I) Literature review:

Barnett, W., & Boocock, S. (1998). Early care and education for children in poverty : Promises, programs, and long-term results (Suny series, youth social services, schooling, and public policy). Albany: State University of New York Press. (1998). 

They explored the long-term outcomes of early care and education in the United States and abroad through a multidisciplinary assessment of early childhood programs. Their goal was to provide tangible answers as the effectiveness of those programs and thus create an innovative framework for better educational outcome.

 

Henry, C. (2004). Race, poverty, and domestic policy (The yale isps series). New Haven: Yale University Press. (2004)

Henry delved into the intricate problems of race and poverty by analyzing the trend of historical poverty suffered by the African American community. He explored different causes that could explain this phenomenon that has its ramifications in more than one aspect (including education). And he concluded that multiple causes are in effect here and they only reinforce each other.

 

Colclough, C. (2012). Education outcomes and poverty : A reassessment (Education, poverty, and international development). New York, NY: Routledge. (2012).

This author was interested in finding the pattern of effects that poverty has on educational outcome. He focused his research on developing countries in Africa and South Asia. The results were, as expected, very concerning given that “Education has an extraordinarily important role to play in efforts to eliminate poverty world-wide.” The rest of the book explores solution and policy changes to tackle this problem.

Engle, P.L. and Black, M.M. (2008), The Effect of Poverty on Child Development and Educational Outcomes. Annals of the New York Academy of Sciences, 1136: 243-256

 

Books, S. (2004). Poverty and schooling in the u.s. : Contexts and consequences (Sociocultural, political, and historical studies in education). Mahwah, N.J.: L. Erlbaum Associates. (2004

This author makes an interesting discovery about the various effects of poverty on education. From Cognitive development to skills acquisition, children living in poverty have a significant disadvantage compared to their more fortunate peers. We must then reassess how we monitor students in poverty and strive to close the readiness gap. 

United Nations Inter-agency Group for Child Mortality Estimation (UN IGME). “UNICEF: Committing to Child Survival: A promise renewed.” UNICEF, 2014.

 

II) Statistical Sources:

• Enrollment, poverty, and federal funds for the 120 largest school districts, by enrollment size in 2015: Selected years, 2014-15 through 2017 (https://nces.ed.gov/programs/digest/d17/tables/dt17_215.30.asp) 
• School Neighborhood Poverty (https://nces.ed.gov/programs/edge/Economic/NeighborhoodPoverty) 
• Digest of Education Statistics, 2018 – Introduction (https://nces.ed.gov/programs/digest/d18/) 
• Nearly Half the World Lives on Less than $5.50 a Day (https://www.worldbank.org/en/news/press-release/2018/10/17/nearly-half-the-world-lives-on-less-than-550-a-day) 
• Learning Poverty (https://www.worldbank.org/en/topic/education/brief/learning-poverty)

III) Humanitarian help:

• International Rescue Committee (IRC)
• UNICEF
• Save the Children: Humanitarian Aid Organization for Children