Problems in receiving quality education
Lack of funding / recourses
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Economic status
Qualified teachers in Schools
Student Needs
The United States is underfunding its K-12 public schools by $150 billion annually, leading to the underfunding of the classrooms and recourses
Limited ways to explore learning styles.
Lower funding leads to underqualified teachers, no supplies, and not an optimal learning environment
Educators have started demanding an increased amount of funds in order to teach adequately
ELL Support
Maslow’s hierarchy of needs
IEP's and Proper documentation
Student Recourses for additional help
Accommodations and modifications met
Learning styles
Individualized support and learning plans.
Shortages of special education programs
Unable to access the legally obligated support
Students may not receive MTSS/RTI support when needed
Inclusive and safe learning environment
IDEA ACT
Poor Economic status makes it more likely for students to drop out and/or not continue their education.
Children from low socioeconomic houses develop academic skills slower than children in high SES groups.
Children from lower SES households are about twice as likely as those from high-SES households to display learning-related behavior problems
Poverty Cycle
Can parents afford to send their children to school?
When students go to underfunded and under recourse schools it is more likely for them to not graduate, be unemployed, and it can lead to a poverty cycle
Teachers have an appropriate number of students in the room.
Teacher burnout
Quality Education = Qualifies teachers
Teacher Shortage
Sixty percent of schools in areas with greater poverty were understaffed
Ongoing Education as educators
School Funding lags broader economic growth
Prevalent poverty areas receive fewer recourses and low-poverty areas
Limited access to special education/ additional resource services
