Speech Outline-2 (1)

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Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America Introduction:  Hook: A. When reading about different topics on the internet, you start to wander down the rabbit hole of infinite related issues that all coincide with one another. For instance, Health.gov wrote a literature summary about poverty. It stated, Poverty often occurs in concentrated areas and endures for long periods of time. Some communities, such as certain racial and ethnic groups, people living in rural areas, and people with disabilities, have a higher risk of poverty for a myriad of factors that extend beyond individual control. For example, institutional racism and discrimination contribute to unequal social and economic opportunities. Residents of impoverished communities often have reduced access to resources that are needed to support a healthy quality of life, such as stable housing, healthy foods, and safe neighborhoods. Poverty can also limit access to educational and employment opportunities, which further contributes to income inequality and perpetuates cyclical effects of poverty . B. Poverty greatly determines how people will either thrive or fail today in America . It is a determining factor whether someone will be afforded the same opportunities or be able to keep pace with others that have the more fortunate and stable environments. Based on the research by Joe Phelan, Bruce Link, and Parissa Techfanni. There is statistical and empirical evidence pointing to the relation of socioeconomic status and mortality of human life. One with low socioeconomic status or (SES) has a higher mortality rate due to less education, opportunity, money, and connections.  Relevance: A. The commonality between these studies brings us to the question of how greatly people in America are impacted based on their lack or opportunity of education. Education is the forefront of every human being’s journey to grow and learn. Without education or some guidance, people will falter and become a leach upon society to take what they need to survive without the foundation of work ethic and knowledge.  Thesis: What can be considered a root cause for a Systemically poor America? I can say for a fact it’s the lack of opportunities and the quality of education of people in the lower socioeconomic status of American people.  Preview: To give you a better understanding I will first describe the type of education that is provided in the low (SES) areas of America. Second, I will go over who this specifically targets in America. And lastly, I will explain the negative impacts of poor education in American society. Body:

Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America I. The type of education provided to lower socioeconomic areas in America. A. The quality of education differs from areas of high socioeconomic status. B. The amount of effort given is lower due to more stressors than higher socioeconomic areas. C. The mental conditions associated with poorer areas are due to the nature and nurture of children being brought up in these areas. 1. According to The Socioeconomic Achievement Gap in US Public Schools , Kate Bradley states: “ Poverty affects a child’s brain development, inhibiting their ability to learn and understand. In addition, lower-income students go to schools with insufficient funding and resources: quality teachers or the lack thereof increase the inability to provide for these students adequately. The achievement gap affects students by increasing dropout rates. It involves the nation by costing the US nearly $700 billion annually. Even more grave than the financial consequences are the loss of every student—each with untold potential.” 2. These results of lower status become a snowball effect that never changes. Since the people are already given a terrible hand to begin with, why would any effort be expected? “The defining experiences of poor people involve highly limited choices and an inability to make themselves heard or to influence or control what happens to them. Powerlessness results from multiple, interlocking disadvantages, which, in combination, make it extremely difficult for poor people to escape poverty. By and large, poor people say that insecurity of life has increased, and they have not been able to take advantage of new opportunities because of corruption and a lack of connections, assets, finance, information, and skills.” (Narayan) 3. Keeping in mind the existing struggles of being in a lower (SES) also results in a higher rate of mental disorders. These disorders can range from ADHD, Schizophrenia, Anxiety, Depression, and many others due to exposure of drugs, lack of nutrition, neglect, financial stressors, and living situations. D. The overall understanding is that the education quality and opportunity is few and far between those who are in better socioeconomic outlooks. 1. Narayan, Deepa states, faced with harsh realities, many poor parents cannot afford to send their children to school or keep them in school. Almost everywhere, poor people want to educate their children but calculate that the returns to their investment are unrewarding. Strategies must be found that change the cost-benefit outcomes for poor people of investing in their children's education. These include providing scholarship programs for girls and boys and, when needed, compensating parents for the lost labor of their children .

Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America 2. The statistics give an additional analysis of projections of poor people’s performance in education. Bradley, Kate gives her input on these projections: Research has confirmed that lower-income students perform worse in school as measured by academic tests roughly 1 standard deviation lower, or about 3 academic years behind. Low SES students enter high school with average literacy skills 5 years behind their high SES counterparts. Low SES students are behind in reading and math proficiency by 20–26 percentage points compared to high SES students. The success rate of low SES students in STEM fields is significantly lower than high SES students. Lower SES students are also disciplined and suspended more frequently and attend class less. The socioeconomic achievement gap has been correlated with increased dropout rates (7.2% low SES students compared to 3.6% mid and 3.9% high SES students), lower likelihood of college graduation (14% compared to 60%), and a higher likelihood of incarceration. 3. Transition: With a better understanding of the quality or lack of education in low (SES) American territories, lets look at who this generally targets and effects. II. Who are affected or targeted in the low (SES) education areas? A. Which ethnicities are more greatly impacted than others? 1. Understanding the areas which have a larger (SES) populace is within larger urban cities in America. The disparity of cost of anything is greater than areas in rural America due to overpopulation, less work opportunities, and the competitive nature for work in these general populations. Brownstein & Boschma from their article of The Atlantic, The Concentration of Poverty in American Schools . “The latest figures from the National Center for Educational Statistics show that nationwide, about three-fourths of both African American and Hispanic young people (compared with about one-third of white students) attend schools where most of their classmates qualify as low-income. The analysis expands on that national portrait to examine the extent of economic isolation at the city level. That assessment points to one overwhelming conclusion: Economic isolation and the concentration of poverty among students of color afflicts not only a few struggling cities but virtually all cities including many that have seen the most robust growth in jobs, incomes, and population since the Great Recession.” B. Transition: The ethnical disparity of our American society should give warrant of what needs to be priority for educating our citizens no matter the (SES) status. Each should be given the same quality of education as those who have more opportunities. If this continues, there will be consequential negative impacts that will affect the future of our society, which is what we will discuss in further detail.

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Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America III. The negative impacts of poor education in American society. 1. The societal impacts of poor or lack of education prompts individuals to find means on their own accord to survive in society. 2. The results turn individuals to commit acts of violence, substance abuse, lack of ethics/morality, the means to thrive in society, conduct illegal activity and much more. 3. In addition to these reactionary acts when lack of knowledge isn’t provided, it not only creates more chaos but at the same time creates a fragile society that could become better if there was a sense of urgency for creating policy for these areas of concern. Summary: Through studies and history of the American education system, time and time again has shown the negative outcomes, the specific people targeted, and the quality of education in lower socioeconomic areas that have greatly influenced the continuing conflict of systematically poor in America. Conclusion: I. The quality or lack of education will determine the future of those is a low (SES) status. II. Certain people are greatly more affected than others, and opportunities need to be in a multitude of areas across the US. III. The negative impacts threaten those who are affected by it as well as the society that creates it. IV. American society has a responsibility to its citizens to provide the basic needs of survival in society, that includes a quality education that can further individuals to great heights and make a positive impact on society. Works Cited Poverty - Healthy People 2030 | health.gov The Socioeconomic Achievement Gap in the US Public Schools - Ballard Brief (byu.edu) Finance & Development, December 2000 - Poverty Is Powerlessness and Voicelessness (imf.org) Socioeconomic status, work‐life conflict, and mental health - Kim - 2020 - American Journal of Industrial Medicine - Wiley Online Library

Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America Students of Color Are Much More Likely to Attend High-Poverty Schools - The Atlantic Lack of education: Causes and effects | Allison Academy U.S. Department of Agriculture, Economic Research Service. (n.d.) Rural poverty & well-being . Retrieved December 13, 2021, from https://www.ers.usda.gov/topics/rural-economy- population/rural-poverty-well-being/ U.S. Department of Agriculture, Office of the Assistant Secretary for Planning and Evaluation. (2021, February 1). 2021 Poverty guidelines . https://aspe.hhs.gov/topics/poverty-economic- mobility/poverty-guidelines/prior-hhs-poverty-guidelines-federal-register-references/2021- poverty-guidelines Shrider, E. A., Kollar, M., Chen, F., & Semega, J. (2021, September 14). Income and poverty in the United States: 2020 . U.S. Census Bureau. https://www.census.gov/library/publications/2021/demo/p60-273.html Williams, D. R., Mohammed, S. A., Leavell, J., & Collins, C. (2010). Race, socioeconomic status, and health: Complexities, ongoing challenges, and research opportunities. Annals of the New York Academy of Sciences, 1186 (1), 69–101. https://doi.org/10.1111/j.1749- 6632.2009.05339.x Kaiser Family Foundation. (n.d.). Poverty rate by race/ethnicity . https://www.kff.org/other/state- indicator/poverty-rate-by-raceethnicity/ Minkler, M., Fuller-Thomson, E., & Guralnik, J. M. (2006). Gradient of disability across the socioeconomic spectrum in the United States. New England Journal of Medicine, 355 (7), 695– 703. https://doi.org/10.1056/NEJMsa044316 Brucker, D. L., Mitra, S., Chaitoo, N., & Mauro, J. (2015). More likely to be poor whatever the measure: Working-age persons with disabilities in the United States. Social Science Quarterly, 96 (1), 273–296. https://doi.org/10.1111/ssqu.12098 Rank, M. R., & Hirschl, T. A. (2015). The likelihood of experiencing relative poverty over the life course. PLoS ONE, 10 (7), e0133513. https://doi.org/10.1371/journal.pone.0133513

Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America Singh, G. K., & Siahpush, M. (2006). Widening socioeconomic inequalities in US life expectancy, 1980–2000. International Journal of Epidemiology, 35 (4), 969– 979. https://doi.org/10.1093/ije/dyl083 Phelan, J. C., Link, B. G., & Tehranifar, P. (2010). Social conditions as fundamental causes of health inequalities: Theory, evidence, and policy implications. Journal of Health and Social Behavior, 51(Suppl 1) , S28–S40. https://doi.org/10.1177/0022146510383498 Thompson, T., McQueen, A., Croston, M., Luke, A., Caito, N., Quinn, K., Funaro, J., & Kreuter, M. W. (2019). Social needs and health-related outcomes among Medicaid beneficiaries. Health Education & Behavior: The Official Publication of the Society for Public Health Education, 46 (3), 436–444. https://doi.org/10.1177/1090198118822724 Khullar, D., & Chokshi, D. A. (2018). Health, income, & poverty: Where we are & what could help . Health Affairs Health Policy Brief. https://doi.org/10.1377/hpb20180817.901935 Braveman, P. A., Cubbin, C., Egerter, S., Williams, D. R., & Pamuk, E. (2010). Socioeconomic disparities in health in the United States: What the patterns tell us. American Journal of Public Health, 100 (Suppl 1), S186–S196. https://doi.org/10.2105/AJPH.2009.166082 Belle, D., & Doucet, J. (2003). Poverty, inequality, and discrimination as sources of depression among U.S. women. Psychology of Women Quarterly, 27 (2), 101– 113. https://doi.org/10.1111/1471-6402.00090 Caughy, M. O., O’Campo, P. J., & Muntaner, C. (2003). When being alone might be better: Neighborhood poverty, social capital, and child mental health. Social Science & Medicine, 57 (2), 227–237. https://doi.org/10.1016/S0277-9536(02)00342-8 Ward-Smith, P. (2007). The effects of poverty on urologic health. Urologic Nursing, 27 (5), 445– 446. Mode, N. A., Evans, M. K., & Zonderman, A. B. (2016). Race, neighborhood economic status, income inequality and mortality. PLoS ONE, 11 (5), e0154535. https://doi.org/10.1371/journal.pone.0154535

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Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America Kaiser Family Foundation. (n.d.). Poverty rate by age . https://www.kff.org/other/state- indicator/poverty-rate-by-age/ Cellini, S. R., McKernan, S. M., & Ratcliffe, C. (2008). The dynamics of poverty in the United States: A review of data, methods, and findings. Journal of Policy Analysis and Management, 27 (3), 577–605. https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.20337 Eamon, M. K. (2001). The effects of poverty on children’s socioemotional development: An ecological systems analysis. Social Work, 46 (3), 256–266. Evans, G. W., & Kim, P. (2013). Childhood poverty, chronic stress, self-regulation, and coping. Child Development Perspectives, 7 (1), 43–48. https://doi.org/10.1111/cdep.12013 Shaw, D. S., & Shelleby, E. C. (2014). Early-starting conduct problems: Intersection of conduct problems and poverty. Annual Review of Clinical Psychology, 10 (1), 503– 528. https://doi.org/10.1146/annurev-clinpsy-032813-153650 Justice, L. M., Jiang, H., Purtell, K. M., Schmeer, K., Boone, K., Bates, R., & Salsberry, P. J. (2019). Conditions of poverty, parent-child interactions, and toddlers’ early language skills in low-income families. Maternal and Child Health Journal, 23 (7), 971– 978. https://doi.org/10.1007/s10995-018-02726-9 Council on Community Pediatrics, Gitterman, B. A., Flanagan, P. J., Cotton, W. H., Dilley, K. J., Duffee, J. H., Green, A. E., Keane, V. A., Krugman, S. D., Linton, J. M., McKelvey, C. D., & Nelson, J. L. (2016). Poverty and child health in the United States. Pediatrics, 137 (4), e20160339. https://doi.org/10.1542/peds.2016-0339 Wagmiller Jr, R. L., & Adelman, R. M. (2009). Childhood and intergenerational poverty: The long-term consequences of growing up poor . National Center for Children in Poverty. https://www.nccp.org/publication/childhood-and-intergenerational-poverty/ Chetty, R., Stepner, M., Abraham, S., Lin, S., Scuderi, B., Turner, N., Bergeron, A., & Cutler, D. (2016). The association between income and life expectancy in the United States, 2001– 2014. JAMA, 315 (16), 1750–1766. https://doi.org/10.1001/jama.2016.4226

Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth: Implications for prevention. The American Psychologist, 67 (4), 272–284. https://doi.org/10.1037/a0028015 Riccio, J. A., Dechausay, N., Greenberg, D. M., Miller, C., Rucks, Z., & Verma, N. (2010). Toward reduced poverty across generations: Early findings from New York City’s conditional cash transfer program . MDRC. Love, J. M., Kisker, E. E., Ross, C. M., Schochet, P. Z., Brooks-Gunn, J., Paulsell, D., Boller, K., Constantine, J., Vogel, C., Fuligni, A. S., & Brady-Smith, C. (2002). Making a difference in the lives of infants and toddlers and their families: The impacts of early Head Start. Volumes I–III: Final technical report and appendixes and local contributions to understanding the programs and their impacts . U.S. Department of Health and Human Services, Administration for Children and Families. Maag, E., & Airi, N. (2020). Moving forward with the earned income tax credit and child tax credit: Analysis of proposals to expand refundable tax credits. National Tax Journal, 73 (4), 1163–1186. https://doi.org/10.17310/ntj.2020.4.11 Blank, R. M. (2002). Evaluating welfare reform in the United States. Journal of Economic Literature, 40 (4), 1105–1166. Currie, J., & Chorniy, A. (2021). Medicaid and Child Health Insurance Program improve child health and reduce poverty but face threats. Academic Pediatrics, 21 (8), S146– S153. https://doi.org/10.1016/j.acap.2021.01.009 Keith-Jennings, B., Llobrera, J., & Dean, S. (2019). Links of the Supplemental Nutrition Assistance Program with food insecurity, poverty, and health: Evidence and potential. American Journal of Public Health, 109 (12), 1636–1640. https://doi.org/10.2105/AJPH.2019.305325

Evan Megargel CAS 100B Group 12 09/27/2023 Professor Mills Poor/Lack of Education Systematically Poor in America

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