60) creating what is being called a "School-to-Prison Pipeline." Even before the hurricane, New Orleans schools were the worst in the country. The school system had a history of financial mismanagement, failing test scores, crumbling buildings and facilities, and accompanying school violence and racial segregation. The schools have a prison-like atmosphere that is hardly conducive to learning. Real damage is being done to Louisiana's children by "turning simple acts of childishness into crimes punishable by incarceration" (p. 61). Although the schools alone cannot end the cycle of poverty, it stands to reason that children who lack education cannot break out of it. They are more likely to drop out, commit crimes, and end up in prison. "The single largest predictor of later arrest among adolescents is having been suspended, expelled, or held back..." (cited in Tuzzolo & Hewitt, 2006, p. 63). Most people would say they love their children and want them to do well. But "Actions speak louder than words." If we fail to provide for the basic needs of children, there will be consequences to pay later....
The failure can be laid at the feet of public apathy and ineffective government agencies: "Government agencies responsible for serving the people have become muscle bound, almost to the point of paralysis when it comes to considering more effective performance" (Linowes, 1995, p. 87). Their solutions and designs are outmoded, designed for a different era. Mario Cuomo (1994) puts it succinctly when he says, "If we bring children into this world and let them go hungry and uneducated, if we are indifferent to the drugs and squalor that surround them...then all of us will share the outcome" (p. 9).
Children need a congenial environment for their physical, emotional and mental development and that cannot be possible when they are left to reel under poverty. Alleviating childhood poverty should not just be a slogan, but a high priority issue that needs immediate addressal, and this can only be achieved by means of a collaborative effort, with both the state and federal governments and social organizations working together. Bibliography CARSEY, "Child Poverty
Organizations such as habitat for humanity have proven that home ownership is possible for the very poor. The prevention strategy will call for the implementation of a housing plan that is modeled after habitat for humanity. In addition, the strategy will also address education, healthcare, and economic opportunities. As it relates to education teachers should have the proper credential and pay should be appropriate and consistent with experience. There should
" (National Conference of State Legislatures Forum for State Health Policy Leadership, 2007). However, regardless of state, the applicants have to meet certain qualifications. First, applicants have to be both uninsured and not eligible for Medicaid for other forms of state sponsored insurance. In addition, not all S-CHIP recipients have to be children; states can get waivers to use S-CHIP funds to cover adults. These other recipients are generally adults
For children, going to school, even a new school, provided a sense of order. It also gave parents time to plan for the future. Wealthier parents were able to enroll their children in private schools. Poorer families faced a greater struggle. In Texas, officials reported enrolling19,000 children displaced by the storm (Katrowitz and Breslau, 2005). They were able to waive normal rules, such as proving residency or providing immunization records.
Schools are arranged in a prison-like fashion, making it difficult for children to be motivated or to learn. They are then robbed of opportunities to make something of their later lives. In this way, it becomes a cycle of poverty for parents, their children, and also for future generations. Government regulations that drive the cost of living beyond the grasp of those with lower income levels complicates the issue further.
It is not always easy to keep childcare arrangements running smoothly and problems may arise from time to time. . In addition to these stresses, familial stresses might occur. For instance, Grandparents and parents may have different views about raising children. Parents' expectations of grandparents may exceed their resources. Grandchildren may not always obey or comply with grandparents' rules. Grandparents may not like the role of strict disciplinarian when discipline
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