After attempts to establish professional contacts in Nigeria and Ireland, I opted to research option 2 of this week’s assignment.  The link for Childhood Poverty Research and Policy Centre’s (http://www.childhoodpoverty.org/) failed me as well.  In trying to establish the correct link, I discovered some startling facts in an article featured by the Urban Institute (www.urban.org)

  • Sixty-three percent of children enter adulthood without experiencing poverty, but 10 percent of children are persistently poor, spending at least half their childhoods living in poverty, (Ratcliffe & McKernan, 2010).
  • Black children are roughly 2.5 times more likely than white children to ever experience poverty and 7 times more likely to be persistently poor, (Ratcliffe & McKernan, 2010).
  • Children who experience poverty tend to cycle into and out of poverty, and most persistently poor children spend intermittent years living above the poverty threshold, (Ratcliffe & McKernan, 2010).
  • Being poor at birth is a strong predictor of future poverty status. Thirty-one percent of white children and 69 percent of black children who are poor at birth go on to spend at least half their childhoods living in poverty, (Ratcliffe & McKernan, 2010)/
  • Children who are born into poverty and spend multiple years living in poor families have worse adult outcomes than their counterparts in higher-income families, (Ratcliffe & McKernan, 2010).

These are alarming statistics for the United States, a country rich in resources and technology.  In Nigeria the poverty rate is more than 45% meaning almost half of their countries population is living below the poverty level (World Bank, 2014).  A percentage of Nigeria’s poverty is due to several rural regions in their country that has limited resources and jobs.  For Ireland, almost 9% of their children are living in poverty (Combat Poverty, ND).  No child should have to face being consistently hungry or worry about where and when they are getting their next meal.

As we’ve learned this week poverty affects children’s health and their ability to function and learn.  Staying abreast of current economic trends and building contacts and resources to assist children in need will only strengthen the bond teachers develop with their students and allow us to not only teach but become part of their support team as well.




Ratcliffe, C. & McKernan, S.M. (2010). Childhood Poverty Persistence: Facts and Consequences. The Urban Institute (Brief 14, June 2010).  Retrieved from http://www.urban.org/publications/412126.html





4 thoughts on “Poverty

  1. Lisa,
    Wow! I was surprised at how many children in a country as wealthy as the United States face poverty every day, and how many of them remain in poverty into adulthood. I expected higher poverty levels for countries that do not have as many resources, such as Nigeria, as you cited above. What do you think is the single most important strategy for helping children move out of poverty and stay out of poverty in the United States?

    1. One of our colleagues gave great examples this week such as improving benefits at work that help us take care of our children. Flexible work hours and increasing minimum wage is a start.

  2. I am sorry that you were unable to make contact with your sources, but the research you sited was very interesting. The statistics for the country are startling even after my own research this week. Poverty is definitely a cycle that I believe can be broken, in large part, with quality early childhood programs. Thanks for the information.

  3. Well I believe everyone is having some troble with their contacts but your research was very interesting and your statistics for the U.S. caught my eye I would love to see poverty as a whole end, Great job

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