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Advocacy Statement
Alison Roberts
Longwood University
ADVOCACY STATEMENT 2
Advocacy Statement
In the field of education, poverty plays a big role in predicting student success. Schools
with high levels of poverty preform lower on standardized testing. High levels of poverty is
defined as 75% or more of students qualifying for free and reduced meals (Aud et al., 2011).
Through my volunteer and substitute work, I have been in a Title 1 school for several years now.
I have noticed the lack of equity with resources compared to schools with lower levels of
poverty.
In 2009, 19% of students lived in poverty compared to only 15% in 2000 (Aud et al.,
2011). The number of students in poverty has gone up, but schools have not reacted. The scores
of students in high poverty school are continually lower than those of students not in poverty
(Aud et al., 2011). Teachers in high poverty schools have fewer advanced degree and are more
likely not to be certified compared to teachers in low poverty schools (Gunning, 2016).
In high-poverty schools, more needs to be done to close the gap. Schools that provide
supports that students may be missing at home, such as role models, can help minimize risks to
students (Kim, Mazza, Zwanziger, & Henry, 2013). Initiatives to bring in more training for
current teachers and to being in new, certified teachers need to be created. Interventions to
improve education in high poverty schools can also help change the outcome for students (Kim
et al., 2013). I think it is important for high poverty schools to make their voice heard by the
community. Reaching out to other schools, colleges, and businesses that may not otherwise be
involved in the school can help bring about more resources, support, and positive change in the
lives of students. I intend to keep on talking about this disparity to anyone who will listen, as I
have done with Prince Edward Elementary, because help can come from anyone and can help
References
Aud, S., Hussar, W., Kena, G., Bianco, K., Frohlich, L., Kemp, J., Tahan, K. (2011). The
Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Gunning, T. G. (2016). Creating literacy instruction for all students (9th ed.). Boston, MA:
Pearson.
Kim, S., Mazza, J., Zwanziger, J., & Henry, D. (2013). School and behavioral outcomes among
inner city children: Five-year follow-up. Urban education 49(7), 835-856. doi:
10.1177/0042085913501895