This is why teaching financial literacy in high school will benefit the students later in their life. Secondly, the people who lack the financial literacy skills do not tend to save or plan for their future retirement. This is because they do not know how to make a financial plan, so they cannot plan their retirement and they have to depend on government pension because they are not self-reliant. Because of the lack of knowledge they do not save money and even if they save they do not know how to invest the money wisely. So
The schools are generally over crowded with few good teachers. When there's a great public school there is not enough space for every child in the neighborhood. Children are stuck in low achieving schools because of how the school districts are divided. A lot of children end up in poor public schools because their parents do not possess the income that it takes to send them to a private school. Since 1971 education cost has increased from $4,300 to more than $9,000 per student.
“Many children live on the wrong side of the tracks in places where education is not valued, where drugs, gangs and violence abound. And where schools are low-performing, they often lack community and health support” (http://www.huffingtonpost.com/franklin-schargel/the-real-reasons-children-drop-out-of-school). Children from low income household usually have a negative outlook on their lives due to having social services interfere in their lives and not being able to spend time with the parents because of the long hours worked. “There is often a clash between the family values and those of the school.
Students are deprived and oppressed of a quality education because the district does not have the money to invest on the kids’ education; unlike in other school districts in wealthier areas where the class sizes are smaller the teaching quality is considerably better. How is a student from south central Los Angeles supposed to compete with one of Beverly Hills when not even their GPA’s have the same value? America is not a perfect society, people say that racism does not exist, but I believe it does. Contrary to Paine’s belief, racism is everywhere we go, whether it be a corner store or shopping mall or in sterotypes. If a Hispanic person or African American person goes into a store they get watched and/or followed to make sure we do not steal anything, but, if a white person goes into a store, they do not get neither followed nor watched.
Also the college could pay students for lunch money as well as travel money but again because of low budgets the college can only afford travel money. Basically the college need a lot to improve on. Having a small budget as affected the college member’s decision making and they are not able to do much for students and this has caused problems for many students especially those who simply can’t afford to attend college. The college could be re considering their decisions and ensuring they think about what is best for the students. This can impact marketing planning in good and bad ways if students tell examiners what they think about the college so it all depends on what the students think.
For example, Wright (1992) found that teachers perceived and treated minority ethnic pupils differently from white pupils. Afro-Caribbean boys were often expected to behave badly and they received a disproportionate amount of negative teacher attention. Other sociologists claim that non-school factors such as family structure and home background have a greater impact on the educational achievement of different ethnic groups. Assess the claim that ‘ethnic differences in educational achievement are primarily the result of school factors’ (20 marks) Patterns of ethnic achievement are complex, cross-cut by gender and social class. For example Black, Pakistani and Bangladeshi students do worst compared to Indians and Chinese who do best.
This serious problem causes many students to drop out of school. Nearly 1.2 million students between the ages of 15 and 24 dropped out of high school in one year alone. They do this to either to help their family or to get a handle on their problem. Students in broken homes are more than twice as likely to drop out of school than those with families intact. This is so because of the fact that this is another stressful matter these young minds must also deal with.
This primarily affected African American children because their education system was different from the white children. Negro schools had many restrictions such as the reading matter being restricted to the used and discarded volumes of the libraries of the white community (Johnson 268). Based on attention to this advertisement through the perspective of race, I observe that African American children were falsely depicted in the 1930’s because they lack a proper education system and they were not socially equal. Education affected the child’s self-esteem and self-worth. According to Charles Johnson’s article, “Education of the Negro Child” about sixty-five percent of African American children are classified as retarded and the majority are retarded by more than one year (Johnson 266).
If education was free in Canada the contributions that go to paying for schooling could be invested in our economy, therefore increasing economic growth. Also higher education creates a system of discrimination against rich or poor income families. Immigrants often come into Canada to seek a better life. Most of these people want to go to school but simply cannot afford it. If one cannot afford an education they are forced to go into workforce, making minimum wages rather than receiving an education that could help make our economy prosperous.
Cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of underachievement for many minority children. They argue that many children from low-income black families lack intellectual stimulation and enriching experiences. This leaves them poorly equipped for school because they have not been able to develop reasoning and problem-solving skills. Another concern is that children who do not speak English at home may be held back educationally. However, the Swan Report 1985 found that language was not a major factor in underachievement, while David Gilborn notes than Indian pupils do very well despite often not having English as their home language.