Poverty, Housing, and Inequity: the Children in our Care

Corie Davis,Poverty and Homelessness Content Coach, WECCPBridget MouchonFamily Living Agent,Green County UW-ExtensionPoverty, Homelessness and Inequity: The Children in Our Care1In America, we believe that fate is not fixed by thecircumstances of birth. The surest guarantor of this ideal iseducational opportunitythe birthright of each and everychild. For so many children today, and many more to come,these American values are made hollow by our failure toensure equity and excellence throughout our system ofpublic education. For each child, only health and the love offamily are more important. Our nation as a whole faces few challenges so critical or so fundamental; the achievement gaps we have describedweaken the country internationally, economically and morally.

US Department of Education, Excellence and Equity Commission, February, 2013

CorieUS Department of Education, Excellence and Equity Commission released last weekThis group was charged with examining the educational inequalities present, and recommending changes that would ensure each and every child has the opportunity to achieve.2OutlinePoverty HomelessnessInequityInterventions and Strategies

Corie3Poverty is now the crisis of our times,demanding redresspoverty relentlessly mapsthe pathways of childhood, shaping the terrain ofdiminished possibilities and eroding humancapabilities.

Defending Childhood, pp. 92-93Poverty

Corie4Poverty is a word that evokes many different meanings.

Sit with this word a few moments. Write down some first impressions and thoughts.

Poverty

Bridget5Poverty Poverty and low socioeconomic status is related to a range of negative child outcomes:Greater risk of academic failure, lower educational attainment and achievement

More likely to be suspended from school and/or drop out of school than are middle-income students

Higher likelihood of developing social-emotional problems.

Delinquency and alcohol or drug problems

PovertyBridget6More likely to face certain obstacles to academic success:Homelessness

Foster care, or being in the child welfare system

Being a victim of abuse, neglect, or witnessing domestic violence

Parents with mental health and/or AODA issuesPovertyBridget7Since 1974, no age group has had a higher percentage of people living in poverty than children.

Currently more than one in five children (22%) in the United States lives in a family whose income falls below the federal poverty line.

Federal poverty level: Family of 4 = $23,050; Family of 3 = $19,090First Focus, Child Poverty during the Great Recession: Predicting State Child Poverty Rates for 2010. PovertyCorie8Life at the Poverty Linehttp://link.brightcove.com/services/player/bcpid506929354001?bckey=AQ~~,AAAAdgye3dk~,p0Zv3iru3vLtuHJC18uO4sBMTKhhmskf&bctid=1427461935001

United States Conference of Catholic Bishops

What would you give up?9A review of a well-established body of research on childhood homelessness reveals a profound and cumulative negative effect on the development of children, leading many to repeat the cycle of homelessness as adults.

From Homelessness and Its Effects on Children, Family Housing FundNational Center for Homeless Education www.serve.org/nche

Homelessness and Housing Instability

10CorieEffects of homelessnesson childrena profound and cumulative negative effect on the development of childrenThe McKinney Vento ActWho is Homeless?Those lacking a fixed, regular, and adequate nighttime residence.

Sharing the housing of others due to a loss of housing, economichardship, or similar reasonLiving in domestic violence, emergency, or transitional sheltersLiving in motels, hotels, trailer parks, or camping grounds due toa lack of alternative accommodationsAwaiting foster care placementLiving in a public or private place not designed for sleeping - such as cars, parks, abandoned buildings, bus or train station stations, etcCorieAs defined by McKinney Vento Act, HUD, Hearth Act, Head Start Act

11Preschool Children and the McKinney-Vento ActSection 721. Statement of Policy.Each state educational agency shall ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths.

Section 722.(g)(6) LOCAL EDUCATIONAL AGENCY LIAISON (iii) homeless families, children, and youth receive education services for which such families, children and youth are eligible, including Head Start and Even Start programs and preschool programs administered by the local educational agency, and referrals to health care services, dental services, mental health services, and other appropriate services.

Corie12Opening Doors for the Homeless Young ChildCoordinate identification and enrollmentInclude homeless families in Child Find process.Enroll in the districts preschool program.Follow best interest provisions.Provide the assistance and supports needed for success.

Corie13Partner with school staff and community agencies to:inform them of the educational rights of preschool childrendevelop Release of Information Agreements for reciprocal referrals. Eliminate barriers to enrollment and participation.Provide information about community programs to assist families with basic needs.

Opening Doors for the Homeless Young Child

Corie14Know Who Your Partners AreHomeless LiaisonFront Office StaffChild FindHead StartEarly Head StartContinuum of Care

Corie15National Center for Homeless Education www.serve.org/ncheHomelessness inhibits the physical, emotional, cognitive, social, and behavioral development of children.Obstacles to Healthy PregnancySignificant delays by 18 Months75% one major delay40% two or more major delaysBy ages 3-616CorieBefore birthObstacles to healthy pregnancies for homeless womenPoor nutritionChronic and acute health problemsLack of healthcareSubstance abuse issuesAs infants (0-18 months)Low birth weightLack of health careLack of immunizationsPoor nutritionUnhealthy living environmentOvercrowded home or shelterExposure to disease and illnessLack of routineAs toddlers (18 months 3 years)Demonstrate significant developmental delays by 18 monthsBegin to demonstrate reactions to continual stressInsecurity, fear, distrust, irritabilityStagnancy or regression in cognitive developmentDevelopmental delays are linked to subsequent behavioral and emotional problemsAs preschoolers (3 6 years)75% - at least one major developmental delay40% - two or more major developmental delays35% - emotional or behavioral problemsCry more easilyIntense reactions to minor eventsAnxiety35% - emotional or behavioral problemsDepressionWithdrawalAggression and hostilityHoarding of food and possessions20% - extreme emotional distress warranting professional interventionReceive less preschool services than housed peers

Early Childhood Learning & Knowledge CenterNational Center onParent, Family, and Community Engagement

Interactive Homeless Lessons

17Homelessness and Housing Instabilityhttp://www.youtube.com/watch?v=dK_RnxYdrqU

Bridget18The downward distribution of human costsdisproportionately affects children, andparadoxically, the youngest of us endure theworst of the damage.

Defending Childhood, p. 90

Inequity

Bridget Downward distribution of human costs. An interesting choice of words. Think of the family living near poverty, the limited choices they have. Children are impacted most by poverty and all the things associated with it.19

BridgetCensus family income data show that from the late 1940s to the early 1970s, incomes across the income distribution grew at nearly the same pace.It shows that real family income roughly doubled from the late 1940s to the early 1970s at the 95th percentile (the level of income separating the 5 percent of families with the highest income from the remaining 95 percent), at the median (the level of income separating the richer half of families from the poorer half), and at the 20th percentile (the level of income separating the poorest fifth of families from the remaining 80 percent). Then, beginning in the 1970s, income disparities began to widen, with income growing much faster at the top of the ladder than in the middle or bottom.20

Income levels dropping for bottom half of Wisconsin workforce.Bridget21Whats Wrong With This Picture?Percentage of children (0-17 years) in households with equivalent income less than 50% of the medianPercentage of working-age households with children without an employed parent

Corie22The immense resources which the nation does infact possess go not to the child in greatest need butto the child of the highest bidder. Defending Childhood, p. 100InequityCorie23Child Well-Being: How the U.S. Compares Among 24 Developed Countries Studied**UNICEF Report Card on of the lives and well-being of children in the economically advanced nations, 2010

CorieMaterial well being relative income poverty, children in households without an employed adult, and direct measures of deprivation.

24Child Well-Being: How the U.S. Compares in Spending

Corie25The achievement gap is in essence a gap in opportunity, a gap that begins in the earliest years.Starting Early to Close the Achievement Gap OUNCE OF PREVENTION FUNDSocio-economic status accounts for more differences in language, vocabulary, and other academic skills than any other factor by far, including race and ethnicity. Fact:Before even entering kindergarten, children in the highest income level score more than two-thirds higher on standardized measures of language and early literacy skills than children in the lowest income group. Fact:Corie26The achievement gap is in essence a gap in opportunity, a gap that begins in the earliest years.Starting Early to Close the Achievement Gap OUNCE OF PREVENTION FUNDLow-income children are much more likely than their more advantaged peers to enter lower-quality schools.Fact:The effect of poverty persists: 9-year-olds in low-income areas are, on average, 3 grade levels below 9Year olds in high-income areas in math and reading ability, and are 7 times less likely to graduate from collegeThan children in high-income areas.Fact:Corie27The achievement gap is in essence a gap in opportunity, a gap that begins in the earliest years.Starting Early to Close the Achievement Gap OUNCE OF PREVENTION FUNDFor at-risk children who enter school with the academic and social-emotional skills they need to succeed, positive academic performance can be as persistent an outcome as the increasingly poor performance oftheir ill-prepared peers.The Good News:Corie28Income Level and Unequal Access to ResourcesSafe and decent housing, Safe, resource rich neighborhoodsNutritious meals, access to foodQuality childcare and schoolsParents educational level and home environment Other opportunities, e.g. extra-curricular activities, lessons, school/family trips

All of these are important factors in child development and school success.BridgetHousing health and safety, size/space, where/who with?, neighborhood research (unengaged isolated violence/crime, peer)Food access pantries food stamps end of month, access food desertChildcare and schools largely dependent on location and funding poor families in low-income neighborhoods likely to get short end of the stick, as Corie pointed out earlierParent educational level is related to income and occupation as well as the kind of cognitive stimulation provided interactions that support development of pre-literacy and problem-solving skills as well as socialization into middle class school ready culture (or not). Other enriching activities like dance or soccer, trips to museums or theatre are often not options for low-income families and children. 29Toxic stress and childrens neurologyhttp://developingchild.harvard.edu/Center on the Developing Child - Harvard University: Toxic Stress Derails Healthy Development

Bridget the building blocks of thriving communities and well-functioning societies rest on the health and development of their people. Beginning immediately after birth, a strong foundation for human well-being requires responsive environments and supportive relationships to build sturdy brain circuits, facilitate emerging capabilities, and strengthen the roots of physical and mental health.1,2,3 Through mutually rewarding, serve and return interactions with the adults who care for them (see sidebar below), young children are both initiators and respondents in this ongoing process. These reciprocal and dynamic interactions are essential for healthy development and literally shape the architecture of the developing brain.4,5Because responsive relationships are developmentally expected and biologically essential, their absence signals a serious threat to child well-being, particularly during the earliest years, and this absence activates the bodys stress response systems. When decreased responsiveness persists, the lost opportunities associated with diminished interaction can be compounded by the adverse impacts of excessive stress activation, the physiological effects of which can have lifelong consequences. 30 Brain Hero!

Interventions and Strategies

Corie31Interventions and Strategies from an Ecological Systems Model

http://impactofspecialneeds.weebly.com/bronfenbrennerrsquos-ecological-systems-theory.htmlBridget/Corie?32Policy and Culture Shift Ecological Theories: Starting Big, Impacting the LittleOuter Circle: Attitudes and Cultural Beliefs about the Causes of Poverty and Low-resource familiesPublic Education FundingEconomic Support (Social Welfare) Policies and FundingE.g. Medicaid, Food Share, Child care and housing subsidiesIncome and resource distribution Bridget34Policy and Culture RecommendationsEquitable or even progressive funding for schools and school districts, attracting well-prepared teachers, inlcuding pre-school and 4K Appropriate funding of economic supports, to help low-wage-earning families meet their needs for housing, food, and medical care.Community Level Interventions and StrategiesBridget36How do neighborhoods impact kids?Peer influencesStress: Physical toxins and Socio-psychological toxins like community violenceSocial Cohesion: Role models, connections, and value consensus which help control problem behaviorsInstitutions: Schools, police protection, etc.

Neurons to Neighborhoods, p. 330Bridget37Neighborhoods and Social SupportNeighborhoods high in poverty tend to be segregated from other parts of the community physically and/or socially - and have low levels of community and child involvement

While this tends to be true, low-income neighborhoods with high social cohesiveness provide a buffer and a positive environment for childrens development and school success.P. 67, Defending ChildhoodBridget38Community ShiftInitiatives in the community to reach out to adults and youthSilver Lining Project

Shanty Town

Poverty Simulations

Home and FamilyEconomic InstabilityIncome is less stable, jobs are not secure and wages may not be regular Housing instability more frequent and often unplanned moves, homelessnessInconsistent access to basic needs resources, including food, personal products, clothing, transportationConsistency of care arrangements, school enrollment and attendance

Bridget what kinds of jobs are available, and why do many parents find themselves unemployed or under-employed?

From a childs perspective, this inconsistency and stress can be traumatic, but it also depends on how well parents can negotiate these problems as they come up. Parents inability to maintain economic stability themselves impacts their parenting profoundly. Depression, anger, AOD, lack of monitoring and neglect, and abuse become more likely as parents face these enormous stresses. This is where economic issues can have a significant negative impact on families and children. Think for a moment how a parent under this kind of stress might manage home-school communication.41Home Environment Parent and family stresses associated with poverty, income/housing/resource instability.

Parenting behaviors parental depressed mood;lower levels of warmth, nurturance, and monitoring of childrenmore anger and conflict due to levels of stress

BridgetBecause responsive relationships are developmentally expected and biologically essential, their absence signals a serious threat to child well-being, particularly during the earliest years, and this absence activates the bodys stress response systems. When decreased responsiveness persists, the lost opportunities associated with diminished interaction can be compounded by the adverse impacts of excessive stress activation, the physiological effects of which can have lifelong consequences.

42Parent-Child Relationship and AttachmentA securely attached infant is able to learn how to regulate her emotions.A child able to regulate her emotions can focus attention on learning about the world around her.A child focused on learning is set for achievement, academically and in life.EmotionAttentionLearningStarting Early to Close the Achievement Gap OUNCE OF PREVENTION FUNDCorie43Childrens expectations for success, parents as expectancy socializers Parents who model achievement-oriented behavior (e.g., obtaining advanced degrees; reading frequently; encouraging a strong work ethic) Provide achievement-oriented opportunities (e.g., library and museum trips; after-school enrichment programs; educational books and videos) More highly educated parents tend to actively encourage their children to develop high expectations of their own. Parents who experience difficult economic times have children who are more pessimistic about their educational and vocational futures.Bridget 44RecommendationsHome-School Relationships45

The Equity and Excellence Commission Report to The SecretaryIf we know anything about learning, it is that the years from birth to age 5 are crucial in every childs life. Nowhere is achieving educational equity more important than at the earliest stages of a childs physical and cognitive development. Changing the paradigm is a national imperative.

Corie46Providers and Teachers in the Classroomearly childhood care and education is more than preparation for transition to formal schooling. It places early childhood policies within a broader context of social development including: gender, equity and poverty. It requires an integrated approach to early childhood care, development and learning.*

We envision a public education systemthat embraces the fact that learning begins at birthand eradicates the achievement gap via widelyavailable, high-quality early learning environments.

* The United States is one of two UN countries that have no clause for child rights. UNESCOs World Conference on Early Childhood Care and Education, September 2010

Corie47Research is also clear on the characteristics of high-quality early learning programs. Highly effective teachers with specialized training in early childhood teaching get better results.Preschool students benefit from intentional teaching focused on specific learning goals and academic content, and from deep learning opportunities through discovery and social interaction.

The Equity and Excellence Commission Report to The Secretary

Corie48Parent Engagement and Education Families play critical roles in their childrens cognitive, social and emotional development from birth through adolescence, Family engagement is one of the strongest predictors of childrens school success.Parents know they have a responsibility to be involved in their childrens lives. Schools and communities have an obligation to support that engagement.We must shift the paradigm of opportunity to allow all parents to play a meaningful role in the lives of their children and school governance - accommodating for parents with no transportation, working multiple jobs or speaking a language other than English.

The Equity and Excellence Commission Report to The SecretaryImagine the possibilitiesTwo images of the possibilities/opportunities

Two images of best practice