For every one that you know that did what (escape from poverty) you say, there are 5 more that didn't. Not because they didn't try. What do you want them to do? Or what do you want to do to or for them? If anything.
Without a good education along with a desire to succeed and examples of others who have escaped poverty it is very hard for a poor person to imaging themselves successful. And what you can't see yourself doing will not be done.
Sometimes you Republicans have a strange idea of what human nature is like in poor people. Just telling them to go out and be successful is no more successful with them than to tell that to your kid and then not prepare them.
You have to prepare to succeed.
Hard to be successful with out preparing to succeed and have opportunities to succeed in.
They have opportunities to succeed, many paths to a good life even without a college education. They just need to hear from people other than you to tell them they are the captain of their own vessel and nobody can give them success but themselves. There are too many people who stopped listening to Leftists and applied themselves to a path to success for your bullshit to be true. They serve as examples to the rest that nobody has to be a "victim" of the Left.
Lets make it easy on you cause I see that the complexity of the problem is to much for you and your buddies to comprehend.
How do you propose to fix the illiterate and the math challenged? Just curious.
According to a study conducted in late April by the U.S. Department of Education and the National Institute of Literacy, 32 million adults in the U.S. can't read. That's 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can't read.
The current literacy rate isn't any better than it was 10 years ago. According to the National Assessment of Adult Literacy (completed most recently in 2003, and before that, in 1992), 14 percent of adult Americans demonstrated a "below basic" literacy level in 2003, and 29 percent exhibited a "basic" reading level.
We probably don't need to spell out the benefits of reading and writing for you. Economic security, access to health care, and the ability to actively participate in civic life all depend on a individual's ability to read.
According to the Department of Justice,
"The link between academic failure and delinquency, violence, and crime is welded to reading failure." The stats back up this claim: 85 percent of all juveniles who interface with the juvenile court system are functionally illiterate, and over 70 percent of inmates in America's prisons cannot read above a fourth grade level, according to BeginToRead.com.
We need to start doling out money equally to all school systems so that we have good teachers, teaching materials, etc. in all of our schools, even the ones in the most poor communities. That gives every child an equal opportunity to succeed at life.
It does NOT start with money in the schools.
It starts at home.
When a kid enters kindergarten with a huge vocabulary of four letter words, but cannot name the basic colors, no amount of money and remediation can fix the situation.
As for all those illiterates in jail, they are the same assholes that held back their classmates with their constant disruptions.
I taught in a school that has gotten a D rating ever since they started giving letter grades to schools, which was after I retired.
I assume we would have gotten a D too, when I was there.
Funny thing, this rural shithole school provided Valedictorians for the high school, year after year.
Articles Why Shakir Can t Read
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http://www.americanthinker.com/articles/2008/06/why_shakir_cant_read.html#ixzz3JzyO83XM
My friend's class is not a large one; she has five to eight students. She also has a teaching assistant, and between them, the kids receive a lot of personal, one-to-one attention. Nevertheless, Shakir still can't read.
The why of this phenomenon is quite important; you see, there are lots of Shakirs in the black community. For he is one of many kids flunking his way through the educational system, even as he advances through it. I think there are many causal factors for Shakir's non-performance in school; amongst them are Shakir himself and his priorities; the instability of his family; his community culture; and, the school system itself.
A large part of the problem is that Shakir refuses to do his bit to educate himself. Given classwork in school, Shakir engages in a series of acts of avoidance. He will disrupt, pick fights with his classmates, curse, destroy objects in his environment, sleep, declare that he will do nothing, or take the entire day simply to write his name. No amount of cajoling, promises, or behavioral modification methods can change Shakir's mind. For him to work for a little bit, there must be some immediate object or event that he finds desirable to attain or participate in. Even then, when the gain is weighed against the effort required to work,
Shakir's family situation is a significant part of his problem. He is one of four children to a twenty-something mother who has three other children by three different men, and she might well be pregnant again by her current boyfriend. Shakir's mother is unemployed and on welfare. She and her current boyfriend tend to have loud fights which can become physical, and often her boyfriend, who can be a positive influence on Shakir, will disappear for weeks at a time to avoid doing violence to her. Shakir's father is currently in prison, scheduled to be released some time later this year; his current stint in prison is not his first, and I fear it is not likely to be his last.
On welfare and a recipient of a Section Eight housing grant, Shakir's family experiences a regular housing cycle from apartment in a tough neighborhood to government-sponsored motel/hotel and back before the cycle repeats all over again. What determines the move from apartment in a tough neighborhood to a motel/hotel is his mother. Given an apartment found by the proper authorities, Shakir's mother will not pay rent, even though she receives money to do so.
What she will do, when school authorities call her to complain about her son's behavior, is come to the school ready to curse and fight his teachers. No matter how badly Shakir acts in school, his mother will, in front of him, blame his teachers. Often, she will add to the lack of stability in the boy's life by changing his school because she thinks his teachers are out to get him. Thus, Shakir has been to several schools in his district and has even gone to schools in a neighboring state. Nevertheless, Shakir still can't read.
Regrettably, in low income communities like Shakir's, the external force compels kids away from educational achievement, in spite of the efforts of some to turn things around. For many of Shakir's peers, educational achievement is a mark of whiteness; thus, the high achieving black kid has to deal with issues of authenticity.
If he does not sound ghetto, he experiences a loss of black identity. More than that, he will be preyed upon by the gang-bangers and thugs who will consider him easy prey. So, he has to be tough, and educational achievement is not part of the toughness.
In the school system, Shakir, whatever enthusiasm he might have started out his school career with, by the age of ten has none. He has spent the years since kindergarten fighting, cursing, and distracting away from his reading problems. Each teacher he has encountered has made an active effort to help him. Each has been beaten by the combination of forces outside of the school system and by the child himself. Tired of his behavior, of his resistance and refusal, even when he is held back, his teachers have passed him on to the next grade where he is ill-prepared to do that grade's work because he never mastered the content matter of the previous grades.