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This paper examines the effects of immigration, urban residency, poverty, and race/ethnicity on the education of students in K-12 school. Findings of this study critiques the gaps between NCLB policy and its implementations as well as the outcomes, and makes several recommendations. This chapter recommends multiple standards and assessment approaches for accountability. The author believes that accountability must be addressed along with, equality, and fiscal adequacy. Accountability can work in a pluralistic nation only when diversity is taken into serious consideration. Recognizing this diversity is critical in developing successful strategies and effective approaches for working with immigrant families and students. Education policy for disadvantaged families and communities should not be limited to conventional education policy alone. Socioeconomic policies that benefit lower-income families and communities also should be recognized as educational policies on behalf of children.

This chapter examines practical strategies to address issues related to poverty in small to mid-sized urban districts. Data clearly demonstrates that students in poverty perform at a lesser rate than their affluent peers. The greatest challenge facing public school leaders is educating students in poverty. This chapter is informed and supported by the existing educational research base and drawn primarily from our authentic experiences as educational leaders in public schools. The information shared is realistic, practical, and uniquely derived from day to day public school life.

In an attempt to tackle the incidence of poverty and social exclusion in the Ghanaian society, a number of social protection programmes including the school feeding programme is introduced. The programme is designed to cater for the extreme poor and as well encourage enrolment and attendance in the country. The purpose of this paper is to assess the intention or objective for which the programme is initiated and the realities on the ground. It looks at whether the current beneficiaries are the extreme poor described in the policy document.

The study explored the incidence of poverty in Ghana using the Ghana Living Standard Survey (GLSS6) and the Ghana School Feeding Annual Operation Plan (GSFAOP) with the help of the school feeding policy document to draw on actual beneficiaries and potential beneficiaries. The differences between percentages of poverty (2012/2013) and feeding schools was computed using GLSS6 and GSFAOP. The study also conducted a number of open-ended interviews with some stakeholders to validate the nature of recruitment of beneficiary schools.

The study concluded that there is a mismatch of potential beneficiaries and current beneficiaries using the referred data sources. It was found out that majority of beneficiary schools are located within areas of lesser incidence of poverty. This could be attributed to political interference in view of testimonies from respondents and the computerisation of GLSS6 and GSFAOP. The study therefore proposed that the allocation of feeding schools should be done to reflect the percentage of poverty situation in each region. This could be achieved when the district education office takes control. It will help minimise the level of politicisation and as well improve efficiency.

The study therefore highlighted the relevance of the school feeding programme and the inverse relationship it has with political interference. It again demonstrates the need to restructure the operations of the programme to meet the objective for which it was established.

Most poverty research has explored monetary poverty. This chapter presents and analyzes the global multidimensional poverty index (MPI) estimations for China. Using China Family Panel Studies (CFPS), we find China’s global MPI was 0.035 in 2010 and decreased significantly to 0.017 in 2014. The dimensional composition of MPI suggests that nutrition, education, safe drinking water, and cooking fuel contribute most to overall non-monetary poverty in China. Such analysis is also applied to subgroups, including geographic areas (rural/urban, east/central/west, provinces), as well as social characteristics such as gender of the household heads, age, education level, marital status, household size, migration status, ethnicity, and religion. We find the level and composition of poverty differs significantly across certain subgroups. We also find high levels of mismatch between monetary and multidimensional poverty at the household level, which highlights the importance of using both complementary measures to track progress in eradicating poverty.

Though poverty is one of the consequences of the lack of education, this latter can be the solution to poverty, particularly when children and youngsters are prioritized in school. And in the fight against inequality, education for the development of human beings is the key, especially if we want to save children and adolescents in order to guarantee the future.

This chapter examines discourses and social practices at individual, community, and institutional levels related to non-majority Vietnamese ethnic girls’ access to and participation in secondary school. This critical analysis utilizes Sen's framework of capabilities to illustrate differences in discourse and social practice that exist around poverty, and the ways in which gendered relations and ethnic traditions are intertwined with the discourse and practices of poverty to affect girls’ choices and well-being in and through secondary education. We particularly draw on girls’ and their parents’ constructions of these issues as they negotiate and are affected by them. We argue that strategies must move beyond the discourse that ethnic traditions and gendered relations are barriers to girls’ education to consider the inequalities and lack of capabilities that perpetuate poverty and unequal gendered relations for non-majority ethnic groups in societies.

Purpose – The purpose of this chapter is to examine the impact of Mexico’s national teacher incentive program, Carrera Magisterial (CM), on educational quality and equity.Methodology – I conduct a descriptive analysis of data from two Mexican states, Aguascalientes and Sonora, to explore whether the distribution of teachers across schools and communities has changed since the implementation of CM.Findings – Although more qualified teachers tend to be disproportionately concentrated in wealthier municipalities and urban areas in both Aguascalientes and Sonora, I find some evidence that the distribution of qualified teachers has become more equitable over time in both states.Research limitations – These results suggest that CM’s design, which allows teachers to advance more rapidly through the system if they teach in low-development zones, may have increased equity in children’s access to qualified teachers. However, these trends could result from influences beyond CM, such as salary incentives to teach in less developed areas. We must also take care in extrapolating results from two Mexican states to other states with different populations and geographies.Practical implications – This research suggests that policymakers must apply a careful analysis to the design of CM, especially the allocation of points to teachers based on their students’ test scores. In particular, educators and policymakers must consider the potential movement of more qualified teachers to higher-scoring schools and classrooms.Value – Although substantial research has examined whether CM has improved educational quality in Mexico, this is one of few studies to explore the program’s impact on educational equity.

Applying sociological and developmental theoretical perspectives to educational policy issues, this study analyzed data from 7,710 children from low-income families in the Early Childhood Longitudinal Study-Kindergarten Cohort. The goal was to examine how much the association between phonics instruction in kindergarten classrooms and children’s reading achievement during the first year of school in the low-income population would depend on whether children had previously attended preschool as well as the socioeconomic composition of their elementary schools. Lagged linear models with a series of sensitivity tests revealed that this association was strongest among children from low-income families who had not attended preschool and then enrolled in socioeconomically disadvantaged elementary schools and among children from low-income families who had attended preschool and then enrolled in socioeconomically advantaged elementary schools. These findings demonstrate how insights into educational inequality can be gained by situating developing children within their proximate ecologies and institutional settings, especially looking to the match between children and their contexts. They are especially relevant to timely policy discussions of early childhood education programs, classroom instructional practices, and school desegregation.

We used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the credentials, preservice preparation, self-efficacy, and induction of early career special educators in high- and low-poverty schools using a framework adapted from Carlson, Lee, and Schroll (2004). We found significant differences in the credentials and preparation of teachers working in high poverty versus more affluent districts, with those in high-poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks. Our findings dramatize the critical need to recruit and prepare qualified teachers for high-poverty schools.

This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that narrative inquirers are critical – but not in the same way that critical theorists are critical, although they may draw on the same literature and terms. To make our point, we unpack three of our peer-reviewed articles and highlight our theoretical frames and research moves to demonstrate criticality in narrative inquiry. We specifically discuss (1) titles and topics, (2) research frameworks, (3) historical and contemporary data, (4) use of participants' voices (words and feelings), (5) themes, and (6) new knowledge. We mostly argue that narrative inquiry exists because of experience. From experience, everything else unfolds – including criticality – depending on where the researcher in relationship with research participants, takes the inquiry. This chapter explicitly addresses a lived issue known both inside the narrative inquiry community and outside of it.