MINNESOTA SPOKESMAN RECORDER — Poverty and poor health worldwide are inextricably linked… Poverty is both a cause and a consequence of poor health. Poverty increases the chances of poor health. Poor health in turn traps communities in poverty. — Health Poverty Action
Poverty’s harsh effects on health start before babies are born and pile up throughout their adult lives. With stressed-filled homes, shaky nutrition, toxic environments and health-care gaps of every kind, kids in very low-income families may never catch up when it comes to their health. — Lisa Esposito
The World Health Organization estimates that, across the globe, poverty directly contributes to the deaths of 18 million people each year. Yet, others such as The One Campaign insist that at least that many children alone die annually from malnutrition, which if true, would account for close to half of all deaths on the planet. Regardless of the actual number, it is clear that extreme poverty decimates our world through disease, hunger, and lack of access to clean water and medicine, alongside other maladies.
Of course, it is not difficult to argue that the extreme poverty that plagues much of the world is substantively different than poverty in the developed world, including the United States. And still, the extreme physical effects that poverty has on its victims in America are undeniable.
A study from the National Institute of Health reveals that “about 4.5 percent of all deaths in the United States are caused by poverty-related deficiencies and that poverty is a contributing factor in still more deaths.” Additional research from Columbia University’s School of Public Health calculates the number of yearly deaths in this from “poverty-related issues” to be in the hundreds of thousands, which some suggest make it the leading cause of death in this country.
Now, it may be rather difficult to accurately quantify such a figure; however, it is quite easy to link the relationship between poverty and the physical impact it has on the health outcomes of Americans regardless of race, sex or age. Poor Americans disparately suffer from a multitude of illnesses and chronic diseases, including various forms of cancer, heart disease, diabetes, respiratory problems, stress-related illness, and other physical disorders.
In addition to hunger and poor nutrition, substandard housing, transportation barriers, and limited access to quality health care, another critical factor that often plays a detrimental role in the health and wellness of low-income communities is the toxic environment in which they live, work, and go to school.
People residing in poorer neighborhoods are exponentially more likely to be exposed to pollutants and chemicals from industrial plants, landfills, toxic waste facilities, manufacturing mills, and other environmental hazards. Low-income children — who already suffer from significantly higher rates of iron deficiency, stunted growth, obesity, and injury — are inimitably susceptible to ecological factors.
Poor kids, especially those of color are much more likely to develop severe asthma and lead poisoning, as well as food and other allergies. Poverty is perhaps the greatest public health crisis that America faces today.
Unfortunately, the physical effects of poverty only seem to be getting worse. A 2016 study from MIT’s Department of Economics reveals that the life expectancy gap between rich and poor continues to increase drastically among both men and women.
It is troubling to me that more of our leaders and institutions do not see poverty and its effects on their fellow citizens as the calamity that it is. It is not only a public health disaster, but also an issue of human rights. And, I am not sure that anyone could capture the particular gravity of this issue better than the Canadian public health crusader Dr. Charles Hastings.
In 1918, during his address to the American Public Health Association, Hastings proclaimed, “Every nation that permits people to remain under the fetters of preventable disease, and permits social conditions to exist that make it impossible for them to be properly fed, clothed and housed, so as to maintain a high degree of resistance and physical fitness, and that endorses a wage that does not afford sufficient revenue for the home, a revenue that will make possible the development of a sound mind and body, is trampling a primary principle of democracy.”
The world may be a different place 100 years later, but some things always remain true.
Clarence Hightower is the executive director of Community Action Partnership of Ramsey & Washington Counties. Dr. Hightower holds a Ph.D. in urban higher education from Jackson State University. He welcomes reader responses to 450 Syndicate Street North, St. Paul, MN 55104
Poverty is the worst form of violence. — Mahatma Gandhi
Poverty is like punishment for a crime you didn’t commit. — Eli Khamarov
Poverty is brutal, consuming and unforgiving. It strikes at the soul. — Charles M. Blow
Last August, I introduced the first column in a six-part series declaring that “poverty is not a character flaw,” but rather a math problem (and so much more). The math problems identified during the course of the series focused on America’s substantial inequities in employment, education, housing and transportation.
Then, in the final column, I began to explore the idea that, in addition to being a math problem, poverty is “so much more.” Poverty is an unrelenting assault on humanity, a wicked scourge that can have a decidedly detrimental effect on the health and wellness of those caught in its steely grasp.
In this new six-part series titled “We already know that poverty is a math problem. So, what else is it?” I will explore the impact that poverty has on the physical, psychological, emotional and spiritual well-being of people.
The series will conclude with an attempt to tackle Ruby K. Payne’s intriguing notion of the hidden rules among classes, which she describes as “the unspoken cues and habits of a group.” She adds that here in the United States, such a concept is often “recognized for racial and ethnic groups, but not particularly for economic groups.”
Still, before I begin to address these issues over the next couple of months, I would like to briefly discuss some of the inherently unique obstacles that people living in poverty face, which are generally unbeknownst to others. I am reminded of a passage from James Baldwin’s essay “Fifth Avenue, Uptown,” where he writes:
“Anyone who has ever struggled with poverty knows how extremely expensive it is to be poor, and if one is a member of a captive population, economically speaking, one’s feet have simply been placed on the treadmill forever.”
A half-century after these words were composed by the legendary writer and activist, New York Times Op-Ed columnist Charles M. Blow revisited Baldwin’s assertion, noting that while its “original intent” was related to monetary matters (namely paying more for lesser goods), he has personally “always considered that statement in the context of the extreme psychological toll of poverty.”
To his point, consider some of the decisions people in poverty make that others couldn’t bear to imagine, like choosing between buying food, paying the light bill, or purchasing prescription medications. In fact, the threat of unexpected costs or the potential of a personal or family crisis likely figures in every choice made by those below the poverty line.
The truth is that poor households don’t have the luxury of planning for the future. For those in poverty, sometimes the day’s only objective is to survive into tomorrow.
These are just some of the reasons that the life expectancy of someone who is poor is 10 to 15 years less than someone who is not. Or why many in poverty are forced to find more than one job, often working longer hours than most and performing back-breaking work for insufficient pay. Far too many of our fellow citizens live in substandard housing, can’t find or afford nutritious food, lack access to quality health care, and are consigned to underfunded public schools.
The stress of poverty, as demonstrated by a number of recent studies, plays havoc with the physiological, psychological, emotional and spiritual health of millions of Americans each and every day. Pure and simple, poverty is violence and it should not stand.
As Dr. King famously said upon winning the 1964 Nobel Peace Prize, “I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for their minds, and dignity, equality and freedom for their spirits.”
Yes, indeed.
Clarence Hightower is the executive director of Community Action Partnership of Ramsey & Washington Counties. Dr. Hightower holds a Ph.D. in urban higher education from Jackson State University. He welcomes reader responses to 450 Syndicate Street North, St. Paul, MN 55104.
Advocates for children in foster care had good reason to cheer the passage of the Every Student Succeeds Act two years ago. The new law requires schools to break out student achievement data for foster care students so that the public can see how they are doing relative to their peers.
And it calls for students in foster care to be able to stay in their “school of origin” (a term the law did not define) even if it’s no longer their neighborhood school. The state must work with school districts and local child welfare agencies to provide transportation. The transportation was supposed to be in place one year after the passage of ESSA.
One thing we’ll keep stressing again and again this week: how far federal policy has moved since the days of the No Child Left Behind Act (ESSA’s predecessor). Read on.
So, what kinds of goals are states setting?
Some states chose fixed goals that aim for all students, and all subgroups of vulnerable students, such as those qualifying for subsidized school lunches or English-language learners, to reach the same target (such as 80 percent proficiency). What’s nice about this kind of goal is that it sets the same endpoint, making it easier to see over time how achievement gaps are expected to close. States in this category include: Arkansas, Hawaii, Kansas, Mississippi, (grades 3-8 only), Ohio, Minnesota, New York, Rhode island, South Dakota, Virginia, West Virginia, and Wyoming.
Read the full article here: May require an Education Week subscription.
MINNESOTA SPOKESMAN-RECORDER — Dr. Rev. Martin Luther King Jr. gave his famous “I Have a Dream” speech at a time where the words he spoke were radical, important, and needing to be both heard and said. Fifty-five years later, we still have so much farther to go.
I echo Dr. Martin Luther King Jr.’s words — 55 years later; our communities are still not free. We are still fighting against economic disparities, unequal pay for work, and an achievement gap that is hurting the youngest of us. But, I also echo Dr. King’s words when I say I have a dream. I have a dream for our community that lifts up all of us:
[/media-credit] Senator Bobby Joe Champion
A dream of better opportunities for employment — for an environment where local businesses can thrive and hire community members for jobs that pay a living wage.
A dream of better education for all of us — from our youngest students to the people who never thought they would make it to college, to those that have earned a degree and are returning to our communities to give back to the people that gave so much to them.
A dream of stronger relationships with our police force, and of an unwavering commitment from our public safety officers to protect and serve all of us.
A dream of true equity that moves our entire community forward, that moves all of Minnesota forward.
This continues to be our hope, and it is the hope that I carry with me to my work in St. Paul. As we head into session, I will carry these dreams with me and I will work as hard as I possibly can to make them a reality, to make our community proud, and to make our city and our state a remarkable place for everyone.
MINNESOTA SPOKESMAN-RECORDER — “We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy.” – Dr. Martin Luther King, Jr., quote from his “I Have a Dream” speech, August 28, 1963.
Tina Burnside
Most people only remember the last lines of Dr. Martin Luther King, Jr.’s famous “I Have a Dream” speech. But the quote above, also from that same speech, is what I want to focus on in thinking about the future of the City of Minneapolis and the State of Minnesota.
Our community, city and state face serious problems of poverty, racial inequality and economic disparity. Minnesota ranks as the second-worst state for racial inequality for Black people with glaring disparities in which Blacks are incarcerated at higher numbers, have lower incomes, higher unemployment, and lower home ownership than Whites.
We can no longer take the “luxury of cooling off” to study the problem. We already know there is a problem. What we need are real solutions. Policies must be crafted in partnership with business, government and the community. This partnership must include Black voices and leadership.
We can no longer create solutions without listening to the people who are experiencing the problems, and we can no longer tell Blacks and other people of color that change must come gradually, or to wait.
It is 2018 — 55 years after Dr. King delivered his famous speech. As Dr. King said, we must be reminded of the urgency of now. There is no time to “cool off” or proceed gradually. Now is the time to make the promises of democracy a reality and not just a campaign slogan, soundbite or hashtag.
Tina Burnside is a civil rights attorney and writer.
The Every Student Succeeds Act allows states and districts to come up with their own interventions for struggling schools, with the caveat that improvement strategies have to some sort of evidence to back them up.
The good: Almost every state, 46 out of the 51, including the District of Columbia, included at least some one “promising practice” for building and using evidence in their plans. Eleven states were stand-outs in this area: Connecticut, Delaware, Indiana, Iowa, Massachusetts, Minnesota, New Mexico, Ohio, Oklahoma, Rhode Island, and Tennessee.
Nine states, Connecticut, Delaware, Indiana, Massachusetts, Minnesota, New Mexico, Oklahoma, Rhode Island, and Tennessee, pledged to distribute federal school improvement dollars at least in part on the strength of school and districts’ plans to use evidence-based interventions…
Read the full article here: May require an Education Week subscription.
WASHINGTON – U.S. Secretary of Education Betsy DeVos today announced the approval of Minnesota and West Virginia’s consolidated state plans under the Every Student Succeeds Act (ESSA).
“States continue to embrace the flexibility and power given to them under ESSA,” said Secretary DeVos. “I am pleased to approve these plans, which comply with the requirements of the law. I look forward to seeing how the states turn ideas into action to improve outcomes for all students.”
Allowing states more flexibility in how they deliver education to students is at the core of ESSA. Each state crafted a plan that it feels will best offer educational opportunities to meet the needs of the state and its students. The following are some of the unique elements from each state’s approved plan as highlighted by each state:
Minnesota
Plans to ensure that by 2020, 90 percent of all students will graduate from high school in four years and that the state aligns its efforts with its workforce development goals.
Identifies 25 percent of the lowest-performing schools across three domains—math, reading and English learner proficiency—to ensure all schools in need of support are identified and assisted, with the greatest support directed to the most acutely low-performing schools.
“Nothing is more important to Minnesotans than making sure every child has access to a great education,” said Minnesota Commissioner of Education Brenda Cassellius. “That consensus was shared by a broad majority of parents, community members and stakeholders across our state who made equity and ambitious goals the central tenants of our ESSA plan. Together, we created a shared definition of equity that serves as the foundation for a plan that is actionable, research-based and rooted in the best practices for supporting schools. Combined with rigorous accountability expectations, strategic support for schools that need it most, and the promise of easy-to-understand and transparent reporting for teachers, parents, and the public, this plan is a significant step forward in our shared vision for all kids. I look forward to implementing our new plan, and supporting every Minnesota educator as they work even harder to ensure every child has the same opportunity to learn, succeed and thrive.”
West Virginia
Plans to reduce the number of non-proficient students, overall and for each subgroup, in half by 2030.
Provides LEAs access to evidence-based interventions and professional development based on performance on individual indicators within the Statewide Accountability System, so that any school struggling with a single indicator receives support.
“The intent of our ESSA plan is to be a catalyst for economic growth and development in West Virginia. Our goal is to ensure that every student is provided the opportunity to be successful after graduating high school in their chosen career and/or post-secondary endeavors. Our comprehensive system will individualize support and capitalize on a network of education partnerships, while supporting Gov. Jim Justice’s focus on education and economic development,” said Steven Paine, West Virginia’s state superintendent of schools.
EDUCATION WEEK — Minnesota, New York, Virginia, and West Virginia have some work to do on their plans to implement the Every Student Succeeds Act, according to the U.S. Department of Education.
All four states, who were among the 34 that turned in their plans this fall, were flagged for issues with accountability, helping low-performing schools improve, and other areas. So far, ten other states that turned in their plans this fall — Alabama, Alaska, Georgia, Kansas, Maryland, Montana, North Carolina, South Dakota, Utah, and Wyoming—have received feedback from the feds. Puerto Rico has also gotten a response on its plan. (Check out our summaries of their feedback here and here.)
Plus, sixteen states and the District of Columbia, all of which submitted plans in the spring, have gotten the all-clear from U.S. Secretary of Education Betsy DeVos. Colorado, which asked for extra time on its application, is the only spring state still waiting for approval.
So what problems did the department find in this latest round of states? Here’s a quick look. Click on the state’s name for a link to the feds’ letter…
Read the full article here: May require an Education Week subscription.
Most parents and educators want school cafeterias to serve food that is fresh, local, organic, and nutritious. But the truth is that many school nutrition programs operate on a freezer-to-oven basis. Meals arrive highly processed and ready to pop into the oven.
That’s what Sheila Mulrooney Eldred found nearly a decade ago when she first visited public elementary schools in Minneapolis trying to select one for her children. “I was appalled by the cafeteria choices: sugar-saturated cereals for breakfast, pre-packaged French Toast ‘stix’ with syrup for lunch, and chocolate- or strawberry-flavored milk,” the health and fitness journalist wrote in 2016 for Minnesota Monthly.
Changes in nutritional requirements under the Healthy and Hunger Free Kids Act of 2010, however, have required more fruits, vegetable, and whole grains, and cutbacks on calories and sodium. Now that the measure is law, students eat 16 percent more vegetables and 23 percent more fruit at lunch, according to a 2014 Harvard study.
The changes are also visible throughout Minneapolis Public Schools, where, since 2011, more than 30,000 students have received locally sourced foods—things like fresh produce, meats, and baked goods. Minneapolis isn’t the only city that’s changing its menu…
Second in a six-part series
Advocates for children in foster care had good reason to cheer the passage of the Every Student Succeeds Act two years ago. The new law requires schools to break out student achievement data for foster care students so that the public can see how they are doing relative to their peers.
Most parents and educators want school cafeterias to serve food that is fresh, local, organic, and nutritious. But the truth is that many school nutrition programs operate on a freezer-to-oven basis. Meals arrive highly processed and ready to pop into the oven.