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The Effect Of Poverty On Child Developm

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The Effect Of Poverty On Child Developm
The Effect of Poverty on Child Development and Educational Outcomes
PATRICE L. ENGLEa a AND

MAUREEN M. BLACK b

California Polytechnic State University, San Luis Obispo, California, USA b University of Maryland Baltimore, Baltimore, Maryland, USA

Poverty affects a child’s development and educational outcomes beginning in the earliest years of life, both directly and indirectly through mediated, moderated, and transactional processes.
School readiness, or the child’s ability to use and profit from school, has been recognized as playing a unique role in escape from poverty in the United States and increasingly in developing countries. It is a critical element but needs to be supported by many other components of a povertyalleviation strategy, such as improved opportunity structures and empowerment of families. The paper reviews evidence from interventions to improve school readiness of children in poverty, both in the United States and in developing countries, and provides recommendations for future research and action.
Key words: poverty; child development; school readiness; educational outcomes; developing countries “To build a nation, build a school.”
-Amartya Sen, Nobel Prize–winning economist

Introduction
In 2000, the United Nations Millennium Summit adopted eight Millennium Development Goals to be achieved by 2015. The first two goals, to eradicate ex­ treme poverty and hunger and to achieve universal primary education are intimately related. Poverty limits the chances of educational attainment, and at the same time, educational attainment is one of the prime mechanisms for escaping poverty. Poverty is a persis­ tent problem throughout the world and has deleterious impacts on almost all aspects of family life and outcomes for children. This paper examines the mecha­ nisms through which poverty affects child development and educational outcomes, and interventions that have been effective in improving child development and ed­ ucational outcomes for



References: 1. RAVALLION, M. 1992. Poverty Comparisons: A Guide to Concepts and Methods 2. SEN, A. 1995. The Political Economy of Targeting. In Public Spending and the Poor: Theory and Evidence 3. TILLY, C. 2007. Poverty and the politics of exclusion. In Mov­ ing Out of Poverty Volume 1: Cross-Disciplinary Perspec­ 4. NARAYAN, D. & P. PETESCH. 2002. Voices of the Poor: From Many Lands 5. NARAYAN, D. & P. PETESCH. 2007. Agency, opportunity struc­ ture and poverty escapes 6. KRISHNA, A. 2007. Escaping poverty and becoming poor in three states of India, with additional evidence from ENGLE, P. et al. 2007. Strategies to avoid the loss of develop­ mental potential in more thatn 200 million children in the ZIGLER, E., W. GILLIAM & S. JONES. 2006. A Vision for Uni­ versal Preschool Education PIANTA, R. & M. COX. 1999. The Transition to Kinder­ garten MCLOYD, V.C. & L. WILSON. 1990. Maternal behavior, so­ cial support, and economic conditions as predictors of BLACK, M.M., C. HESS & J. BERENSON-HOWARD. 2000. CAMPBELL, F.A. et al. 2001. The development of cognitive and academic abilities: growth curves from an early child­ ENTWISLE, D., K. ALEXANDER & L. OLSON. 2005. First Grade and Educational Attainment by Age 22: A New LEE, V.E. & D.T. BURKMAN. 2002. Inequality at the start­ ing gate: Social background differences in achievement as MURNANE, R.J. 2007. Improving the education of children living in poverty EFA Global Monitoring Report Team. 2006. EFA Global Monitoring Report 2007: Strong foundations: Early child­ BRUNEFORTH, M. 2006. Characteristics of children who drop out of school and comments on the drop-out population ROSS, K., L. ZUZE & D. RATSATSI. 2005. The use of so­

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