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Children In Poverty

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The challenges of educating children in poverty are a problem that does not get enough attention when evaluating student low performance on achievement tests (Berliner, 2005). Ineffective teachers and educational programs are blamed for low student performance on achievement tests. Berliner notes the societal structures that drive families and children into poverty remain in a test driven culture. Thus, public schools with high numbers of children in poverty consistently chase better achievement test scores and rarely catch up. Socio-economic status has been found to explain more variation in student achievement than any other single factor (Leithwood, et. al., (2010). The student population does not have the social capital necessary for

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