Associated with Poverty and Learning
- 9. • Unemployment • Under Employment • Teen Parent • Unmarried Parent • Frequent Change of Residence • Low Parental Education • Lack of Health Care • Poor nutrition • Non-English Speaking Household
- 10. How These Risk Factors Effect Kids Vocabulary 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
- 11. Two Kindergarten Classrooms 20 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
- 12. Which teacher will need more support to guarantee at least grade level proficiency for 100% of their students this year?
- 13. How can you give a helping hand to children in Rural NY living in poverty?
- 14. ALL kids college & career ready
- 15. DISRUPTION
- 16. A Commitment to Improving K-12 Educational Achievement Begins in the First 5 Years of Life Ramey & Ramey, 2000
- 17. 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
- 18. State Aid to Schools Foundation 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
- 19. 77.5 56.8 42.843.4 36.9 32.3 34.1 19.9 10.5 0 10 20 30 40 50 60 70 80 90 100 2007-08 2015-16 Projected 2023-24 K-12 Ave Class Size Students in poverty Students not in poverty 0.56 0.65 0.75 UVCS Average Class Size plus Free & Reduced Lunch %
- 20. State Aid to Schools Foundation 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
- 21. 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.
- 22. Contact and Copy of Presentation Unadilla Valley Central School District 4238 State Rte 8 New Berlin, NY 13411 P:(607)847-7500 F:(607)847- 6924 Web Page: www.uvstorm.org Facebook: https://www.facebook.com/pages/U nadilla-Valley-Central-School- District/340853612739318?ref=book marks Email: rmackey@uvstorm.org • Presentation link: http://www.slidesh are.net/RobertMac key/disrupting- rural-poverty-what- state-federal- legislators-can-do- to-help
Notas del editor
- Source: 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
- All have seen gains in % of students experiencing adverse economic conditions – range about 2%-16%
- This was developed over 50 years ago by the U.S. Census Bureau and is a measure of a specific dollar amount that varies by family size and is the same across the nation. The U.S. Census Bureau determines poverty status by comparing pre-tax cash income against a threshold that is set at three times the cost of a minimum food diet in 1963, updated annually for inflation using the Consumer Price Index (CPI; see the last section of this FAQ for an explanation of the CPI), and adjusted for family size, composition, and age of householder. U.S. Poverty Guideline 2016 1 family member=$11,880 * 4 family members=$24,300 * Increment per family member over 1=$4,160 * * Must multiply each by 185% to equal income qualifications for FRPL "Family" is defined by the official poverty measure as persons living together who are related by birth, marriage, or adoption. Thresholds do not vary geographically. By this definition, 1 in 7 people, 46.7 million, living in America in 2014 were living in poverty according to the US Census Bureau. Children under age 18 made up 1/3rd of this number (15.6 million approximately) Nearly 29% of people age 25 and older without a high school diploma lived in poverty.
- The National Center for Children in Poverty (NCCP) at Columbia University in their 10 Important Questions about Child Poverty and Family Economic Hardship publication from May 2008, states that “To achieve a minimum but decent standard of living, families need more than material resources; they also need “human and social capital.” human and social capital includes education, basic life skills, and employment experience, as well as tangible resources such as social networks and access to civic institutions.” “Human and social capital helps families improve their earnings potential and accumulate assets, gain access to safe neighborhoods and high quality services (such as medical care, schooling), and expand their networks and social connections.” -National Center for Children in Poverty, May 2008
- Would you meet Jensen’s definition of poverty if you : lost your job, wrecked your car, or were being treated for cancer?
- Basic Premises: “The circle” • Poverty impacts biology • Biology affects experiences, development, and health • Health and experiences of parents exert influences on the life course of future generations • Intergenerational patterns of health, as well as educational attainment, can be altered by applying fundamental principles of developmental science Ramey, 2015
- We want all the students in both classrooms to be college and career ready, right? Some say the answer may be… Retention = potential drop out risk even at this age! Merger = in rural, poor areas like ours means we will have more classrooms like the one on the right since our schools are very similar Students living in poverty are typically our most mobile population transferring costs from one district to another at one or more times per year. Also, placing them higher on the risk factor of dropping out of school
- OT, PT, Speech, Special Education, Literacy Specialist, School Counselor, Social Worker, Student Advocate, Teacher Aides Not to mention, PD/substitute teachers/time to meet with families at multiple points during the school year The cost of this will always be more than the CPI as it is dependent on staff which means salary and benefit costs
- If we all became “Equity Literate” according to Paul Gorski, identifying & eliminating inequity would become an automatic reaction for all of us. May 2016 AASA School Administrator, page 17
- I believe everyone in the country understands the power of education to break down barriers to equality. Our current practices of over regulating and mandating change have helped create a major shortage of qualified teachers and administrators, have fostered a frustration level among practicing educators that is stressing them out of our classrooms, and have sparked a revolt among parents in our communities. We need to know what it is we want and design a new path of actions to get there, these may include mandate reductions, however if we are going to address equity and opportunity for ALL children we must address the funding inequities in a way that secures safe-harmless and doesn’t create not perceptions of taking from the wealthy districts & giving to the poor districts, the Robin Hood effect. The right moves may just begin the process, but we must take the first step or we will perpetuate the problems plaguing our economy and state budget!
- The totality of a child’s experience lays the foundation for a lifetime of greater or lesser competency, health, and happiness Ramey & Ramey, Right from Birth (1999)
- Can we: prevent intellectual and learning disabilities; promote cognitive and social outcomes; and, improve lifelong health and well being… …for children from extremely impoverished homes? Dr. Craig Ramey conducted his first Abecedarian Project over 35 years ago and the longitudinal study of the results for the last 35+ years would irrefutably say, “YES!”
- We need to find ways to address all of those in poverty: adults, expecting parents, and children “People living in poverty often experience education as “stress” and see it [school] as a place they do not belong.” Communication Across Barriers, Educating Students Who Live in Poverty, https://www2.ed.gov/programs/slcp/2012thematicmtg/studentpovty.pdf Build relationships with families and children, incorporate activities that can be replicated at home or in a child care environment, build executive function: “A set of processing skills developed in the brain that help us focus on multiple streams of information at the same time, monitor errors, make decisions in light of available information, revise plans as necessary, and resist the urge to let frustration lead to hasty actions.” Center on the Developing Child, Harvard University Children rely on their emerging executive function to: Learn to read & write Remember steps in performing math problems Take part in class discussions or group projects Enter into & sustain play with other children
- 2008-2009 2016-2017 Difference %Difference Foundation Aid Payable $9,445,997 $9,934,673 $488,676 5.17% Excess Cost Aid Setaside -$987,225 -$1,152,203 -$164,978 16.71% & Local Share Set Aside Net Foundation Aid $8,458,772 $8,782,470 $323,698 3.83% % FRPL 56.00% 64.85% 8.85% 8.85% If foundation aid increase matched FRPL % Change $748,601 $323,698 Difference in funding $424,903
- DIVERGENT! If we don’t begin working together to disrupt poverty and its looming exponential growth, we may soon be doling out more state and federal dollars for rapidly increasing demands for public assistance, spikes in the cost of healthcare due to serving those uninsured or underinsured, and building more prisons. All are services accessed by those in poverty.
- We know you support our regions school districts and understand that the balance of power in Albany resides downstate. That said, you do have allies in this fight, those who represent urban and suburban high needs school districts!